How to Cite
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
License terms
The work that is sent to this journal must be original, not published or sent to be published elsewhere; and if it is accepted for publication, authors will agree to transfer copyright to International Journal of Psychological Research. 

To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate. 

The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.


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.



Adams, C. & Bishop, D. V. M. (1989). Conversational characteristics of children with semantic–pragmatic disorders. I: Exchange structure, turn-taking, repairs and cohesion. British Journal of Disorders of Communication, 24, 211–240.
Adrián, J. E., Clemente, R. A., & Villanueva, M. L. (2007). Mothers’ Use of Cognitive State Verbs in Picture-Book Reading and the Development of Children’s Understanding of Mind: A Longitudinal Study. Child Development, 78(4), 1052-1067.
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.
Andrés, C., Clemente, R. A., Cuervo, K., y Górriz, A. B. (2009). ¿Necesita Superman alas para volar? Comprensión del humor gráfico en niños y niñas con Trastorno Específico del Lenguaje. International Journal of Developmental and Educational Psychology, 1(3), 257-266.
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.


Download data is not yet available.

Cited by