Abstract: In the present study, there were three kinds of scenes in which children interacted to companions and adults, and each scene had two situations: blurry scene and clear scene. Through natural experiment used on 51 pupils, the study investigated the difference between learning disabilities and normal children in different social information processing stages. The results suggested that there was significant difference between children with learning disability and normal children when coding the authority scene, under both blurry scenes and clear scenes. Children with learning disability were inferior to normal children on coding veracity and totality. Under blurry companion scene, children with learning disability had more reactions than normal children, and more negative and aggressive reactions were than normal children.

Key words: learning disabilities, social development, information processing