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How Language Affects Social Cognition and Emotional Competence in Typical and Atypical Development: A Systematic Review

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Title: How Language Affects Social Cognition and Emotional Competence in Typical and Atypical Development: A Systematic Review
Language: English
Authors: Elena Grau-Husarikova (ORCID 0009-0009-5126-208X), Alberto Sánchez Pedroche, Cristina Mumbardó-Adam, Mònica Sanz-Torrent
Source: International Journal of Language & Communication Disorders. 2024 59(5):1788-1816.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, Autism Spectrum Disorders, Social Cognition, Language Impairments, Communication Disorders, Language, Language Proficiency, Language Research, Young Children
DOI: 10.1111/1460-6984.13032
ISSN: 1368-2822
1460-6984
Abstract: Background: The ability to understand the mental state of others (social cognition), as well as language, is crucial for children to have good social adaptation. Social cognition (SC) has been shown to be a hierarchical model of three factors (Cognitive, intermediate and affective SC) interrelated with linguistic processes. Children on the autism spectrum and children with developmental language disorder (DLD) or social communication disorder (SCD) manifest language and SC difficulties, albeit in different ways. Aims: This systematic review aims to find how language and SC interact with each other and identify linguistic and socio-affective profiles in the target population. Methods: About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3). Main Contribution: Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio-affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being more associated with language production difficulties and autistic children with both receptive and productive language. Conclusion: Each language component has a different interaction with SC. Likewise, different linguistic profiles are partially found for each disorder. These results are important for future lines of research focusing on specific components of interaction and socio-emotional processes, as well as for clinical and educational treatment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449579
Database: ERIC
FullText Text:
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  Data: How Language Affects Social Cognition and Emotional Competence in Typical and Atypical Development: A Systematic Review
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  Label: Language
  Group: Lang
  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Elena+Grau-Husarikova%22">Elena Grau-Husarikova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-5126-208X">0009-0009-5126-208X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alberto+Sánchez+Pedroche%22">Alberto Sánchez Pedroche</searchLink><br /><searchLink fieldCode="AR" term="%22Cristina+Mumbardó-Adam%22">Cristina Mumbardó-Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Mònica+Sanz-Torrent%22">Mònica Sanz-Torrent</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2024 59(5):1788-1816.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 29
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  Data: 2024
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Disorders%22">Communication Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Language%22">Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Research%22">Language Research</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink>
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  Data: 10.1111/1460-6984.13032
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  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
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  Data: Background: The ability to understand the mental state of others (social cognition), as well as language, is crucial for children to have good social adaptation. Social cognition (SC) has been shown to be a hierarchical model of three factors (Cognitive, intermediate and affective SC) interrelated with linguistic processes. Children on the autism spectrum and children with developmental language disorder (DLD) or social communication disorder (SCD) manifest language and SC difficulties, albeit in different ways. Aims: This systematic review aims to find how language and SC interact with each other and identify linguistic and socio-affective profiles in the target population. Methods: About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3). Main Contribution: Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio-affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being more associated with language production difficulties and autistic children with both receptive and productive language. Conclusion: Each language component has a different interaction with SC. Likewise, different linguistic profiles are partially found for each disorder. These results are important for future lines of research focusing on specific components of interaction and socio-emotional processes, as well as for clinical and educational treatment.
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