25 recherche sur le mot-clé 'Bilingualism'

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 et/ou numérique 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 et/ou numérique] / 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

Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family / Betty YU in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.424-435 Titre : Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family Type de document : Texte imprimé et/ou numérique Auteurs : Betty YU, Auteur Année de publication : 2016 Article en page(s) : p.424-435 Langues : Anglais (eng) Mots-clés : Bilinguisme  Bilingualism  Autism spectrum disorders  Heritage language maintenance  Family language policy  Cultural and linguistic diversity Index. décimale : PER Périodiques Résumé : This is an ethnographic and discourse analytic case study of a bilingual, minority-language family of a six-year-old child with autism whose family members were committed to speaking English with him. Drawing on family language policy, the study examines the tensions between the family members’ stated beliefs, management efforts, and their actual practices around language use with their child. The findings show that many assumptions held by family members about language use and bilingualism were inconsistent with their everyday language practices. A practice and discourse-analytic approach to bilingualism offers a theoretical and methodological lens through which to investigate these discrepancies and to recast the interactional achievements between the child and his parents as situated bilingual practices. En ligne : http://dx.doi.org/10.1007/s10803-015-2625-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family [Texte imprimé et/ou numérique] / Betty YU, Auteur . - 2016 . - p.424-435. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.424-435 Mots-clés : Bilinguisme  Bilingualism  Autism spectrum disorders  Heritage language maintenance  Family language policy  Cultural and linguistic diversity Index. décimale : PER Périodiques Résumé : This is an ethnographic and discourse analytic case study of a bilingual, minority-language family of a six-year-old child with autism whose family members were committed to speaking English with him. Drawing on family language policy, the study examines the tensions between the family members’ stated beliefs, management efforts, and their actual practices around language use with their child. The findings show that many assumptions held by family members about language use and bilingualism were inconsistent with their everyday language practices. A practice and discourse-analytic approach to bilingualism offers a theoretical and methodological lens through which to investigate these discrepancies and to recast the interactional achievements between the child and his parents as situated bilingual practices. En ligne : http://dx.doi.org/10.1007/s10803-015-2625-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Bilingualism Effects in Metaphor and Simile Comprehension and Production in Children With Autism Spectrum Disorder / Maria ANDREOU in Autism Research, 18-3 (March 2025)  

Public ISBD [article]  inAutism Research > 18-3 (March 2025) . - p.632-647 Titre : Bilingualism Effects in Metaphor and Simile Comprehension and Production in Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Maria ANDREOU, Auteur ; Stella LAMPRI, Auteur ; Theodoros MARINIS, Auteur ; Eleni PERISTERI, Auteur Article en page(s) : p.632-647 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bilingualism  error analysis  executive functions  figurative language  metaphor comprehension  metaphor production  predicate metaphors  simile comprehension  simile production Index. décimale : PER Périodiques Résumé : ABSTRACT Figurative language, including metaphors and similes, is a crucial component of communication; yet, it presents significant challenges for individuals with autism spectrum disorder (ASD). A critical gap in existing research is the impact of bilingualism on the ability of children with ASD to understand and produce non-literal speech. This study addresses this gap by examining the comprehension and production of metaphors and similes in monolingual and bilingual Greek-speaking children with high-functioning ASD. To the best of our knowledge, this is the first study to investigate these abilities in bilingual children with ASD. Thirty-three monolingual and 18 bilingual children participated in tasks designed to assess comprehension, production, and error patterns for metaphors and similes. The study has also investigated the roles of non-verbal intelligence, language skills (expressive vocabulary), and executive functions (working memory) in the children's performance in the metaphor and simile tasks. Results showed that the two groups did not differ in metaphor comprehension; however, bilingual autistic children with higher non-verbal intelligence appeared to have superior performance in metaphor comprehension compared to their bilingual peers with lower non-verbal intelligence. The bilingual autistic children outperformed their monolingual peers in metaphor production, likely due to their higher non-verbal intelligence ability, despite the fact that the bilingual group had lower expressive vocabulary scores than the monolingual children. Simile comprehension, on the other hand, favored monolingual children, while no significant group differences were observed in simile production. Regarding errors, both groups exhibited similar error patterns, with literal interpretations being the dominant error type across both groups, suggesting that pragmatic language difficulty is a hallmark feature in ASD. The findings challenge the misconception that bilingualism hinders language development in children with ASD and highlight its potential to provide benefits in the realm of non-literal language processing. En ligne : https://doi.org/10.1002/aur.70009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Bilingualism Effects in Metaphor and Simile Comprehension and Production in Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Maria ANDREOU, Auteur ; Stella LAMPRI, Auteur ; Theodoros MARINIS, Auteur ; Eleni PERISTERI, Auteur . - p.632-647. Langues : Anglais (eng) in Autism Research > 18-3 (March 2025) . - p.632-647 Mots-clés : autism spectrum disorder  bilingualism  error analysis  executive functions  figurative language  metaphor comprehension  metaphor production  predicate metaphors  simile comprehension  simile production Index. décimale : PER Périodiques Résumé : ABSTRACT Figurative language, including metaphors and similes, is a crucial component of communication; yet, it presents significant challenges for individuals with autism spectrum disorder (ASD). A critical gap in existing research is the impact of bilingualism on the ability of children with ASD to understand and produce non-literal speech. This study addresses this gap by examining the comprehension and production of metaphors and similes in monolingual and bilingual Greek-speaking children with high-functioning ASD. To the best of our knowledge, this is the first study to investigate these abilities in bilingual children with ASD. Thirty-three monolingual and 18 bilingual children participated in tasks designed to assess comprehension, production, and error patterns for metaphors and similes. The study has also investigated the roles of non-verbal intelligence, language skills (expressive vocabulary), and executive functions (working memory) in the children's performance in the metaphor and simile tasks. Results showed that the two groups did not differ in metaphor comprehension; however, bilingual autistic children with higher non-verbal intelligence appeared to have superior performance in metaphor comprehension compared to their bilingual peers with lower non-verbal intelligence. The bilingual autistic children outperformed their monolingual peers in metaphor production, likely due to their higher non-verbal intelligence ability, despite the fact that the bilingual group had lower expressive vocabulary scores than the monolingual children. Simile comprehension, on the other hand, favored monolingual children, while no significant group differences were observed in simile production. Regarding errors, both groups exhibited similar error patterns, with literal interpretations being the dominant error type across both groups, suggesting that pragmatic language difficulty is a hallmark feature in ASD. The findings challenge the misconception that bilingualism hinders language development in children with ASD and highlight its potential to provide benefits in the realm of non-literal language processing. En ligne : https://doi.org/10.1002/aur.70009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Bilingualism effects in pronoun comprehension: Evidence from children with autism / V. 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 et/ou numérique Auteurs : V. SKRIMPA, Auteur ; V. SPANOU, Auteur ; C. BONGARTZ, Auteur ; E. PERISTERI, Auteur ; M. ANDREOU, Auteur ; D. 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 (? = 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 et/ou numérique] / V. SKRIMPA, Auteur ; V. SPANOU, Auteur ; C. BONGARTZ, Auteur ; E. PERISTERI, Auteur ; M. ANDREOU, Auteur ; D. 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 (? = 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

