Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence / Margreet VOGELZANG ; Ianthi Maria TSIMPLI ; Stephanie DURRLEMAN in Autism Research, 17-9 (September 2024)  

Public ISBD [article]  inAutism Research > 17-9 (September 2024) . - p.1818-1829 Titre : Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence Type de document : texte imprimé Auteurs : Margreet VOGELZANG, Auteur ; Ianthi Maria TSIMPLI, Auteur ; Stephanie DURRLEMAN, Auteur Article en page(s) : p.1818-1829 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bilingualism  executive functions  expressive vocabulary  intelligence  longitudinal design  second-order theory of mind Index. décimale : PER Périodiques Résumé : Abstract Theory of Mind has long been studied as a core weakness in autism spectrum disorder due to its relationship with social reciprocity, while bilingualism has been shown to compensate for autistic individuals' mentalizing weaknesses. However, our knowledge of the Theory of Mind developmental trajectories of bilingual and monolingual autistic children, as well as of the factors related to Theory of Mind development in autism spectrum disorder is still limited. The current study has examined first- and second-order Theory of Mind skills in 21 monolingual and 21 bilingual autistic children longitudinally across three time points, specifically at ages 6, 9, and 12, and also investigated associations between Theory of Mind trajectories and trajectories of the children's language, intelligence and executive function skills. The results reveal that bilingual autistic children outperformed their monolingual peers in second-order Theory of Mind at ages 9 and 12, and that intelligence and, especially, expressive vocabulary skills played a pivotal role in advancing bilingual autistic children's second-order Theory of Mind development. On the other hand, monolingual autistic children only managed to capitalize on their language and intelligence resources at age 12. The findings highlight the importance of investigating bilingualism effects on autistic children's advanced cognitive abilities longitudinally. En ligne : https://doi.org/10.1002/aur.3214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence [texte imprimé] / Margreet VOGELZANG, Auteur ; Ianthi Maria TSIMPLI, Auteur ; Stephanie DURRLEMAN, Auteur . - p.1818-1829. Langues : Anglais (eng) in Autism Research > 17-9 (September 2024) . - p.1818-1829 Mots-clés : autism spectrum disorder  bilingualism  executive functions  expressive vocabulary  intelligence  longitudinal design  second-order theory of mind Index. décimale : PER Périodiques Résumé : Abstract Theory of Mind has long been studied as a core weakness in autism spectrum disorder due to its relationship with social reciprocity, while bilingualism has been shown to compensate for autistic individuals' mentalizing weaknesses. However, our knowledge of the Theory of Mind developmental trajectories of bilingual and monolingual autistic children, as well as of the factors related to Theory of Mind development in autism spectrum disorder is still limited. The current study has examined first- and second-order Theory of Mind skills in 21 monolingual and 21 bilingual autistic children longitudinally across three time points, specifically at ages 6, 9, and 12, and also investigated associations between Theory of Mind trajectories and trajectories of the children's language, intelligence and executive function skills. The results reveal that bilingual autistic children outperformed their monolingual peers in second-order Theory of Mind at ages 9 and 12, and that intelligence and, especially, expressive vocabulary skills played a pivotal role in advancing bilingual autistic children's second-order Theory of Mind development. On the other hand, monolingual autistic children only managed to capitalize on their language and intelligence resources at age 12. The findings highlight the importance of investigating bilingualism effects on autistic children's advanced cognitive abilities longitudinally. En ligne : https://doi.org/10.1002/aur.3214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

A Large-Scale Study on the Relation Between Multilingualism and Social Traits in Adults With and Without Autism Diagnoses / Margreet VOGELZANG in Autism Research, 19-8 (August 2026)  

