ABSTRACT

Purpose: The purpose of this study was to examine the characteristics of the children with specific language impairment in theory of mind and emotional understanding compared to typical children. Method: For this, the research on theory of mind and emotional understanding was conducted with 30 children with specific language impairments aged 4 and 6 and with 31 typical children of the same chronological age. Theory of mind was measured by a classic false-belief task and a second-order false belief task, and emotional understanding was measured by an emotion recognition task and an affective perspective taking task. Results: First, in the development of theory of mind and of emotional understanding, there were significant differences between typical children and children with specific language impairment. As well, the development of children with specific language impairment in theory of mind and in emotional understanding were also shown differently according to the age. Second, in the correlation of language development with tasks of theory of mind and emotional understanding, there were differences between typical children and children with specific language impairment. Conclusion: These results meant that children with specific language impairment showed more delayed development in theory of mind and emotional understanding than typical children did.

KEYWORD

specific language impairment, theory of mind, emotional understanding

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