2026-04-17T14:15:53Zhttps://recercat.cat/oai/requestoai:recercat.cat:10256/271852025-09-06T06:44:20Zcom_2072_452955com_2072_2054col_2072_453072
RECERCAT
author
Intxaustegi Llopis, Alaitz
author
Serrat Sellabona, Elisabet
author
Amado, Ana
author
Sidera Caballero, Francesc
2025-09-06T06:44:20Z
2025-09-06T06:44:20Z
2025-08-15
http://hdl.handle.net/10256/27185
The understanding of hidden emotions situations in which individuals deliberately express an emotion different from what they genuinely feel is a key skill in theory of mind (ToM) development. This ability allows children to reason about discrepancies between internal emotional states and external expressions and is closely tied to linguistic development, particularly vocabulary related to mental states, which supports complex emotional reasoning. Children who are deaf or hard of hearing (DHH), especially those born to hearing non-signing families and raised in oral language environments, may face challenges in early language exposure. This can impact the development of social and emotional skills, including the ability to understand hidden emotions. This study compares the understanding of hidden emotions in hearing children (n = 59) and DHH children (n = 44) aged 7-12 years. All children were educated in spoken language environments; none of the DHH participants had native exposure to sign language. Participants completed a hidden emotions task involving illustrated stories where a character showed a certain emotion in front of two observers, only one of whom was aware of the character's true emotional state. The task assessed children's understanding of the character's emotional state as well as their ability to reason about the impact of hiding emotions on the beliefs of the observers. The results showed that the hearing children outperformed their DHH peers in understanding hidden emotions. This difference was not attributed to hearing status per se but to language use. Specifically, children's spontaneous use of cognitive verbs (e.g., think or know) in their explanations predicted task performance across the groups, emphasizing the role of mental state language in emotional reasoning. These findings underscore the importance of early and accessible language exposure in supporting the emotional and social cognitive development of DHH childrenThe author(s) declare that financial support was received for the research, authorship, or publication of this article. This work was funded by the Ministerio de Ciencia, Innovación y Universidades (MICIU) of Spain (reference no. PID2020-118419GB-I00)
Reconeixement 4.0 Internacional http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess
Emocions i cognició
Emotions and cognition
Cognició en els infants
Cognition in children
Infants sords -- Llenguatge
Children, Deaf -- Language
Language and Hidden Emotion Understanding in Deaf and Hard-of-Hearing Children: The Role of Mentalistic Verbs
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion peer-reviewed