In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children…

The present study was conducted in three parts. Each part analyzed theory of mind (ToM) development in children who are deaf in relation to mental verb and complement syntax understanding. In the first part, participants were given a series of tests for the purpose of correlational analysis of ToM, mental verb understanding, and memory for…

This discussion is based on the results of an earlier experiment in which four groups of deaf subjects, ranging in age of first exposure to signing from birth to over eighteen, were given lists of sentences in American Sign Language to shadow and recall immediately after presentation. It was found that in terms of overall accuracy, early learners…