Theory of Mind Development in Preschoolers with Hearing Impairment

The article is devoted to the study of the development of a mental model in preschoolers with hearing impairment after cochlear implantation. The analysis of the specifics of the manifestations of the mental model deficiency, which is associated with the peculiarities of using the means of special attention in preschoolers with hearing impairment, is carried out. The ability of a child's focal attention to attention as a critical additional, necessary for the development of a mental model. Sample consisted of 40 preschool children aged 5-7 years (Mage=5,9 years, SDage=0,6 months), 20 with sensorineural hearing loss with cochlear implants (years (Mage=5,6 years, SDage=0,6 months, age by moment of implantation Mage=3,2 years, SDage=0,6) and 20 typically developing preschoolers of 5–7 years old (Mage=5,1 years, SDage=0,5 months). Standardized methods for assessing the mental model were used: test for erroneous opinion (Sally–Anne's task), the task “What does Charlie want?”, the task of understanding intentions based on external signs, the task of understanding the principle “to see means” (A.S. Gerasimova, E.A. Sergienko) To fix the eye movement of preschoolers during the behavior of a child with an adult in play conditions, the eye-tracking method was used. It is recorded that preschoolers with hearing impairments are selectively unable to detect and interpret the intentions of another person, and they also have a lack of means of coordinated attention.

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