Type of Document Master's Thesis Author Ngai, Irene Author's Email Address ingai1@student.gsu.edu URN etd-04232007-172049 Title Developmental Trends in Social Cognition for Children with and Without Disabilities Degree Master of Arts Department Psychology Advisory Committee
Advisor Name Title Frank J. Floyd Committee Chair Christopher Henrich Committee Member Diana Robins Committee Member Keywords
- Children with a specific learning disability
- Social Cognition
- Social information processing
- Children with mental retardation
Date of Defense 2007-12-14 Availability unrestricted Abstract The purpose of this investigation was to explore the impact of disability status on age-related changes in social-information processing skills including children’s attributions of peer intent and response generation to hypothetical social scenarios may. SIP skills were evaluated using an adaptation of the Social Problem Solving Interview. One-hundred and seventeen children aged 7-13 years-old provided 1 to 4 sets of interview data, collected annually. The groups included 28 children with mental retardation, 56 with a specific learning disability, and 33 comparison children. Hierarchical linear modeling revealed that both groups of children with disabilities demonstrated less cognitive flexibility than comparison children in their attributions about peers. Regarding response strategies, children with mental retardation generated fewer social strategies overall and offered more retaliatory strategies than comparison children. With increasing age, children with learning disabilities increased their use of avoidant strategies and decreased their proportion of retaliatory strategies compared to children without disability.Files
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