Abstract

The acquisition of a mature theory of mind (ToM) within a typical timeframe depends on the ability to converse early, easily, and proficiently about mental states with other skilled language users. Research shows that children who are deaf or hard of hearing who have parents with typical hearing are more likely to experience delays in spoken or sign language, and subsequent delays in ToM; while children whose hearing and communication status matches that of their parents are less likely to be language delayed and less likely to have deficits in ToM. Exposure to language per se seems insufficient to ensure timely ToM development. Rather, conversational access to, understanding of, and practice expressing mental, emotional, and cognitive terms as well as specific syntactic structures that describe the beliefs of others from an early age are important, regardless of communication mode. If children who are deaf or hard of hearing are identified late, receive hearing technology and other language interventions late, and do not develop strong early language and conversational skills, ToM is likely to be delayed in preschool and early elementary school. By contrast, children who are deaf and who are identified early, treated early, and acquire conversational competence within a typical time frame should demonstrate ToM development that more closely approximates ToM of their peers who have typical hearing.