The goal of this study was to analyze the cognitive abilities involved in interpersonal problem-solving and their connection with speech acts in children from contexts of social vulnerability. To achieve this, a descriptive-associative, mixed-focus, transversal, non-experimental design study was carried out. The sample included 120 schoolchildren between the ages of 8-13 in the province of Mendoza, Argentina. The results showed that the children from more vulnerable family backgrounds, that is, those at greater risk of suffering situations of child abuse, presented significantly less expressive speech acts than children at low vulnerability.