听力障碍小学生的 心理推理能力及相关因素.

Objective: To explore the developmental status and the related factors of the theory of mind in hearing-impaired pupils. Methods: According to the developmental stages of theory of mind,67 hearing-impaired pupils and 75 hearing-normal pupils which were selected randomly from a city in Guizhou province were measured for their first-order and higher-order theory of mind levels using the Five-Item ToM task and the Faux-Pas task in the two studies, respectively. Results: The total score of the Five-item task, different beliefs, false beliefs, and hidden emotions of the hearing-impaired pupils [Mean age（12±2） years] in the first study were lower than that of the general pupils [Mean age（8±1） years]（P <0.01）.The more verbal communication styles and the older they were, the higher the score on the theory of mind task（Ps <0.05）.In addition, the total scores of the Faux Pas task, cognition, emotion, and intention of the hearing-impaired students [Mean age（14±2） years] in the second study were higher than that of the general students [Mean age（12±1） years]（P <0.01）.The older the hearing-impaired students were, the higher the scores of the higher-order theory of mind task, and those with hearing aid, congenital hearing loss, and close family had higher scores in the theory of mind task（Ps <0.05）.Conclusion:The development of the first-order theory of mind of hearing-impaired pupils in lower grades is weaker than that in the normal pupils, but the development of the higher-order theory of mind is adjusted by age, and the task score is higher than that in the normal pupils. [ABSTRACT FROM AUTHOR]