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Social information processing of children with learning disabilities

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Developmental and Educational Neuropsychology Down syndrome and intellectual disability research Child and Animal Learning Development

Abstract

In this study, 25 learning disabled children and 26 children without learning disabilities were placed into three different interactive scenes with peers and adults, each of which composed of two sub-situations: the blurry situation and the clear one. Significant differences were found between children with and without learning disabilities in coding the information of authoritative scenes in both blurry and clear situations. Learning disabled children demonstrated significantly lower performance in coding accuracy and completeness. Under blurry peer situations, the number of reactions from learning disabled children and their negative and aggressive reactions were more than those of non-learning-disabled children.

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