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 SRCLD Presentation Details 

    Do you like me? Differences in learning social cues in adolescents with Developmental Language Disorder (DLD)  
Claire L Forrest - University of Bath
Katherine Button - University of Bath
Sarah L Halligan - University of Bath
Jenny L Gibson - University of Cambridge
Michelle C St Clair - University of Bath

SRCLD Year: 2019
Presentation Type: Special Session
Presentation Time: Fri, Jun 07, 2019 at 01:30 PM
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.
Author Biosketch(es)






Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders