The effectiveness of teaching symbolic games on theory of mind and facial emotion recognition of children with developmental language disorder

Document Type : Research Paper

Authors

1 Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran

2 Master of Cognitive Psychology, Department of Psychology, Payame Noor University, Tehran, Iran

Abstract

Developmental language disorder (DLD) is a neurodevelopmental condition that causes significant problems in understanding and using spoken language. The main research purpose was to examine the effectiveness of teaching symbolic games on theory of mind and emotion recognition in children with DLD. The statistical population included children with DLD aged 5-7 years in Mashhad, among which 30 were selected and randomly divided into experimental and control groups (n=15 per group). To collect data, theory of mind and children's facial emotion recognition tests were used. Their results were analyzed using MANCOVA. The findings revealed significant differences between the groups in facial emotion recognition (p<0.01) and theory of mind levels 1 and 2 (p<0.05). It can be concluded that this intervention has increased the recognition of facial emotions and theory of mind, and has generally improved social cognition abilities in children with DLD.

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