Bilingualism in School-Aged Children with ASD: A Pilot Study / Myriam L. H. BEAUCHAMP in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4433-4448 Titre : Bilingualism in School-Aged Children with ASD: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Myriam L. H. BEAUCHAMP, Auteur ; Stefano REZZONICO, Auteur ; Andrea A. N. MACLEOD, Auteur Article en page(s) : p.4433-4448 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Bilingualism  Language development  School-age Index. décimale : PER Périodiques Résumé : Preschool-aged bilingual children with autism spectrum disorder (ASD) can keep pace with their monolingual peers with ASD. However, can older children with ASD continue to do so as language demands become greater? Also, can they reach language levels similar to those of neurotypically developing (ND) bilingual children? The current study compares the language abilities of 3 school-aged bilingual children with ASD to those of 2 monolingual peers, and 19 ND bilingual and 12 ND monolingual peers. Using cluster analyses, we found that bilingual children with ASD had similar language to those of monolingual children with ASD and neurotypically developing bilingual and monolingual children. Results suggest that bilingual children with ASD can keep pace with their peers with similar intellectual abilities. En ligne : http://dx.doi.org/10.1007/s10803-020-04501-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Bilingualism in School-Aged Children with ASD: A Pilot Study [Texte imprimé et/ou numérique] / Myriam L. H. BEAUCHAMP, Auteur ; Stefano REZZONICO, Auteur ; Andrea A. N. MACLEOD, Auteur . - p.4433-4448. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4433-4448 Mots-clés : Autism spectrum disorder (ASD)  Bilingualism  Language development  School-age Index. décimale : PER Périodiques Résumé : Preschool-aged bilingual children with autism spectrum disorder (ASD) can keep pace with their monolingual peers with ASD. However, can older children with ASD continue to do so as language demands become greater? Also, can they reach language levels similar to those of neurotypically developing (ND) bilingual children? The current study compares the language abilities of 3 school-aged bilingual children with ASD to those of 2 monolingual peers, and 19 ND bilingual and 12 ND monolingual peers. Using cluster analyses, we found that bilingual children with ASD had similar language to those of monolingual children with ASD and neurotypically developing bilingual and monolingual children. Results suggest that bilingual children with ASD can keep pace with their peers with similar intellectual abilities. En ligne : http://dx.doi.org/10.1007/s10803-020-04501-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown / Sarah OUDET in Autism & Developmental Language Impairments, 7 (January-December 2022)  

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"It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children / David Ariel SHER in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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Measuring the Impact of Bilingualism on Executive Functioning Via Inhibitory Control Abilities in Autistic Children / Lewis MONTGOMERY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism / Katie HOWARD in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children / D. KASCELAN in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

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