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Master Thesis

Théorie de l'esprit et compréhension de l'ironie chez les enfants entendants et malentendants

Abstract : Irony is a complex form of language, that requires pragmatic and cognitive skills to be understood. For children, this ability emerges around the age of 6, and it seems to be related to the theory of mind. For deaf children, whom the theory of mind appears later than hearing children, irony could be more difficult to understand. We have made the hypothesis that hearing children would understand irony better than hearing impaired children, and that this understanding would be linked to the theory of mind. We have tested 10 deaf children's and 9 hearing children's understanding of irony with a story completion test, where they had to choose a literal or ironic ending, their theory of mind with tasks from the NEPSY-II, and we have controlled their language skills with the test É.CO.S.SE. Our results have confirmed our first hypothesis that hearing children's understanding of irony would be better than deaf children. However, we cannot conclude on our second hypothesis, in the absence of significant result. This study confirms the importance attached to the pragmatic disorders in deaf children, because these disorders can only slow their reduced social interactions.
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https://dumas.ccsd.cnrs.fr/dumas-01373899
Contributor : Muriel Pelletier-Guichard <>
Submitted on : Thursday, September 29, 2016 - 1:21:14 PM
Last modification on : Tuesday, April 14, 2020 - 12:17:58 PM
Long-term archiving on: : Friday, December 30, 2016 - 1:15:57 PM

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  • HAL Id : dumas-01373899, version 1

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Cécile Pleah. Théorie de l'esprit et compréhension de l'ironie chez les enfants entendants et malentendants. Sciences cognitives. 2016. ⟨dumas-01373899⟩

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