Abstract

This study examined the contribution of attachment security and emotion regulation (ER) to the 
explanation of social infor­ mation processing (SIP) in middle childhood boys with learning 
disabilities (LD) and without LD matched on age and grade level. Children analyzed four social 
vignettes using Dodge's SIP model and completed the Kerns security scale and the children's 
self-control scale. Study results demonstrated major difficulties in SIP, lower attachment 
security, and less ER in children with LD compared to children without LD. Attachment as well as 
the interaction between attachment and ER emerged as important contributors to most SIP steps, 
suggesting that children with higher security who also have better ER skills will have better SIP 
capabilities along the different steps, beyond group inclusion. Results were discussed in terms of 
practical and clinical implications regarding the importance of mother-child attachment and ER 
skills for social cognitive capabilities in children with LD.

Journal of Learning Disabilities; 41, 315-332