Opin vísindi

Inferencing Abilities of Deaf College Students : Foundations and Implications for Metaphor Comprehension and Theory of Mind

Inferencing Abilities of Deaf College Students : Foundations and Implications for Metaphor Comprehension and Theory of Mind


Title: Inferencing Abilities of Deaf College Students : Foundations and Implications for Metaphor Comprehension and Theory of Mind
Author: Edwards, Lindsey
Marschark, Marc
Kronenberger, William G.
Crowe, Kathryn
Walton, Dawn
Date: 2020-06-11
Language: English
Scope: 26
Department: Faculty of Medicine
Series: Journal of Developmental and Physical Disabilities; 33(2)
ISSN: 1056-263X
DOI: https://doi.org/10.1007/s10882-020-09746-w
Subject: Rökhugsun; Heyrnarlausir; Kuðungsígræðsla; Myndhvörf; Cochlear implant; Deaf; Inferencing; Metaphor; Sarcasm; Physical Therapy, Sports Therapy and Rehabilitation; Developmental and Educational Psychology
URI: https://hdl.handle.net/20.500.11815/2895

Show full item record

Citation:

Edwards , L , Marschark , M , Kronenberger , W G , Crowe , K & Walton , D 2020 , ' Inferencing Abilities of Deaf College Students : Foundations and Implications for Metaphor Comprehension and Theory of Mind ' , Journal of Developmental and Physical Disabilities , vol. 33 , no. 2 , pp. 233-258 . https://doi.org/10.1007/s10882-020-09746-w

Abstract:

Understanding nonliteral language requires inferencing ability and is an important but complex aspect of social interaction, involving cognitive (e.g., theory of mind, executive function) as well as language skill, areas in which many deaf individuals struggle. This study examined comprehension of metaphor and sarcasm, assessing the contributions of hearing status, inferencing ability, executive function (verbal short-term/working memory capacity), and deaf individuals’ communication skills (spoken versus signed language, cochlear implant use). Deaf and hearing college students completed a multiple-choice metaphor comprehension task and inferencing tasks that included both social-emotional (i.e., theory of mind) and neutral inferences, as well as short-term memory span and working memory tasks. Results indicated the hearing students to have better comprehension of nonliteral language and the ability to make social-emotional inferences, as well as greater memory capacity. Deaf students evidenced strong relationships among inferential comprehension, communication skills, and memory capacity, with substantial proportions of the variance in understanding of metaphor and sarcasm accounted for by these variables. The results of this study enhance understanding of the language and cognitive skills underlying figurative language comprehension and theory of mind and have implications for the social functioning of deaf individuals.

Description:

This research was supported by a grant from Advanced Bionics Corporation (USA). The results reported are solely the responsibility of the authors and do not necessarily represent the official views of Advanced Bionics or NTID. Publisher Copyright: © 2020, The Author(s).

Files in this item

This item appears in the following Collection(s)