Public ISBD [article]  inAutism Research > 19-8 (August 2026) . - p.e70300 Titre : A Large-Scale Study on the Relation Between Multilingualism and Social Traits in Adults With and Without Autism Diagnoses Type de document : texte imprimé Auteurs : Margreet VOGELZANG, Auteur ; Sean Dong Wei GAN, Auteur ; Jamie SETCH, Auteur Article en page(s) : p.e70300 Langues : Anglais (eng) Mots-clés : autism  bilingualism  communication  multilingualism  social interaction  traits Index. décimale : PER Périodiques Résumé : ABSTRACT Autism Spectrum Disorder is a neurodevelopmental condition characterized by persistent difficulties in social interaction and communication alongside restricted, repetitive patterns of behavior, interests, or activities. Emerging evidence suggests that bi/multilingualism may enhance social interaction skills, yet prior research has largely focused on children, relied on small samples, and used oversimplified monolingual?bilingual groupings. The present study examines whether multilingual engagement predicts autism-associated social traits in adults with and without autism diagnoses. Specifically, we investigated whether childhood and/or current multilingual engagement (operationalized as entropy) predicts social interaction, communication, and overall autistic traits, measured via the Comprehensive Autistic Trait Inventory (CATI). Four hundred and fifty-nine adults (of which 132 diagnosed autistic) participated in the study. Analyses revealed that, both in the full sample and in the subsample of individuals with autism diagnoses, greater language entropy was associated with lower CATI scores in social interaction and overall. No relation between language entropy and communication traits was found. Within the autistic subgroup, the associations between current language entropy and both social interaction and overall CATI scores had large effect sizes (?p 2?=?0.14?0.18). These findings show that multilingual engagement is reliably associated with reduced social autistic traits in adulthood. En ligne : https://doi.org/10.1002/aur.70300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] A Large-Scale Study on the Relation Between Multilingualism and Social Traits in Adults With and Without Autism Diagnoses [texte imprimé] / Margreet VOGELZANG, Auteur ; Sean Dong Wei GAN, Auteur ; Jamie SETCH, Auteur . - p.e70300. Langues : Anglais (eng) in Autism Research > 19-8 (August 2026) . - p.e70300 Mots-clés : autism  bilingualism  communication  multilingualism  social interaction  traits Index. décimale : PER Périodiques Résumé : ABSTRACT Autism Spectrum Disorder is a neurodevelopmental condition characterized by persistent difficulties in social interaction and communication alongside restricted, repetitive patterns of behavior, interests, or activities. Emerging evidence suggests that bi/multilingualism may enhance social interaction skills, yet prior research has largely focused on children, relied on small samples, and used oversimplified monolingual?bilingual groupings. The present study examines whether multilingual engagement predicts autism-associated social traits in adults with and without autism diagnoses. Specifically, we investigated whether childhood and/or current multilingual engagement (operationalized as entropy) predicts social interaction, communication, and overall autistic traits, measured via the Comprehensive Autistic Trait Inventory (CATI). Four hundred and fifty-nine adults (of which 132 diagnosed autistic) participated in the study. Analyses revealed that, both in the full sample and in the subsample of individuals with autism diagnoses, greater language entropy was associated with lower CATI scores in social interaction and overall. No relation between language entropy and communication traits was found. Within the autistic subgroup, the associations between current language entropy and both social interaction and overall CATI scores had large effect sizes (?p 2?=?0.14?0.18). These findings show that multilingual engagement is reliably associated with reduced social autistic traits in adulthood. En ligne : https://doi.org/10.1002/aur.70300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? / Eleni PERISTERI in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1695-1709 Titre : The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? Type de document : texte imprimé Auteurs : Eleni PERISTERI, Auteur ; Eleni BALDIMTSI, Auteur ; Margreet VOGELZANG, Auteur ; Ianthi Maria TSIMPLI, Auteur ; Stephanie DURRLEMAN, Auteur Article en page(s) : p.1695-1709 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Cognition  Humans  Language  Multilingualism  Theory of Mind  bilingualism  executive functions  language Index. décimale : PER Périodiques Résumé : This study examined whether bilingualism boosts Theory of Mind as measured by a non-verbal false belief (FB) task in children with autism spectrum disorder (ASD), and how this potential boost may stem from improvements in a variety of other