http://www.100md.com
2006年9月28日
[19] Terwogt M M, Rieffe C. Deaf Children's Use of Beliefs and Desires in Negotiation. Journal of Deaf Studies and Deaf Education, 2004, 9 (1): 27~38
[20] Rieffe C, Meerum T M, Dirks E, Smit C. Voorspellen en verklaren van emoties bij dove kinderen. / Predicting and explaining emotions in deaf children. Kind-en-Adolescent, 2001, 22(2): 73~84
[21] Scott C, Russell P A, Gray C D, Hosie J A, Hunter N. The interpretation of line of regard by prelingually deaf children. Social Development, 1999, 8(3): 412~426
[22] Peterson C C, Siegal M. Domain specificity and everyday biological, physical, and psychological thinking in normal, autistic, and deaf children. In: Wellman, Henry M. (Ed); Inagaki, Kayoko (Ed). The emergence of core domains of thought: Children's reasoning about physical, psychological, and biological phenomena. New directions for child development. No. 1997. 55~70, 83
[23] Rhys J S, Ellis H D. Theory of mind: Deaf and hearing children's comprehension of picture stories and judgments of social situations. Journal of Deaf Studies and Deaf Education, 2000, 5(3): 248~265
[24] Marschark M. Psychological development of deaf children. New York: Oxford University Press, 1993
[25] Meadow K P. The development of deaf children. In: E M Hetherington (Ed.). Review of Child Development Research Chicago: University of Chicago Press, 1975. 441~508
[26] Morford J P, Goldin-Meadow S. From here and now to there and then: The development of displaced reference in Homesign and English. Child Development, 1997, 68: 420~435
[27] Power D, Carty B. Cross-cultural communication and the deaf community in Australia. In C Hendrick, R Holton (Eds.). Cross-cultural communication and professional education. Adelaide: Flinders University Centre for Multicultural Studies, 1990
[28] Moeller M P. Mothers' mental state input and theory of mind understanding in deaf and hearing children. Dissertation Abstracts International: Section B: The Sciences and Engineering, 2003, 63(7-B): 3496
[29] Woolfe T, Want S C, Siegal M. Siblings and Theory of Mind in Deaf Native Signing Children. Journal of Deaf Studies and Deaf Education, 2003, 8(3): 340~347
[30] Frey R J. General linguistic competency in the deaf: A prerequisite for developing a theory of mind? Dissertation Abstracts International Section A: Humanities and Social Sciences, 1998, 59(6-A): 1903
[31] Figueras-Costa D, Harris P L. Theory of mind development in deaf children: A nonverbal test of falsebelief understanding. Journal of Deaf Studies and Deaf Education, 2001, 6: 92~102
[32] Jackson A L. Language facility and theory of mind development in deaf children. Journal of Deaf Studies and Deaf Education, 2001, 6: 161~176
[33] Siegal M, Varley R, Want S C. Mind over grammar: Reasoning in aphasia and development. Trends in Cognitive Sciences, 2001, 5: 296~301
[34] Cerruto A. The effects of training on theory of mind tasks with children who are deaf. Dissertation Abstracts International: Section B: The Sciences and Engineering, 1999, 60(5-B): 2383
[ 上 页 ] [ 下 页 ]
(陈友庆 郭本禹)
[20] Rieffe C, Meerum T M, Dirks E, Smit C. Voorspellen en verklaren van emoties bij dove kinderen. / Predicting and explaining emotions in deaf children. Kind-en-Adolescent, 2001, 22(2): 73~84
[21] Scott C, Russell P A, Gray C D, Hosie J A, Hunter N. The interpretation of line of regard by prelingually deaf children. Social Development, 1999, 8(3): 412~426
[22] Peterson C C, Siegal M. Domain specificity and everyday biological, physical, and psychological thinking in normal, autistic, and deaf children. In: Wellman, Henry M. (Ed); Inagaki, Kayoko (Ed). The emergence of core domains of thought: Children's reasoning about physical, psychological, and biological phenomena. New directions for child development. No. 1997. 55~70, 83
[23] Rhys J S, Ellis H D. Theory of mind: Deaf and hearing children's comprehension of picture stories and judgments of social situations. Journal of Deaf Studies and Deaf Education, 2000, 5(3): 248~265
[24] Marschark M. Psychological development of deaf children. New York: Oxford University Press, 1993
[25] Meadow K P. The development of deaf children. In: E M Hetherington (Ed.). Review of Child Development Research Chicago: University of Chicago Press, 1975. 441~508
[26] Morford J P, Goldin-Meadow S. From here and now to there and then: The development of displaced reference in Homesign and English. Child Development, 1997, 68: 420~435
[27] Power D, Carty B. Cross-cultural communication and the deaf community in Australia. In C Hendrick, R Holton (Eds.). Cross-cultural communication and professional education. Adelaide: Flinders University Centre for Multicultural Studies, 1990
[28] Moeller M P. Mothers' mental state input and theory of mind understanding in deaf and hearing children. Dissertation Abstracts International: Section B: The Sciences and Engineering, 2003, 63(7-B): 3496
[29] Woolfe T, Want S C, Siegal M. Siblings and Theory of Mind in Deaf Native Signing Children. Journal of Deaf Studies and Deaf Education, 2003, 8(3): 340~347
[30] Frey R J. General linguistic competency in the deaf: A prerequisite for developing a theory of mind? Dissertation Abstracts International Section A: Humanities and Social Sciences, 1998, 59(6-A): 1903
[31] Figueras-Costa D, Harris P L. Theory of mind development in deaf children: A nonverbal test of falsebelief understanding. Journal of Deaf Studies and Deaf Education, 2001, 6: 92~102
[32] Jackson A L. Language facility and theory of mind development in deaf children. Journal of Deaf Studies and Deaf Education, 2001, 6: 161~176
[33] Siegal M, Varley R, Want S C. Mind over grammar: Reasoning in aphasia and development. Trends in Cognitive Sciences, 2001, 5: 296~301
[34] Cerruto A. The effects of training on theory of mind tasks with children who are deaf. Dissertation Abstracts International: Section B: The Sciences and Engineering, 1999, 60(5-B): 2383
[ 上 页 ] [ 下 页 ]
(陈友庆 郭本禹)