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Related Concept Videos

Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Related Experiment Video

Updated: Jan 17, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language.

Katharine M Bailey1,2,3, Nancie Im-Bolter2,3

  • 1University of Alberta-Augustana, Camrose, Canada.

Learning Disability Quarterly : Journal of the Division for Children with Learning Disabilities
|September 22, 2025
PubMed
Summary

Children with specific learning disorder (SLD) face social and language challenges. Language deficits in SLD increase the risk for social cognitive skill deficits, highlighting the need for early intervention.

Keywords:
learning disabilitiespeer relationshipssocial skillsspeech/language

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Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Clinical Psychology

Background:

  • Specific learning disorder (SLD) is characterized by academic skill deficits.
  • Children with SLD often exhibit peer interaction difficulties, including social conflict resolution and emotion recognition.
  • Language impairments are common in children with SLD and are crucial for social cognition.

Purpose of the Study:

  • To review literature on language and social cognition in children with SLD.
  • To explore the relationship between language and social cognition in typical and atypical language development.
  • To identify the impact of language deficits on social cognitive skills in SLD.

Main Methods:

  • Literature review of studies comparing language and social cognition in children with SLD and peers.
  • Exploration of research on language development and social cognition.
  • Synthesis of findings to understand the SLD-language-social cognition link.

Main Results:

  • Language deficits in children with SLD are associated with a higher risk of social cognitive skill deficits.
  • The review highlights a strong connection between language abilities and social cognitive functioning.
  • Evidence suggests that language impairments significantly impact social understanding and interaction in SLD.

Conclusions:

  • Language deficits in SLD pose a significant risk for social cognitive impairments.
  • Early identification of SLD and further research on social perspective-taking across the lifespan are crucial.
  • Clinicians should assess language skills before diagnosing and intervening for academic and social difficulties in SLD.