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The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors?
Autism Research ( IF 4.7 ) Pub Date : 2021-05-19 , DOI: 10.1002/aur.2542 Eleni Peristeri 1 , Eleni Baldimtsi 2 , Margreet Vogelzang 3 , Ianthi Maria Tsimpli 3 , Stephanie Durrleman 4
Autism Research ( IF 4.7 ) Pub Date : 2021-05-19 , DOI: 10.1002/aur.2542 Eleni Peristeri 1 , Eleni Baldimtsi 2 , Margreet Vogelzang 3 , Ianthi Maria Tsimpli 3 , Stephanie Durrleman 4
Affiliation
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.
中文翻译:
双语在自闭症谱系障碍中的认知益处:心理理论是否得到了推动以及哪些潜在因素?
这项研究检验了双语是否能通过非语言错误信念 (FB) 任务衡量自闭症谱系障碍 (ASD) 儿童的心理理论,以及这种潜在的推动力如何源于各种其他领域的改善,即执行力功能 (EF)、语言、元语言意识技能以及自闭症严重程度。103 名 ASD 儿童(7 至 15 岁)(43 名双语儿童和 60 名年龄和智商匹配的单语儿童)接受了注意力转换、工作记忆和更新任务的非语言任务以及在线测试,低语言一阶FB任务。结果表明,与单语同龄人相比,患有 ASD 的双语儿童明显受益于 FB。EF 也有提升,但是,没有证据表明这些 EF 提升推动了 FB 优势。增强的 FB 无法通过语言、元语言技能或较低的自闭症严重程度来解释。虽然结果并没有最终解决关于是什么触发了 ASD 双语儿童的 ToM 优势的争论,但当前研究的经验图表明,双语体验本身增强了双语 ASD 儿童对 FB 理解的 ToM 组成部分。
更新日期:2021-05-19
中文翻译:
双语在自闭症谱系障碍中的认知益处:心理理论是否得到了推动以及哪些潜在因素?
这项研究检验了双语是否能通过非语言错误信念 (FB) 任务衡量自闭症谱系障碍 (ASD) 儿童的心理理论,以及这种潜在的推动力如何源于各种其他领域的改善,即执行力功能 (EF)、语言、元语言意识技能以及自闭症严重程度。103 名 ASD 儿童(7 至 15 岁)(43 名双语儿童和 60 名年龄和智商匹配的单语儿童)接受了注意力转换、工作记忆和更新任务的非语言任务以及在线测试,低语言一阶FB任务。结果表明,与单语同龄人相比,患有 ASD 的双语儿童明显受益于 FB。EF 也有提升,但是,没有证据表明这些 EF 提升推动了 FB 优势。增强的 FB 无法通过语言、元语言技能或较低的自闭症严重程度来解释。虽然结果并没有最终解决关于是什么触发了 ASD 双语儿童的 ToM 优势的争论,但当前研究的经验图表明,双语体验本身增强了双语 ASD 儿童对 FB 理解的 ToM 组成部分。