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你喜欢我吗你喜欢我吗? 发展性语言障碍 (DLD) 的青少年学习社会线索的差异

Claire L Forrest^1,2, Jenny L Gibson³, Katherine S Button¹

¹Department of Psychology, University of Bath, Bath, England, UK.

Journal of autism and developmental disorders

|July 31, 2025

概括

患有发育性语言障碍 (DLD) 的青少年难以解释不喜欢,但不喜欢的社会线索. 这种特定的社会评价困难并不能解释他们更高的社会和情感挑战.

科学领域:

发展心理学发展心理学
临床语言学临床语言学
神经发育障碍神经发育障碍

背景情况:

患有发育性语言障碍 (DLD) 的人经常表现出社会和情感上的困难.
在DLD中存在这些社会情感挑战的根本原因尚不清楚.
社会评估处理可能在社会困难中发挥作用.

研究的目的:

调查社会评估处理中的差异是否有助于DLD青少年的社会和情感困难.
检查DLD青少年如何从计算机上学习与喜欢和不喜欢相关的社会线索.

主要方法:

一项计算机化社会评估任务 (社会评估学习任务 - SELT) 给了DLD青少年和典型的语言发展 (TLD) 同龄人.
通过自我报告和家长报告来评估参与者的社会和情绪功能.
调解分析被用来探索社会评价在社会情感结果中的作用.

主要成果:

与TLD同龄人相比,患有DLD的青少年表现出对负面社会线索 (计算机不喜欢) 的学习受损.
在学习积极的社会线索 (如计算机) 中没有发现显著差异.
患有DLD的青少年报告了更高的焦虑,父母报告了更多的情绪和同伴问题,但社会评估并没有调解这些困难.

结论:

患有DLD的青少年在解释社会拒绝的线索方面存在特定的缺陷.
这些社会评价偏见并不完全解释该人口中观察到的社会情感困难.
研究结果表明,这可能解释了DLD中自我感知和外部评价的社会能力之间的差异.

关键词:

青少年青少年青少年发育性语言障碍发育性语言障碍社会的认知社会认知.社会情绪上的困难社会情绪上的困难特定的语言障碍语言障碍

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