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Détail de l'auteur
Auteur Eleni BALDIMTSI |
Documents disponibles écrits par cet auteur (2)
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Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders / Eleni BALDIMTSI in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Eleni BALDIMTSI, Auteur ; Ageliki NICOLOPOULOU, Auteur ; Ianthi Maria TSIMPLI, Auteur Article en page(s) : p.1142-1156 Langues : Anglais (eng) Mots-clés : Affective-cognitive theory of mind Autism Children Cognitive theory of mind Language Theory of mind Index. décimale : PER Périodiques Résumé : Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and their performance was compared to 24 age-, gender- and language-matched typically developing controls. Results showed that ASD children's performance was selectively impaired in both ToM aspects, supporting the distinction between ToM components. This is the first study of ToM abilities among Greek-speaking children with ASD, and the findings confirm that children with ASD are experiencing difficulties with socio-emotional understanding across languages and cultures. En ligne : http://dx.doi.org/10.1007/s10803-020-04595-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1142-1156[article] Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Eleni BALDIMTSI, Auteur ; Ageliki NICOLOPOULOU, Auteur ; Ianthi Maria TSIMPLI, Auteur . - p.1142-1156.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1142-1156
Mots-clés : Affective-cognitive theory of mind Autism Children Cognitive theory of mind Language Theory of mind Index. décimale : PER Périodiques Résumé : Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and their performance was compared to 24 age-, gender- and language-matched typically developing controls. Results showed that ASD children's performance was selectively impaired in both ToM aspects, supporting the distinction between ToM components. This is the first study of ToM abilities among Greek-speaking children with ASD, and the findings confirm that children with ASD are experiencing difficulties with socio-emotional understanding across languages and cultures. En ligne : http://dx.doi.org/10.1007/s10803-020-04595-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? / E. PERISTERI in Autism Research, 14-8 (August 2021)
[article]
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 et/ou numérique Auteurs : E. PERISTERI, Auteur ; Eleni BALDIMTSI, Auteur ; M. VOGELZANG, Auteur ; I. M. TSIMPLI, Auteur ; S. 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
in Autism Research > 14-8 (August 2021) . - p.1695-1709[article] The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? [Texte imprimé et/ou numérique] / E. PERISTERI, Auteur ; Eleni BALDIMTSI, Auteur ; M. VOGELZANG, Auteur ; I. M. TSIMPLI, Auteur ; S. 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