Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment
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Scholar |
Otros documentos de la autoría: Andrés-Roqueta, Clara; Adrián Serrano, Juan Emilio; Clemente Estevan, Rosa Ana; Villanueva, Lidón
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
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10.1016/j.ridd.2015.12.015 |
Metadatos
Título
Social cognition makes an independent contribution to peer relations in children with Specific Language ImpairmentAutoría
Fecha de publicación
2015-12Editor
Copyright © 2015 Elsevier Ltd. All rights reserved.Cita bibliográfica
ANDRÉS-ROQUETA, Clara, et al. Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment. Research in developmental disabilities, 2016, 49: 277-290.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://www.sciencedirect.com/science/article/pii/S0891422215300378Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Background
Language is important for developing and maintaining social relationships, and also for understanding others minds. Separate studies have shown that children with Specific Language Impairment (SLI) present ... [+]
Background
Language is important for developing and maintaining social relationships, and also for understanding others minds. Separate studies have shown that children with Specific Language Impairment (SLI) present difficulties in both abilities, although the role of social cognition (SC) on peers’ perception remains unexplored.
Aims
The present study aims to assess specific sociometric features of children with SLI through peer nominations of liking and disliking, and also to explore their relationship to the children's SC.
Methods and procedures
Thirty-five children with SLI attending ordinary schools (3;10 to 8;00 years old) and thirty-five age-matched children (AM) were assessed with language, SC and sociometric measures.
Results
SLI group received more disliked nominations and had lower scores on SC tasks compared to the AM group. After controlling for age and language, SC made an independent contribution to disliked nominations within the SLI group.
Conclusions
Difficulties with peers of children with SLI are related to their language level but also with their SC abilities. Consequently, only resolving language impairments will not necessarily improve early peer acceptance in children with SLI.
Implication
This finding stresses the importance of early intervention programmes aimed at reducing deleterious effects in later development and socialization with peers. [-]
Publicado en
Research in developmental disabilities, Volumes 49–50, February–March 2016, Pages 277–290Derechos de acceso
Copyright © 2015 Elsevier Ltd. All rights reserved.
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http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
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