Abstract

Research on children with Specific Language Impairment (SLI) showed contrasting results on the development of their Theory of Mind (ToM) competence, that in some cases was reported as delayed. Our study supported the hypothesis that linguistic complexity of ToM tasks, rather than a delayed ToM competence, could negatively influence children's performances. 29 children with SLI (averaged age 6 years) and 29 typically developing children matched for chronological age scored similarly on ToM tasks. Nevertheless, Children with Articulation Disorder (F80.0) scored higher than children with Expression (F80.1) or Comprehension Disorders (F80.2).