Bilingualism effects in pronoun comprehension: Evidence from children with autism / Vasileia SKRIMPA in Autism Research, 15-2 (February 2022)  

Public ISBD [article]  inAutism Research > 15-2 (February 2022) . - p.270-283 Titre : Bilingualism effects in pronoun comprehension: Evidence from children with autism Type de document : texte imprimé Auteurs : Vasileia SKRIMPA, Auteur ; Vasilina SPANOU, Auteur ; Christiane BONGARTZ, Auteur ; Eleni PERISTERI, Auteur ; Maria ANDREOU, Auteur ; Despina PAPADOPOULOU, Auteur Article en page(s) : p.270-283 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bilingualism  language deficits  pronoun resolution Index. décimale : PER Périodiques Résumé : The prevalence of autism worldwide has risen steadily in the last two decades, while bilingualism is also becoming increasingly prevalent in today's rapidly globalizing world. The current study aimed to investigate bilingualism effects in the pronoun resolution skills of children with autism in comparison to age-matched monolingual children with autism, as well as monolingual and bilingual children of typical development (Ν = 20 participants per group). Results showed that autistic children had general difficulty anchoring ambiguous pronouns to entities that were linguistically expressed in discourse, yet, the bilingual children with autism were more sensitive to the topicality of the entities in syntactic subject position and more prone to identify them as suitable referents of ambiguous null pronouns as compared to their monolingual peers. The findings suggest that bilingualism is not detrimental to autistic children's pronoun resolution skills. The current study aimed at determining how bilingualism influences ambiguous pronoun comprehension in children with autism as compared to bilingual and monolingual children of typical development. The findings show that bilingualism was not detrimental to the autistic children's pronoun resolution skills, further suggesting that having acquired more than one language does not exacerbate autistic children's deficits in the comprehension of pronouns. En ligne : http://dx.doi.org/10.1002/aur.2634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Bilingualism effects in pronoun comprehension: Evidence from children with autism [texte imprimé] / Vasileia SKRIMPA, Auteur ; Vasilina SPANOU, Auteur ; Christiane BONGARTZ, Auteur ; Eleni PERISTERI, Auteur ; Maria ANDREOU, Auteur ; Despina PAPADOPOULOU, Auteur . - p.270-283. Langues : Anglais (eng) in Autism Research > 15-2 (February 2022) . - p.270-283 Mots-clés : autism spectrum disorder  bilingualism  language deficits  pronoun resolution Index. décimale : PER Périodiques Résumé : The prevalence of autism worldwide has risen steadily in the last two decades, while bilingualism is also becoming increasingly prevalent in today's rapidly globalizing world. The current study aimed to investigate bilingualism effects in the pronoun resolution skills of children with autism in comparison to age-matched monolingual children with autism, as well as monolingual and bilingual children of typical development (Ν = 20 participants per group). Results showed that autistic children had general difficulty anchoring ambiguous pronouns to entities that were linguistically expressed in discourse, yet, the bilingual children with autism were more sensitive to the topicality of the entities in syntactic subject position and more prone to identify them as suitable referents of ambiguous null pronouns as compared to their monolingual peers. The findings suggest that bilingualism is not detrimental to autistic children's pronoun resolution skills. The current study aimed at determining how bilingualism influences ambiguous pronoun comprehension in children with autism as compared to bilingual and monolingual children of typical development. The findings show that bilingualism was not detrimental to the autistic children's pronoun resolution skills, further suggesting that having acquired more than one language does not exacerbate autistic children's deficits in the comprehension of pronouns. En ligne : http://dx.doi.org/10.1002/aur.2634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Enhancing theory of mind through language and executive function training: Evidence from bilingual and monolingual autistic children / Maria ANDREOU in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202898 Titre : Enhancing theory of mind through language and executive function training: Evidence from bilingual and monolingual autistic children Type de document : texte imprimé Auteurs : Maria ANDREOU, Auteur ; Konstantina Sonia ANTONIOU, Auteur ; Vasileia SKRIMPA, Auteur ; Theodoros MARINIS, Auteur ; Eleni PERISTERI, Auteur Article en page(s) : p.202898 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Bilingualism  Theory of Mind  Executive Function Training  Language Training Index. décimale : PER Périodiques Résumé : The current study has investigated whether targeted language or executive function (EF) training can enhance Theory of Mind (ToM) in autistic children, and whether bilingualism would modulate training effects on the autistic children’s ToM performance. Forty autistic children (20 monolingual, 20 bilingual) were randomly assigned to language- or EF-based training groups, while an additional monolingual group received no training. Verbal and non-verbal ToM were assessed pre- and post-training. Both group and case-series analyses were conducted. At the group level, monolingual autistic children did not demonstrate significant pre–post improvements in either ToM modality, regardless of training type. In contrast, pre- to post-training comparisons in the bilingual autistic groups demonstrated significant verbal and non-verbal ToM gains following both language and EF training. No baseline differences were observed across groups in non-verbal IQ, vocabulary, syntactic comprehension, or working memory. Individual-level analyses further showed improvements primarily after language training, with heterogeneous improvements in verbal and non-verbal ToM across the bilingual autistic cases. The overall findings suggest that bilingual experience may strengthen improvement for both verbal and non-verbal ToM functions, further supporting the hypothesis that improvement in domain-specific functions, like language or EF, may lead to improvement in socio-cognitive functions as well. While preliminary, these results highlight the importance of including bilingual autistic populations in language and EF training research, and contribute to ongoing debates regarding the relations between language, EF and ToM in autism. En ligne : https://doi.org/10.1016/j.reia.2026.202898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Enhancing theory of mind through language and executive function training: Evidence from bilingual and monolingual autistic children [texte imprimé] / Maria ANDREOU, Auteur ; Konstantina Sonia ANTONIOU, Auteur ; Vasileia SKRIMPA, Auteur ; Theodoros MARINIS, Auteur ; Eleni PERISTERI, Auteur . - p.202898. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202898 Mots-clés : Autism Spectrum Disorder  Bilingualism  Theory of Mind  Executive Function Training  Language Training Index. décimale : PER Périodiques Résumé : The current study has investigated whether targeted language or executive function (EF) training can enhance Theory of Mind (ToM) in autistic children, and whether bilingualism would modulate training effects on the autistic children’s ToM performance. Forty autistic children (20 monolingual, 20 bilingual) were randomly assigned to language- or EF-based training groups, while an additional monolingual group received no training. Verbal and non-verbal ToM were assessed pre- and post-training. Both group and case-series analyses were conducted. At the group level, monolingual autistic children did not demonstrate significant pre–post improvements in either ToM modality, regardless of training type. In contrast, pre- to post-training comparisons in the bilingual autistic groups demonstrated significant verbal and non-verbal ToM gains following both language and EF training. No baseline differences were observed across groups in non-verbal IQ, vocabulary, syntactic comprehension, or working memory. Individual-level analyses further showed improvements primarily after language training, with heterogeneous improvements in verbal and non-verbal ToM across the bilingual autistic cases. The overall findings suggest that bilingual experience may strengthen improvement for both verbal and non-verbal ToM functions, further supporting the hypothesis that improvement in domain-specific functions, like language or EF, may lead to improvement in socio-cognitive functions as well. While preliminary, these results highlight the importance of including bilingual autistic populations in language and EF training research, and contribute to ongoing debates regarding the relations between language, EF and ToM in autism. En ligne : https://doi.org/10.1016/j.reia.2026.202898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

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