domains, namely executive functions (EFs), language, metalinguistic awareness skills, as well as autism severity. One hundred and three children with ASD (7- to 15-year-olds) (43 bilingual and 60 age- and IQ-matched monolingual children) were tested on a nonverbal task of attentional switching, working memory and updating task, and an online, low-verbal first-order FB task. Results showed a clear FB benefit for bilingual children with ASD as compared with their monolingual peers. There were also boosts in EF, however, there is no evidence that these EF boosts drove the FB advantage. Enhanced FB was not explained either by language, metalinguistic skills, or lower autism severity. While the results do not conclusively settle the debate on what triggers the ToM advantage in bilingual children with ASD, the empirical picture of the current study suggests that the ToM component of FB understanding in bilingual children with ASD is enhanced by the bilingual experience per se. LAY SUMMARY: The current study aimed to determine if and how bilingualism may improve the ability to understand others' beliefs in children with autism spectrum disorder (ASD). We assessed their belief reasoning alongside a series of other skills hypothesized to be beneficial for such reasoning, namely understanding, producing, and thinking about language, recalling and switching between information, and the severity of their autistic symptoms. The overall findings highlight advantages for bilingual children with ASD over their monolingual peers for grasping beliefs, thus suggesting that pursuing bilingualism may be beneficial for cognition in ASD. Other boosts were also associated with bilingualism, such as recalling and switching between information, but these boosts were not directly related to belief understanding, highlighting the beneficial role of bilingualism per se. En ligne : http://dx.doi.org/10.1002/aur.2542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? [texte imprimé] / Eleni PERISTERI, Auteur ; Eleni BALDIMTSI, Auteur ; Margreet VOGELZANG, Auteur ; Ianthi Maria TSIMPLI, Auteur ; Stephanie DURRLEMAN, Auteur . - p.1695-1709. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1695-1709 Mots-clés : Autism Spectrum Disorder  Child  Cognition  Humans  Language  Multilingualism  Theory of Mind  bilingualism  executive functions  language Index. décimale : PER Périodiques Résumé : This study examined whether bilingualism boosts Theory of Mind as measured by a non-verbal false belief (FB) task in children with autism spectrum disorder (ASD), and how this potential boost may stem from improvements in a variety of other domains, namely executive functions (EFs), language, metalinguistic awareness skills, as well as autism severity. One hundred and three children with ASD (7- to 15-year-olds) (43 bilingual and 60 age- and IQ-matched monolingual children) were tested on a nonverbal task of attentional switching, working memory and updating task, and an online, low-verbal first-order FB task. Results showed a clear FB benefit for bilingual children with ASD as compared with their monolingual peers. There were also boosts in EF, however, there is no evidence that these EF boosts drove the FB advantage. Enhanced FB was not explained either by language, metalinguistic skills, or lower autism severity. While the results do not conclusively settle the debate on what triggers the ToM advantage in bilingual children with ASD, the empirical picture of the current study suggests that the ToM component of FB understanding in bilingual children with ASD is enhanced by the bilingual experience per se. LAY SUMMARY: The current study aimed to determine if and how bilingualism may improve the ability to understand others' beliefs in children with autism spectrum disorder (ASD). We assessed their belief reasoning alongside a series of other skills hypothesized to be beneficial for such reasoning, namely understanding, producing, and thinking about language, recalling and switching between information, and the severity of their autistic symptoms. The overall findings highlight advantages for bilingual children with ASD over their monolingual peers for grasping beliefs, thus suggesting that pursuing bilingualism may be beneficial for cognition in ASD. Other boosts were also associated with bilingualism, such as recalling and switching between information, but these boosts were not directly related to belief understanding, highlighting the beneficial role of bilingualism per se. En ligne : http://dx.doi.org/10.1002/aur.2542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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