Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: The British Psychological Society
Languages: English
Types: Article
Subjects: C800, C810, C850
The study investigated attentional processes of 32 preschool children with congenital visual impairment (VI). Children with profound visual impairment (PVI) and severe visual impairment (SVI) were compared to a group of typically developing sighted children in their ability to respond to adult directed attention in terms of establishing, maintaining, and shifting attention on toys.\ud \ud The measures of children’s sensory-motor understanding (SMU) and language ability were obtained using the Reynell–Zinkin scales of mental development. The videorecordings of these play-based assessments were coded for three categories of behavioural responses (Establish, Maintain, and Shift). The three groups were matched on verbal comprehension (VC), but differed significantly in their SMU and their chronological age. The groups of children with PVI and SVI were found to be comparable in their ability to establish and maintain attention on objects. Despite a relatively good performance overall both groups scored significantly lower on those skills than children who were sighted. However, with regards to attention shifting, children with PVI showed significantly lower performance than both the children with SVI and the sighted children who were similar on this component. Ability to maintain and shift attention was significantly related to the cognitive ability of children with PVI; however the poorer attentional responses were not confined only to the children with low IQ. The results are discussed in relation to the role of vision, cognitive ability and executive function in attentional processes in children with congenital VI.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Andersen, E. S., Dunlea, A., & Kekelis, L. S. (1993). The impact of input: language acquisition in the visually impaired. First Language, 13, 23-49.
    • Astington, J. W. & Baird, J. A. (2005). Why language matters for a theory of mind. New York: Oxford University Press.
    • Bartsch, K. & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
    • Behl, D. D., Akers, J. F., Boyce, G. C., & Taylor, M. J. (1996). Do mothers interact differently with children who are visually impaired? Journal of Visual Impairment & Blindness, 90, 501- 511.
    • Bigelow, A. E. (2003). The development of joint attention in blind infants. Development and Psychopathology, 15, 259-275.
    • Bigelow, A. E., MacLean, K., & Proctor, J. (2004). The role of joint attention in the development of infants' play with objects. Developmental Science, 7, 518-526.
    • Bishop, D. V. M. (2003). The Children's Communication Checklist (CCC) - 2. London: The Psychological Corporation.
    • Brown, R., Hobson, R. P., Lee, A., & Stevenson, J. (1997). Are there 'autistic-like' features in congenitally blind children? Journal of Child Psychology and Psychiatry, 38, 693-703.
    • Campbell, J. (2003). Maternal Directives to Young Children Who Are Blind. Journal of Visual Impairment & Blindness, 97, 355-365.
    • Capps, L., Kehres, J., & Sigman, M. (1998). Conversational Abilities Among Children with Autism and Children with Developmental Delays. Autism, 2, 325-344.
    • Capps, L., Losh, M., & Thurber, C. (2000). 'The Frog Ate the Bug and Made his Mouth Sad': Narrative Competence in Children with Autism. Journal of Abnormal Child Psychology, 28, 193-204.
    • Carpendale, J. I. M. & Lewis, C. (2004). Constructing an understanding of mind: The development of children's social understanding within social interaction. Behavioral and Brain Sciences, 27, 79-96.
    • Dannenberg, J. (2000). First day jitters. Watertown, Mass: Charlesbridge.
    • de Rosnay, M. & Hughes, C. (2006). Conversation and theory of mind: Do children talk their way to socio-cognitive understanding? British Journal of Developmental Psychology, 24, 7-37.
    • de Rosnay, M., Pons, F., Harris, P. L., & Morrell, J. (2004). A lag between understanding false belief and emotion attribution in young children: Relationships with linguistic ability and mothers' mental state language. British Journal of Developmental Psychology, 22, 197-218.
    • Dennis, M., Lazenby, A. L., & Lockyer, L. (2001). Inferential language in high-function children with autism. Journal of Autism and Developmental Disorders, 31, 47-54.
    • Dote-Kwan, J. (1995). Impact of Mothers' Interactions on the Development of Their Young Visually Impaired Children. Journal of Visual Impairment & Blindness, 89, 46-58.
    • Dunlea, A. (1989). Language and the emergence of meaning: Blind and sighted children's early language. Cambridge: Cambridge University Press.
    • Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents. Child Development, 62, 1352-1366.
    • Dyck, M. J., Farrugia, C., Shochet, I. M., & Holmes-Brown, M. (2004). Emotion recognition/understanding ability in hearing or vision-impaired children: do sounds, sights, or words make the difference? Journal of Child Psychology and Psychiatry, 45, 789-800.
    • Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children's storybooks as a source of mental state information. Cognitive Development, 15, 17-37.
    • Eisenmajer, R. & Prior, M. (1991). Cognitive linguistic correlates of" theory of mind" ability in autistic children. British Journal of Developmental Psychology, 9, 351-364.
    • Fraiberg, S. (1977). Insights from the blind. London: Souvenir.
    • Green, S., Pring, L., & Swettenham, J. (2004). An investigation of first-order false belief understanding of children with congenital profound visual impairment. British Journal of Developmental Psychology, 22, 1-17.
