Differences in Social Information Processing Between Children with Mild Intellectual Disability and Typically Developing Peers

Abstract

This study examined differences in social information processing between children with mild intellectual disability (MID) and their typically developing peers aged 8 to 10 years. Using a modified version of the Social Awareness Test, we assessed how participants perceived, interpreted, and responded to hypothetical peer-related social situations across six cognitive-affective steps. The sample comprised 38 children with MID and 31 typically developing children. Results showed significant group differences in several aspects of social information processing. Children with MID were more likely to misinterpret social cues, select less adaptive problem-solving strategies, and choose aggressive or passive responses more frequently than their peers. These findings align with previous research indicating increased social-cognitive vulnerability in children with MID, including hostile attribution bias and limited emotion regulation. The results highlight the need for early, targeted interventions to strengthen social cognition, emotional insight, and behavioural regulation in children with developmental disabilities.