The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI.
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| Title: | The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. |
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| Authors: | Botting N (AUTHOR), Conti-Ramsden G (AUTHOR) |
| Source: | British Journal of Developmental Psychology. Jun2008, Vol. 26 Issue 2, p281-300. 20p. |
| Abstract: | Social skill and language are known to relate, not least in the example of those with specific language impairment (SLI). However, most of the research examining this trend has been conducted on young primary school age children and the nature of the relationships is unclear. Furthermore, little is known about which young people in general have social difficulties and whether language, social cognition, and social skills are directly associated at this age. In this study, a large cohort made up of young people with a history of SLI (N=134) and a typically developing (TD) group (N=124) of the same age were followed up in their final year of compulsory schooling (aged 16). Language, social cognition, social skills, and functional social outcomes (friendships and levels of social activity) were assessed using tasks and questionnaires. Modest associations were found between social cognition, language, and social behaviours, the strongest being between language and social cognition. Regression analyses showed that as a combined group, the adolescents' functional social outcomes were most associated with expressive language, social skill, and social cognitive ability. However, the patterns differed when the groups were analysed separately, with social cognition playing more of a role for those with SLI. These findings suggest that poor language may play a complex role in adolescents' social development. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell 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: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 105775323 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Botting+N%22">Botting N</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Conti-Ramsden+G%22">Conti-Ramsden G</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Developmental+Psychology%22">British Journal of Developmental Psychology</searchLink>. Jun2008, Vol. 26 Issue 2, p281-300. 20p. – Name: Abstract Label: Abstract Group: Ab Data: Social skill and language are known to relate, not least in the example of those with specific language impairment (SLI). However, most of the research examining this trend has been conducted on young primary school age children and the nature of the relationships is unclear. Furthermore, little is known about which young people in general have social difficulties and whether language, social cognition, and social skills are directly associated at this age. In this study, a large cohort made up of young people with a history of SLI (N=134) and a typically developing (TD) group (N=124) of the same age were followed up in their final year of compulsory schooling (aged 16). Language, social cognition, social skills, and functional social outcomes (friendships and levels of social activity) were assessed using tasks and questionnaires. Modest associations were found between social cognition, language, and social behaviours, the strongest being between language and social cognition. Regression analyses showed that as a combined group, the adolescents' functional social outcomes were most associated with expressive language, social skill, and social cognitive ability. However, the patterns differed when the groups were analysed separately, with social cognition playing more of a role for those with SLI. These findings suggest that poor language may play a complex role in adolescents' social development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell 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: 10.1348/026151007x235891 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 281 Titles: – TitleFull: The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Botting N – PersonEntity: Name: NameFull: Conti-Ramsden G IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 0261510X Numbering: – Type: volume Value: 26 – Type: issue Value: 2 Titles: – TitleFull: British Journal of Developmental Psychology Type: main |
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