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Updated: Aug 23, 2025

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Mental State Language Development in Children With Down Syndrome Versus Typical Development.

Marie Moore Channell1, Linnea E Sandstrom1, Danielle Harvey2

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American Journal on Intellectual and Developmental Disabilities
|October 28, 2022
PubMed
Summary

Children with Down syndrome (DS) use fewer mental state words compared to younger typically developing peers, but the variety of terms used is similar. Associations with emotion knowledge and language skills also showed nuanced differences.

Keywords:
Down syndromelanguagemental state languageperspective takingsocial cognition

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Genetics

Background:

  • Children with Down syndrome (DS) often exhibit developmental differences.
  • Mental state language, crucial for social cognition, is a key developmental area.
  • Understanding DS language development informs targeted interventions.

Purpose of the Study:

  • To compare mental state language use in children with DS to typically developing (TD) children matched for nonverbal cognition.
  • To investigate if mental state language use is delayed in DS.
  • To explore differences in the association between mental state language and other developmental factors (emotion knowledge, expressive language) between groups.

Main Methods:

  • Compared children with DS (aged 6–11) to a younger TD comparison group.
  • Matched groups based on nonverbal cognitive abilities.
  • Analyzed the rate and variety of mental state language and its correlation with emotion knowledge and expressive language.

Main Results:

  • Children with DS showed a significantly lower rate of mental state language use.
  • The number of different mental state terms used did not significantly differ between the groups.
  • Nuanced similarities and differences were observed in the associations between mental state language and other developmental factors.

Conclusions:

  • While the rate of mental state language use may be affected in DS, the diversity of terms shows resilience.
  • The relationship between mental state language and other developmental skills differs subtly between children with DS and TD children.
  • Findings highlight specific areas for potential support in children with DS.