    • Hobson, R. P. & Bishop, M. (2003). The pathogenesis of autism: insights from congenital blindness. Philosophical Transactions of the Royal Society of London Series B-Biological Sciences, 358, 335-344.
    • Hughes, C. & Dunn, J. (1997). "Pretend you didn't know": Preschoolers' talk about mental states in pretend play. Cognitive Development, 12, 381-403.
    • Hughes, M., Dote-Kwan, J., & Dolendo, J. (1999). Characteristics of maternal directiveness and responsiveness with young children with visual impairments. Child: Care, Health and Development, 25, 285-298.
    • Kekelis, L. S. & Andersen, E. S. (1984). Family communication styles and language development. Journal of Visual Impairment and Blindness, 78, 54-65.
    • Kekelis, L. S. & Prinz, P. M. (1996). Blind and sighted children with their mothers: The development of discourse skills. Journal of Visual Impairment & Blindness, 90, 423-436.
    • Landau, B. & Gleitman, L. R. (1985). Language and Experience: Evidence from the Blind Child. Cambridge: Harvard University Press.
    • Marschark, M., Green, V., Hindmarsh, G., & Walker, S. (2000). Understanding theory of mind in children who are deaf. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 1067-1073.
    • Meins, E., Fernyhough, C., Russell, J., & Clark-Carter, D. (1998). Security of Attachment as a Predictor of Symbolic and Mentalising Abilities: A Longitudinal Study. Social Development, 7, 1-24.
    • Meins, E., Fernyhough, C., Wainwright, R., Clark-Carter, D., Das Gupta, M., Fradley, E. et al. (2003). Pathways to Understanding Mind: Construct Validity and Predictive Validity of Maternal Mind-Mindedness. Child Development, 74, 1194-1211.
    • Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal Mind-Mindedness and Attachment Security as Predictors of Theory of Mind Understanding. Child Development, 73, 1715-1726.
    • Mills, A. E. (1983). Language acquisition in the blind child: Normal and deficient. San Diego: College Hill Pr.
    • Minter, M., Hobson, R. P., & Bishop, M. (1998). Congenital visual impairment and 'theory of mind'. British Journal of Developmental Psychology, 16, 183-196.
    • Moeller, M. P. & Schick, B. (2006). Relations between maternal input and theory of mind understanding in deaf children. Child Development, 77, 751-766.
    • Moore, V. & McConachie, H. R. (1994). Communication between Blind and Severley VisuallyImpaired Children and Their Parents. British Journal of Developmental Psychology, 12, 491-502.
    • Pérez-Pereira, M. & Conti-Ramsden, G. (1999). Language development and social interaction in blind children. Hove: Psychology Press.
    • Pérez-Pereira, M. & Conti-Ramsden, G. (2001). The use of directives in verbal interactions between blind children and their mothers. Journal of Visual Impairment & Blindness, 95, 133-149.
    • Peterson, C. C., Peterson, J. L., & Webb, J. (2000). Factors influencing the development of a theory of mind in blind children. British Journal of Developmental Psychology, 18, 431-447.
    • Peterson, C. C., Wellman, H. M., & Liu, D. (2005). Steps in theory-of-mind development for children with deafness or autism. Child Development, 76, 502-517.
    • Philofsky, A., Fidler, D. J., & Hepburn, S. (2007). Pragmatic language profiles of school-age children with autism spectrum disorders and Williams syndrome. American Journal of Speech-Language Pathology, 16, 368-380.
    • Preisler, G. M. (1991). Early patterns of interaction between blind infants and their sighted mothers. Child: Care, Health and Development, 17, 65-90.
    • Roch-Levecq, A. (2006). Production of basic emotions in children with congenital blindness: Evidence for the embodiment of Theory of Mind. British Journal of Developmental Psychology, 24, 507-528.
    • Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
    • Rutter, M., Bailey, A., & Lord, C. (2003). The Social Communication Questionnaire (SCQ). Los Angeles: Western Psychological Services.
    • Slaughter, V., Peterson, C. C., & Mackintosh, E. (2007). Mind What Mother Says: Narrative Input and Theory of Mind in Typical Children and Those on the Autism Spectrum. Child Development, 78, 839-858.
    • Symons, D. K. (2004). Mental state discourse, theory of mind, and the internalization of selfother understanding. Developmental Review, 24, 159-188.
    • Symons, D. K., Peterson, C. C., Slaughter, V., Roche, J., & Doyle, E. (2005). Theory of mind and mental state discourse during book reading and story-telling tasks. British Journal of Developmental Psychology, 23, 81-102.
    • Tadic, V., Pring, L., & Dale, N. (2010). Are language and social communication intact in children with congenital visual impairment at school age? Journal of Child Psychology and Psychiatry, 51, 696-705.
    • Taumoepeau, M. & Ruffman, T. (2006). Mother and infant talk about mental states relates to desire language and emotion understanding. Child Development, 77, 465-481.
    • Taumoepeau, M. & Ruffman, T. (2008). Stepping stones to others' minds: Maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months. Child Development, 79, 284-302.
    • M lea . 6 .
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article