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Language and Social Cognition in Children with Specific Language Impairment

Published online by Cambridge University Press:  03 October 2000

Marion Farmer
Marion Farmer
Affiliation:
University of Northumbria at Newcastle, U.K.
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Abstract

This study explored the links between the development of language and the development of social cognition. Measures of language, phonological short-term memory, social cognition, and social competence of two groups of children with specific language impairment (SLI), one group attending a special school, the other attending integrated educational placements, were compared with those of chronological and language age-matched normally developing peers (N = 8 in each group). Significant differences between the scores of normally developing children and the scores of the group of children with SLI who attended the special school were found for social cognition and ratings of social competence. Children with SLI from integrated placements did not differ significantly from other groups on these measures. Assessments of language development and phonological short-term memory were not related to social cognition and social competence. Models of the possible relationship between social cognition and language development in children with SLI are discussed.

Keywords

Languagesocial behavioursocial cognitionspecific language impairmenttheory of mind
Type
Research Article
Information
The Journal of Child Psychology and Psychiatry and Allied Disciplines , Volume 41 , Issue 5 , July 2000 , pp. 627 - 636
Copyright
© 2000 Association for Child Psychology and Psychiatry

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