Language and social cognition in children with specific language impairment

This study explored the links between the development of language and the d evelopment of social cognition. Measures of language, phonological short-te rm memory, social cognition, and social competence of two groups of childre n with specific language impairment (SLI), one group attending a special sc hool, the other attending integrated educational placements, were compared with those of chronological and language age-matched normally developing pe ers (N = 8 in each group). Significant differences between the scores of no rmally developing children and the scores of the group of children with SLI who attended the special school were found for social cognition and rating s of social competence. Children with SLI from integrated placements did no t 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 relationshi p between social cognition and language development in children with SLI ar e discussed.