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Knowledge of Display Rules in Prelingually Deaf and Hearing Children

Published online by Cambridge University Press:  01 March 2000

J. A. Hosie ,
P. A. Russell ,
C. D. Gray ,
C. Scott ,
N. Hunter ,
J. S. Banks  and
M. C. Macaulay
J. A. Hosie
Affiliation:
University of Aberdeen, Scotland, U.K.
P. A. Russell
Affiliation:
University of Aberdeen, Scotland, U.K.
C. D. Gray
Affiliation:
University of Aberdeen, Scotland, U.K.
C. Scott
Affiliation:
University of Aberdeen, Scotland, U.K.
N. Hunter
Affiliation:
University of Aberdeen, Scotland, U.K.
J. S. Banks
Affiliation:
Aberdeenshire Council, Scotland, U.K.
M. C. Macaulay
Affiliation:
Aberdeen School for the Deaf, Scotland, U.K.
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Abstract

Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children.

Keywords

Deaf childrendisplay rulesemotionemotion regulation
Type
Research Article
Information
The Journal of Child Psychology and Psychiatry and Allied Disciplines , Volume 41 , Issue 3 , March 2000 , pp. 389 - 398
Copyright
© 2000 Association for Child Psychology and Psychiatry

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