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Roqueta, C. A., Clemente Estevan, R. A., & Flores Buils, R. (2012). Social cognition and pragmatic competence. The case of children with specific language impairment. International Journal of Psychological Research, 5(1), 59–69. https://doi.org/10.21500/20112084.752
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Abstract

The literature provides apparently contradictory evidence about the existence of a developmental delay in Social Cognition (SC) of children diagnosed with Specific Language Impairment (SLI). The aim of this work is to prove a more comprehensive picture of these studies, starting with a theoretical review about the relationship between language skills and SC, and finishing with the study of socio-cognitive skills in children with SLI. Finally, the work is concluded by establishing theoretical and practical guidelines that emphasize the importance of assessing the socio-cognitive component of pragmatics to make better diagnoses and to design an appropriate speech therapy for this population.

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References

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Andrés, C. y Clemente, R. A. (2008). Trastornos del Lenguaje y comprensión de TOM emocional: ¿cómo afecta la pragmática? International Journal of Developmental and Educational Psychology, 1(3), 209-218.
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Andrés, C., Flores, R., y Clemente, R. A. (2011). ¡No me tomes el pelo! Pragmática y competencia en modismos por parte de los niños y niñas con Trastorno Específico del Lenguaje. International Journal of Developmental and Educational Psychology, 1(4), 285-294.

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