Do You Like Me? Differences in Learning Social Cues in Adolescents with Developmental Language Disorder (DLD).

Claire L Forrest, Jenny L Gibson, Katherine S Button, Sarah L Halligan, Michelle C St Clair

Abstract read

In one paragraph

Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Exploring How Social Communication Ability Is Affected by Disability, Context and Experience for Adolescents Transitioning to Adulthood.International journal of language & communication disorders
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Claire L ForrestDepartment of Psychology, University of Bath, Bath, England, UK.ORCID http://orcid.org/0000-0002-2686-5649

Jenny L GibsonFaculty of Education, University of Cambridge, Cambridge, England, UK.ORCID http://orcid.org/0000-0002-6172-6265

Katherine S ButtonDepartment of Psychology, University of Bath, Bath, England, UK.ORCID http://orcid.org/0000-0003-4332-8789

Sarah L HalliganDepartment of Psychology, University of Bath, Bath, England, UK.ORCID http://orcid.org/0000-0002-3436-3358

Michelle C St ClairDepartment of Psychology, University of Bath, Bath, England, UK. m.c.st.clair@bath.ac.uk.ORCID http://orcid.org/0000-0003-4015-7435

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The pathways to the documented increased social and emotional difficulties in individuals with Developmental Language Disorder (DLD) are unclear. We explored whether differences in social evaluation could account for social and emotional difficulties in adolescents with DLD using a computerized social evaluation task. Twenty-four adolescents with DLD were matched with twenty-six adolescents with typical language development (TLD) (M

Indexed as

AdolescentsDevelopmental language disorderSocial cognitionSocioemotional difficultiesSpecific language impairment

Identifiers

PMID40742676

DOI10.1086/651257

What OpenQuestion holds

Textmetadata

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.