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While children with typical language development may capitalize on general language skills to grasp the content of others' minds, those with challenges in mind-reading could rather rely more specifically on complementation structures. However, most studies investigating mind-reading have focused on first-order false-belief reasoning, while much less is known about secondorder false-belief, particularly for children that may present language difficulties, such as children with hearing impairment. This study aims to explore the link between language development and second-order false-belief in hearingimpaired children compared to their hearing counterparts. It seeks to ascertain whether mastering second-order false-belief requires the comprehension of complements or other language skills in hearing-impaired children, and if a distinct pattern emerges in their hearing peers. Children with hearing-impairment (n = 22) and a chronological age-matched control group (n = 25), ages 8-12, were administered a second-order false-belief task (carefully avoiding use of complements and highly visual). Alongside this, they completed assessments of expressive vocabulary, receptive and expressive syntax, recalling sentences, and a recursive sentential complements task. Correlational analysis revealed that in the control group only productive syntax was related to performance on the second-order false-belief task, while in the hearing-impaired group, expressive vocabulary, recalling sentences and sentential complements were related to second-order false-belief performance. These results show that vocabulary, recursive complements and expressive syntax are particularly important aspects for second-order false-belief success in children with hearing-impairment as compared to their hearing peers. These results shed light on how language and second-order false-belief understanding are related in their development. [ABSTRACT FROM AUTHOR]

Language acquisition is influenced by the quality and quantity of input that language learners receive. In particular, early language development has been said to rely on the acoustic speech stream, as well as on language-related visual information, such as the cues provided by the mouth of interlocutors. Furthermore, children's expressive language skills are also influenced by the variability of interlocutors that provided the input. The COVID-19 pandemic has offered an unprecedented opportunity to explore the way these input factors affect language development. On the one hand, the pervasive use of masks diminishes the quality of speech, while it also reduces visual cues to language. On the other hand, lockdowns and restrictions regarding social gatherings have considerably limited the amount of interlocutor variability in children's input. The present study aims at analyzing the effects of the pandemic measures against COVID-19 on early language development. To this end, 41 children born in 2019 and 2020 were compared with 41 children born before 2012 using the Catalan adaptation of the MacArthur-Bates Communicative Development Inventories (MB-CDIs). Results do not show significant differences in vocabulary between pre- and post-Covid children, although there is a tendency for children with lower vocabulary levels to be in the post-Covid group. Furthermore, a relationship was found between interlocutor variability and participants' vocabulary, indicating that those participants with fewer opportunities for socio-communicative diversity showed lower expressive vocabulary scores. These results reinforce other recent findings regarding input factors and their impact on early language learning. [ABSTRACT FROM AUTHOR]

This study aims to further understand children's capacity to identify and reason about pretend emotions by analyzing which sources of information they take into account when interpreting emotions simulated in pretend play contexts. A total of 79 children aged 3 to 8 participated in the final sample of the study. They were divided into the young group (ages 3 to 5) and the older group (6 to 8). The children were administered a facial emotion recognition task, a pretend emotions task, and a non-verbal cognitive ability test. In the pretend emotions task, the children were asked whether the protagonist of silent videos, who was displaying pretend emotions (pretend anger and pretend sadness), was displaying a real or a pretend emotion, and to justify their answer. The results show significant differences in the children's capacity to identify and justify pretend emotions according to age and type of emotion. The data suggest that young children recognize pretend sadness, but have more difficulty detecting pretend anger. In addition, children seem to find facial information more useful for the detection of pretend sadness than pretend anger, and they more often interpret the emotional expression of the characters in terms of pretend play. The present research presents new data about the recognition of negative emotional expressions of sadness and anger and the type of information children take into account to justify their interpretation of pretend emotions, which consists not only in emotional expression but also contextual information. [ABSTRACT FROM AUTHOR]

Many studies show a link between social cognition, a set of cognitive and emotional abilities applied to social situations, and executive functions in typical developing children. Children with Down syndrome (DS) show deficits both in social cognition and in some subcomponents of executive functions. However this link has barely been studied in this population. The aim of this study is to investigate the links between social cognition and executive functions among children with DS. We administered a battery of social cognition and executive function tasks (six theory of mind tasks, a test of emotion comprehension, and three executive function tasks) to a group of 30 participants with DS between 4 and 12 years of age. The same tasks were administered to a chronological-age control group and to a control group with the same linguistic development level. Results showed that apart from deficits in social cognition and executive function abilities, children with DS displayed a slight improvement with increasing chronological age and language development in those abilities. Correlational analysis suggested that working memory was the only component that remained constant in the relation patterns of the three groups of participants, being the relation patterns similar among participants with DS and the language development control group. A multiple linear regression showed that working memory explained above 50% of the variability of social cognition in DS participants and in language development control group, whereas in the chronological-age control group this component only explained 31% of the variability. These findings, and specifically the link between working memory and social cognition, are discussed on the basis of their theoretical and practical implications for children with DS. We discuss the possibility to use a working memory training to improve social cognition in this population. [ABSTRACT FROM AUTHOR]