Lateralization of the perception of emotional intonation in children with nonverbal learning disabilities

Abstract

The purpose of the present study was to examine whether lateralization patterns for verbal and nonverbal material and behavioral presentations differ between children categorized as having a verbal (VLD) or nonverbal based learning disability (NLD). Based on their poor visual spatial skills and reported difficulties in social perception it was predicted that NLD children would be less lateralized with regards to nonverbal stimuli (emotional and musical) and more at risk for social problems and internalizing disorders than the VLD group. In the present study the expected left ear advantage (LEA) for nonverbal material was not found in any groups while a significant right ear advantage (REA) for verbal material was found in all but the VLD group. Contrary to predictions, NLD children demonstrated the highest lateralization scores for musical stimuli. No other signiEcant differences in lateralization scores were found. W ith regards to behavior, a trend toward lower social skills was reported in NLD as compared to the control children. Reasons for the lack of expected ear advantages for nonverbal material and future directions for the study of social behavior in NLD children are discussed.