Interpretation of Pictorially Presented Social Situations by Learning Disabled and Normal Children

Abstract

The responses of learning disabled and normal children to a social inference task were compared. In individual interviews children were asked to interpret pictures of social situations. For some stimulus pictures children were asked to determine antecedents and predict consequences of the event. The LD children showed deficits in interpretation of the situation and determining consequences. No differences were found between groups in determining antecedents. Results are related to the cognitive and attentional deficits of LD children.