Skip to main content Accessibility help
×
Home
Hostname: page-component-544b6db54f-6mft8 Total loading time: 0.697 Render date: 2021-10-16T16:07:49.331Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true, "newUsageEvents": true }

Language and Social Cognition in Children with Specific Language Impairment

Published online by Cambridge University Press:  03 October 2000

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

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.

Type
Research Article
Copyright
© 2000 Association for Child Psychology and Psychiatry

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Send article to Kindle

To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Language and Social Cognition in Children with Specific Language Impairment
Available formats
×

Send article to Dropbox

To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

Language and Social Cognition in Children with Specific Language Impairment
Available formats
×

Send article to Google Drive

To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

Language and Social Cognition in Children with Specific Language Impairment
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *