Abstract：
BACKGROUND: The ability to understand the mental state of others (social cognition), as well as language, is crucial for children to have good social adaptation. Social cognition (SC) has been shown to be a hierarchical model of three factors (Cognitive, intermediate and affective SC) interrelated with linguistic processes. Children on the autism spectrum and children with developmental language disorder (DLD) or social communication disorder (SCD) manifest language and SC difficulties, albeit in different ways.
OBJECTIVE: This systematic review aims to find how language and SC interact with each other and identify linguistic and socio-affective profiles in the target population.
METHODS: About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3).
RESULTS: Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio-affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being more associated with language production difficulties and autistic children with both receptive and productive language.
CONCLUSIONS: Each language component has a different interaction with SC. Likewise, different linguistic profiles are partially found for each disorder. These results are important for future lines of research focusing on specific components of interaction and socio-emotional processes, as well as for clinical and educational treatment.
CONCLUSIONS: What is already known on the subject The hierarchical model of Schurz et al. (2021), divide social cognition into three brain constructs: cognitive social cognition (CSC), affective social cognition (ASC) and intermediate social cognition (ISC). They observe a large relationship between language and ISC, a fact that has been corroborated with some other studies. Studies have also found lower linguistic and socio-affective abilities in children with autism and language and communication disorders compared with children with neurotypical development, and large behavioural and neurocognitive overlaps between these disorders (Durrleman et al., 2019; Löytömäki et al., 2019). What this paper adds to existing knowledge This is the first review that relates all linguistic components (narrative, lexicon, morphosyntax, pragmatic and prosody) with the three constructs of social cognition (Cognitive, intermediate and affective). Moreover, it is the first review that studies the socio-linguistic factors comparing autism, developmental language disorder and social communication disorder with each other and with neurotypical development in children aged from 4 to 9 years. What are the potential or actual clinical implications of this work? Understanding how language and social cognition interact with each other in autism spectrum disorder, developmental language disorder and social communication disorder allows us to trace socio-linguistic profiles for each of the studied disorders, understand better children with these difficulties, and, with this, find specific potential intervention points to improve and prevent these difficulties.
OBJECTIVE: This systematic review aims to find how language and SC interact with each other and identify linguistic and socio-affective profiles in the target population.
METHODS: About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3).
RESULTS: Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio-affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being more associated with language production difficulties and autistic children with both receptive and productive language.
CONCLUSIONS: Each language component has a different interaction with SC. Likewise, different linguistic profiles are partially found for each disorder. These results are important for future lines of research focusing on specific components of interaction and socio-emotional processes, as well as for clinical and educational treatment.
CONCLUSIONS: What is already known on the subject The hierarchical model of Schurz et al. (2021), divide social cognition into three brain constructs: cognitive social cognition (CSC), affective social cognition (ASC) and intermediate social cognition (ISC). They observe a large relationship between language and ISC, a fact that has been corroborated with some other studies. Studies have also found lower linguistic and socio-affective abilities in children with autism and language and communication disorders compared with children with neurotypical development, and large behavioural and neurocognitive overlaps between these disorders (Durrleman et al., 2019; Löytömäki et al., 2019). What this paper adds to existing knowledge This is the first review that relates all linguistic components (narrative, lexicon, morphosyntax, pragmatic and prosody) with the three constructs of social cognition (Cognitive, intermediate and affective). Moreover, it is the first review that studies the socio-linguistic factors comparing autism, developmental language disorder and social communication disorder with each other and with neurotypical development in children aged from 4 to 9 years. What are the potential or actual clinical implications of this work? Understanding how language and social cognition interact with each other in autism spectrum disorder, developmental language disorder and social communication disorder allows us to trace socio-linguistic profiles for each of the studied disorders, understand better children with these difficulties, and, with this, find specific potential intervention points to improve and prevent these difficulties.
摘要：
背景：了解他人精神状态的能力（社会认知），以及语言，对孩子有良好的社会适应至关重要。社会认知(SC)已被证明是三个因素的层次模型(认知，中间和情感SC)与语言过程相关。自闭症谱系儿童和患有发育性语言障碍（DLD）或社交沟通障碍（SCD）的儿童表现出语言和SC困难，尽管方式不同。
目的：本系统综述旨在发现语言和SC如何相互作用，并确定目标人群的语言和社会情感状况。
方法：根据2022年11月的系统评价和荟萃分析指南的首选报告项目，对约1593篇文章进行了系统评价，通过纳入/排除标准，共38篇文章进行定性评估。他们中的大多数患有自闭症（26）或DLD（14），程度较小的SCD（3）。
结果：尽管SC与语言的所有组成部分有关，SC与叙事和形态语法密切相关，部分与词典相关。语用学表现出与SC的复杂关系，因为对年龄或任务等其他因素的敏感性更高，韵律似乎与情感过程更相关。此外,自闭症患者,SCD和DLD儿童在语言和社会情感表现上表现出差异。主流DLD儿童在通用语言方面的表现较低，自闭症和SCD儿童的语言差异更大，语用和SC任务更低，SCD儿童与语言产生困难有关，而自闭症儿童则具有接受性和生产性语言。
结论：每种语言成分与SC具有不同的相互作用。同样，对于每种疾病，都有不同的语言特点。这些结果对于未来的研究重点是互动和社会情绪过程的特定组成部分，以及临床和教育治疗。
结论：本主题已知的是Schurz等人的分层模型。(2021),将社会认知分为三种大脑结构：认知社会认知(CSC)，情感社会认知(ASC)和中间社会认知(ISC)。他们观察到语言和ISC之间有很大的关系，这一事实得到了其他一些研究的证实。研究还发现，自闭症和语言和沟通障碍儿童的语言和社会情感能力低于神经典型发育儿童，以及这些疾病之间的行为和神经认知重叠(Durrleman等人。,2019年；Löytömäki等人。,2019)。本文对现有知识的补充这是第一个将所有语言成分(叙事，词典,形态语法，语用和韵律)与社会认知的三种结构(认知，中级和情感)。此外，这是第一篇研究自闭症社会语言因素比较的综述，4至9岁儿童的发育性语言障碍和社会交往障碍，并伴有神经典型发育。这项工作的潜在或实际临床意义是什么？了解自闭症谱系障碍中语言和社会认知如何相互作用，发展语言障碍和社会交流障碍使我们能够追踪每种研究障碍的社会语言概况，更好地理解有这些困难的孩子，and,有了这个,找到具体的潜在干预点，以改善和预防这些困难。
目的：本系统综述旨在发现语言和SC如何相互作用，并确定目标人群的语言和社会情感状况。
方法：根据2022年11月的系统评价和荟萃分析指南的首选报告项目，对约1593篇文章进行了系统评价，通过纳入/排除标准，共38篇文章进行定性评估。他们中的大多数患有自闭症（26）或DLD（14），程度较小的SCD（3）。
结果：尽管SC与语言的所有组成部分有关，SC与叙事和形态语法密切相关，部分与词典相关。语用学表现出与SC的复杂关系，因为对年龄或任务等其他因素的敏感性更高，韵律似乎与情感过程更相关。此外,自闭症患者,SCD和DLD儿童在语言和社会情感表现上表现出差异。主流DLD儿童在通用语言方面的表现较低，自闭症和SCD儿童的语言差异更大，语用和SC任务更低，SCD儿童与语言产生困难有关，而自闭症儿童则具有接受性和生产性语言。
结论：每种语言成分与SC具有不同的相互作用。同样，对于每种疾病，都有不同的语言特点。这些结果对于未来的研究重点是互动和社会情绪过程的特定组成部分，以及临床和教育治疗。
结论：本主题已知的是Schurz等人的分层模型。(2021),将社会认知分为三种大脑结构：认知社会认知(CSC)，情感社会认知(ASC)和中间社会认知(ISC)。他们观察到语言和ISC之间有很大的关系，这一事实得到了其他一些研究的证实。研究还发现，自闭症和语言和沟通障碍儿童的语言和社会情感能力低于神经典型发育儿童，以及这些疾病之间的行为和神经认知重叠(Durrleman等人。,2019年；Löytömäki等人。,2019)。本文对现有知识的补充这是第一个将所有语言成分(叙事，词典,形态语法，语用和韵律)与社会认知的三种结构(认知，中级和情感)。此外，这是第一篇研究自闭症社会语言因素比较的综述，4至9岁儿童的发育性语言障碍和社会交往障碍，并伴有神经典型发育。这项工作的潜在或实际临床意义是什么？了解自闭症谱系障碍中语言和社会认知如何相互作用，发展语言障碍和社会交流障碍使我们能够追踪每种研究障碍的社会语言概况，更好地理解有这些困难的孩子，and,有了这个,找到具体的潜在干预点，以改善和预防这些困难。
