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The purpose of the study reported here was to examine the degree to which delays or deficits in developing a theory of mind are specific to children with autism or extend to other groups of atypical children with varying conversational experience and awareness. The performance of deaf children from a variety of conversational backgrounds was compared with that of autistic and normal hearing children on a range of tasks requiring representation of others' mental states. Native signers, oral deaf children, and normal hearing children scored similarly, and their performance exceeded that shown by signing deaf children from hearing families and children with autism. The latter two groups did not differ significantly from each other. These results point to an interplay among biology, conversation, and culture in the development of a theory of mind.
Peterson et al. (Mon,) studied this question.
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