Le développement métacognitif des enfants sourds

Abstract

Deaf children's understanding of cognition and the mental world is reviewed and explored. After a brief historical overview, a body of recent research assessing deaf children's theory of mind on false belief tests is summarized and interpreted. Results show that, in contrast to serious delays for both oral and late-signing deaf children of hearing parents, native signers develop a theory of mind on the typical hearing child's early timetable. New empirical data are next presented showing sound performance by late-signing deaf children on Piaget-inspired interviews about the locations and functions of the mind and the brain. The article concludes with an integration of these varied perspectives on metacognition and speculations. © P.U.F.