@article{ref1,
title="Social perspective-taking and adjustment in emotionally disturbed, learning-disabled, and normal children",
journal="Journal of abnormal child psychology",
year="1981",
author="Waterman, J. M. and Sobesky, W. E. and Silvern, Louise and Aoki, B. and McCaulay, M.",
volume="9",
number="1",
pages="133-148",
abstract="Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspective-taking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate between results for emotionally disturbed and normal boys on both perspective-taking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed.<p /><p>Language: en</p>",
language="en",
issn="0091-0627",
doi="",
url="http://dx.doi.org/"
}