Language and Hidden Emotion Understanding in Deaf and Hard-of-Hearing Children: The Role of Mentalistic Verbs
The understanding of hidden emotions situations in which individuals deliberately express an emotion different from what they genuinely feel is a key skill in theory of mind (ToM) development. This ability allows children to reason about discrepancies between internal emotional states and external e...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/27185 |
| Acesso em linha: | http://hdl.handle.net/10256/27185 |
| Access Level: | acceso abierto |
| Palavra-chave: | Emocions i cognició Emotions and cognition Cognició en els infants Cognition in children Infants sords -- Llenguatge Children, Deaf -- Language |
| Resumo: | The understanding of hidden emotions situations in which individuals deliberately express an emotion different from what they genuinely feel is a key skill in theory of mind (ToM) development. This ability allows children to reason about discrepancies between internal emotional states and external expressions and is closely tied to linguistic development, particularly vocabulary related to mental states, which supports complex emotional reasoning. Children who are deaf or hard of hearing (DHH), especially those born to hearing non-signing families and raised in oral language environments, may face challenges in early language exposure. This can impact the development of social and emotional skills, including the ability to understand hidden emotions. This study compares the understanding of hidden emotions in hearing children (n = 59) and DHH children (n = 44) aged 7-12 years. All children were educated in spoken language environments; none of the DHH participants had native exposure to sign language. Participants completed a hidden emotions task involving illustrated stories where a character showed a certain emotion in front of two observers, only one of whom was aware of the character's true emotional state. The task assessed children's understanding of the character's emotional state as well as their ability to reason about the impact of hiding emotions on the beliefs of the observers. The results showed that the hearing children outperformed their DHH peers in understanding hidden emotions. This difference was not attributed to hearing status per se but to language use. Specifically, children's spontaneous use of cognitive verbs (e.g., think or know) in their explanations predicted task performance across the groups, emphasizing the role of mental state language in emotional reasoning. These findings underscore the importance of early and accessible language exposure in supporting the emotional and social cognitive development of DHH children |
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