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Specific Language Impairment, Theory of Mind, and Visual Perspective Taking: Evidence for Simulation Theory and the Developmental Role of Language
Author(s) -
Farrant Brad M.,
Fletcher Janet,
Maybery Murray T.
Publication year - 2006
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2006.00977.x
Subject(s) - specific language impairment , theory of mind , psychology , perspective (graphical) , developmental psychology , language development , nonverbal communication , language acquisition , cognitive psychology , perspective taking , cognition , empathy , social psychology , mathematics education , neuroscience , artificial intelligence , computer science
Recent research has found that the acquisition of theory of mind (ToM) is delayed in children with specific language impairment (SLI). The present study used a battery of ToM and visual perspective taking (VPT) tasks to investigate whether the delayed acquisition of ToM in children with SLI is associated with delayed VPT development. Harris' (1992, 1996) simulation theory predicts that the development of VPT will be delayed. Participants were 20 children with SLI ( M =62.9 months) and 20 typically developing children ( M =61.2 months) who were matched for nonverbal ability, gender, and age. The results supported Harris' theory and a role for language in ToM and VPT development.