Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children

Abstract

Two studies of 100 children aged 3–12 years examined theory of mind (ToM) understanding via explanations and predictions in hearing preschoolers and ToM-delayed deaf children. Study 1's 75 children (31 deaf; 44 hearing) displayed an “explanation advantage,” devising valid epistemic ToM explanations despite failing simpler forced-choice false-belief (FB) prediction tests. This novel discovery for deaf children extended to unexpectedly frequent cognitive (“think” or “know”) explanations. Study 2 (with 25 additional deaf children; Mage = 9) showed that microgenetic FB explanation practice resulted in significant gains on FB prediction posttests that were absent in a non-ToM control group. Implications for (a) explanation's interconnection with conceptual development, (b) designing ToM interventions, and (c) teaching deaf and hearing children are discussed.