ABSTRACT
The purpose of this study is to investigate theory of mind development [TOM] with regard to mental retarded students [MRS] and its relationship with verbal and non-verbal abilities, and number of siblings. This study is a cross-sectional, for all male mental retarded students, age of 8 to 14 years [about 59 individuals] which were from the city Torbat-e Heidarieh, Iran. Unexpected-content task [UCT] and 38-items test were used for measuring TOM. Also, the Wechsler Intelligence Scale for children Revised [WISC-R] was used to examine the verbal and non-verbal abilities. Information of siblings was established in an interview with the parents, also by looking at the students' ID cards. In order to analyze data, ANOVA, Scheffe, Pearson correlation coefficient and chi- square were carried out. First and second level theory of mind development with regard to intellectually disable students were ascending to 12 years age [p<0.05] and then maintained stable [p=0.87]. However, theory of mind development that measured by Unexpected Content Task [UCT], was always ascending [p<0.05]. The verbal ability had a positive and significant correlation with first [p<0.001] and second level [p<0.001] theory of mind, while non-verbal ability had a positive and significant correlation with both first [p<0.009] and second level [p<0.001]. Number of siblings had not been significantly correlated with theory of mind development which related to intellectually disable students [p>0.05]. Altogether, the things "theory theory" and "modular" approaches state might be acceptable. Those theories which are based on sociocultural approaches expressing experiment of communication underlies mind understanding development must be more examined
ABSTRACT
A system that could make speech visible to deaf people has been dreamt of for long time. Several systems have been developed during recent decades; with the most popular being cued speech invented 50 years ago by Cornett [1967]. The aim of this article is to review researches about cued speech and its efficacy on different language skills of hearing impaired children. In this article we reviewed researches on cued peech and its impacts on speech and literacy of hearing impaired children. We searched Medline, Proquest and Scopus search engines with the "cued speech" keyword and read all textbooks and thesis published between 1972 and 2011. Cued speech is an oral system which makes the sounds visible and accessible. It makes speech perception much simpler and improves lip-reading skills and ability of using residual hearing in hearing impaired children. Cued speech enhances children's communication and speech perception and discrimination from early ages. It improves speech and ability to benefit from cochlear implantation. The original impetus behind cued speech was to improve literacy levels of hearing impaired children and it has been found to be uniquely successful.