Language and False Beliefs of School-Aged Children With Developmental Language Disorder.
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| Title: | Language and False Beliefs of School-Aged Children With Developmental Language Disorder. |
|---|---|
| Authors: | Bagioka, Dafni Vaia1 bagioka.d@upatras.gr, Marinis, Theodoros2, Terzi, Arhonto1 |
| Source: | Journal of Speech, Language & Hearing Research. Jul2026, Vol. 69 Issue 7, p3215-3234. 20p. |
| Subject Terms: | *Experimental design, *Language disorders, *Theory of mind, *Vocabulary, *Short-term memory, *Comparative studies, *Language acquisition, *Children, Descriptive statistics, Data analysis software |
| Abstract: | Purpose: A significant association between neurotypical (NT) children’s language abilities and theory of mind (ToM) false belief (FB) skills has been reported in the literature. Older school-aged children with developmental language disorder (DLD) are characterized by impaired language, yet their FB ToM skills show mixed results. This study aimed to shed light on whether FB skills are affected in children with DLD by investigating two related factors: task modality (verbal [V] vs. nonverbal [NV] mode of assessing ToM) and the potential impact of language abilities on FB performance. Method: A total of 50 NT children and children with DLD (n = 25 each group) aged 9–11 years completed a first- and a second-order ToM task (true beliefs and FBs) in V and NV modes. The groups were matched on age and gender. Children were further evaluated via online one-on-one sessions for morphosyntax, vocabulary, working memory, and NV intelligence quotient. Results: The findings revealed that children with DLD scored lower than did NT children on FBs, and most importantly, they scored similarly in the V and NV modes. Furthermore, children’s complement clauses were positively correlated with FBs and emerged as the only significant predictor of FBs in generalized linear mixed-model analyses. As expected, performance on second-order FBs was harder than on first-order FBs. Conclusions: The findings demonstrated that school-aged children with DLD have difficulties in FBs, which do not stem from the modality of the task assessing them when the task does not include complex language. Moreover, out of all sentences children produced, complement clauses were intimately related to their FB skills. These are important findings for the relation of language and FBs, as well as for clinical purposes, as FB skills are crucial for successful communication and hence should be considered carefully in language-impaired populations. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195295673 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Language and False Beliefs of School-Aged Children With Developmental Language Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bagioka%2C+Dafni+Vaia%22">Bagioka, Dafni Vaia</searchLink><relatesTo>1</relatesTo><i> bagioka.d@upatras.gr</i><br /><searchLink fieldCode="AR" term="%22Marinis%2C+Theodoros%22">Marinis, Theodoros</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Terzi%2C+Arhonto%22">Terzi, Arhonto</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Jul2026, Vol. 69 Issue 7, p3215-3234. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+mind%22">Theory of mind</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: A significant association between neurotypical (NT) children’s language abilities and theory of mind (ToM) false belief (FB) skills has been reported in the literature. Older school-aged children with developmental language disorder (DLD) are characterized by impaired language, yet their FB ToM skills show mixed results. This study aimed to shed light on whether FB skills are affected in children with DLD by investigating two related factors: task modality (verbal [V] vs. nonverbal [NV] mode of assessing ToM) and the potential impact of language abilities on FB performance. Method: A total of 50 NT children and children with DLD (n = 25 each group) aged 9–11 years completed a first- and a second-order ToM task (true beliefs and FBs) in V and NV modes. The groups were matched on age and gender. Children were further evaluated via online one-on-one sessions for morphosyntax, vocabulary, working memory, and NV intelligence quotient. Results: The findings revealed that children with DLD scored lower than did NT children on FBs, and most importantly, they scored similarly in the V and NV modes. Furthermore, children’s complement clauses were positively correlated with FBs and emerged as the only significant predictor of FBs in generalized linear mixed-model analyses. As expected, performance on second-order FBs was harder than on first-order FBs. Conclusions: The findings demonstrated that school-aged children with DLD have difficulties in FBs, which do not stem from the modality of the task assessing them when the task does not include complex language. Moreover, out of all sentences children produced, complement clauses were intimately related to their FB skills. These are important findings for the relation of language and FBs, as well as for clinical purposes, as FB skills are crucial for successful communication and hence should be considered carefully in language-impaired populations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2026_JSLHR-25-00210 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 3215 Subjects: – SubjectFull: Experimental design Type: general – SubjectFull: Language disorders Type: general – SubjectFull: Theory of mind Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Short-term memory Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Children Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Data analysis software Type: general Titles: – TitleFull: Language and False Beliefs of School-Aged Children With Developmental Language Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bagioka, Dafni Vaia – PersonEntity: Name: NameFull: Marinis, Theodoros – PersonEntity: Name: NameFull: Terzi, Arhonto IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 69 – Type: issue Value: 7 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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