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Do you like me? Differences in learning social cues in adolescents with Developmental Language Disorder (DLD) |
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Claire L Forrest - University of Bath
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Katherine Button - University of Bath
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Sarah L Halligan - University of Bath
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Jenny L Gibson - University of Cambridge
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Michelle C St Clair - University of Bath
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| SRCLD Year: |
2019 |
| Presentation Type: |
Special Session |
| Presentation Time: |
(na) |
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Individuals with Developmental Language Disorder (DLD) experience increased rates of socioemotional difficulties, which may be caused by an underlying social cognition deficit. We examined the Social Evaluation Learning Task (Button et al., 2015) in twenty-four adolescents with DLD and twenty-six adolescents with typical language development (TLD). Parent- and self-reports of social and emotional outcomes were completed. Adolescents with DLD had more parent-rated peer and emotional problems. Adolescents with DLD had more difficulty learning whether the computer characters “liked” or “disliked” them. They were particularly poor in learning they were disliked, indexing a bias towards choosing the positive option in the context of feedback indicating the computer dislikes them. There was no association with socioemotional outcomes in the DLD group, but a poorer understanding of social cues predicted higher reports of social anxiety in the TLD group. Interpreting social cues in a computerised task is more difficult for adolescents with DLD. These difficulties are unrelated to their socioemotional problems. This research is funded by a University Research Studentship Award at the University of Bath. |
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