Language and Social Cognition in Children with Specific Language Impairment

Farmer, Marion

doi:10.1111/1469-7610.00649

Cited by 80 publications

(63 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The study also lends support to other studies which report that those with language impairments (but not autism) have subtle social cognition impairments (e.g., Farmer, 2000). Of course more marked social cognitive impairments may in fact lead to a diagnosis of autism rather than language impairment.…”

Section: Language Group and Social Outcomesupporting

confidence: 85%

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Botting

Conti‐Ramsden

2008

British J of Dev Psycho

View full text Add to dashboard Cite

Social skill and language are known to relate, not least in the example of those with specific language impairment (SLI). However, most of the research examining this trend has been conducted on young primary school age children and the nature of the relationships is unclear. Furthermore, little is known about which young people in general have social difficulties and whether language, social cognition, and social skills are directly associated at this age. In this study, a large cohort made up of young people with a history of SLI (N = 134) and a typically developing (TD) group (N = 124) of the same age were followed up in their final year of compulsory schooling (aged 16). Language, social cognition, social skills, and functional social outcomes (friendships and levels of social activity) were assessed using tasks and questionnaires. Modest associations were found between social cognition, language, and social behaviours, the strongest being between language and social cognition. Regression analyses showed that as a combined group, the adolescents' functional social outcomes were most associated with expressive language, social skill, and social cognitive ability. However, the patterns differed when the groups were analysed separately, with social cognition playing more of a role for those with SLI. These findings suggest that poor language may play a complex role in adolescents' social development.

show abstract

Section: Language Group and Social Outcomesupporting

confidence: 85%

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Botting

Conti‐Ramsden

2008

British J of Dev Psycho

View full text Add to dashboard Cite

show abstract

“…This is comparable with previous research in which primary school children with language difficulties did not differ from same-age typically developing peers on parent ratings of prosocial behaviour (Farmer, 2000). Also, for 3-5 years olds, the link between parentrated prosocial and vocabulary was found to be weak (Hartas, 2011).…”

Section: Links Between Social Behaviour and Language And Literacysupporting

confidence: 88%

Children’s social behaviour, language and literacy in early years

Hartas

2012

Oxford Review of Education

View full text Add to dashboard Cite

Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined longitudinal variations in parent ratings of child social, emotional and behavioural difficulties and prosocial behaviour (preschool to end of Key Stage 1); the magnitude of parent-teacher agreement regarding behaviour ratings; and concurrent relationships between behaviour and language and literacy at the end of the Key Stage 1. The findings showed significant downward trends in ratings of young children's social and behavioural difficulties and an increase in ratings of prosocial behaviour over the 3-7 years period. Ratings of emotional difficulties remained fairly stable over the same period. Also, medium-to-strong language and literacy effects were found for behavioural difficulties (eg, hyperactivity) and prosocial behaviour. Finally, teacher-parent agreement regarding behaviour ratings was found to be modest but higher for social and behavioural difficulties, hyperactivity in particular than for emotional symptoms and prosocial behaviour. These findings have important implications for preschool and primary school policy and practice regarding children's social behaviour.Keywords: social behaviour, behaviour difficulties, language and behaviour Children's social behaviour, language and literacy in early years

show abstract

“…an inability to take an addressee's perspective). Further, since there is evidence to suggest that children with SLI can pass these tests of false belief by seven years of age (Andrés-Roqueta et al, 2013;Farmer, 2000), they should be within the reach of the children at the mean age of our clinical sample.…”

Section: Participants and Standardised Testsmentioning

confidence: 98%

Referring expressions and structural language abilities in children with specific language impairment: A pragmatic tolerance account

Davies

Andrés‐Roqueta

Norbury

2016

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Specific language impairment (SLI) has traditionally been characterised as a deficit of structural language (specifically grammar), with relative strengths in pragmatics. In this study, comprehensive assessment of production, comprehension and metalinguistic judgment of referring expressions reveals that children with SLI have weaknesses in both structural and pragmatic language skills relative to age-matched peers. Correlational analyses highlight a relationship between their performance on the experimental tasks and their structural language ability. Despite their poor performance on the production and comprehension tasks, children with SLI were able to recognise pragmatically underinformative reference relative to other types of utterance, though imposed a less severe penalty on such expressions than their typically-developing peers; a pattern which supports the pragmatic tolerance account. Our novel methodology (which probes structural abilities from both the speaker's and hearer's perspectives as well as metalinguistic and pragmatic skills in the same sample) challenges the assumption that pragmatic errors stem from deficits in social cognition and instead supports recent findings suggesting that when the impact of structural language is isolated, pragmatic deficits may be resolved.

show abstract

Language and Social Cognition in Children with Specific Language Impairment

Cited by 80 publications

References 62 publications

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI

Children’s social behaviour, language and literacy in early years

Referring expressions and structural language abilities in children with specific language impairment: A pragmatic tolerance account

Contact Info

Product

Resources

About