Ehsan Solaimani
Biographic Data
| ID | 6362370 |
|---|---|
| NAME | Ehsan Solaimani |
| GIVEN NAMES | Ehsan |
| FAMILY NAME | Solaimani |
| SIGNATURE | SOLAIMANI E |
| AFFILIATIONS | University of York |
| ORCID | 0000-0003-3869-4071 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Associations Between Second-Language Proficiency and Executive Functions in Autistic and Neurotypical Children
Bilingualism is a complex experience that may enhance executive functions (EF). This potential benefit could be particularly relevant for autistic children, given that they tend to present EF difficulties. Some studies find bilingualism benefits in attention, inhibitory control, cognitive flexibility, and memory, in neurotypical and autistic children while others do not. These inconsistencies may arise from oversimplifying the operationalization …
On the impact of exposure to different languages on Theory of Mind in neurotypical and autistic children
Exposure to multiple languages may support the development of Theory of Mind (ToM) in neurotypical (NT) and autistic children. However, previous research mainly applied group comparisons between monolingual and bilingual children, and the underlying mechanism of the observed difference remains unclear. The present study, therefore, sheds light on the effect of bilingualism on ToM in both NT and autistic children by measuring language experiences …
Anything you can say, I can say faster
Bilinguals tend to have slower response times in picture naming than monolinguals in both their first and second languages. Naming speed interacts with item frequency, suggesting that the bilingual disadvantage may be due to less frequent exposure to each language. We measure response speed in a Picture Naming and a Picture-Word-Interference paradigm among 98 bilinguals and 83 monolinguals, looking for interactions between word frequency and freq…
Bilingualism, working memory, and relative clause comprehension in children
Bilingualism has sometimes been associated with cognitive boosts, particularly in working memory (WM). However, it remains unclear whether such benefits extend to the comprehension of syntactically complex structures. We investigated this through a gamified character-selection task assessing comprehension of subject-relative clauses and object-relative clauses among monolingual ( n = 31) and bilingual ( n = 28) French-speaking children, as well a…
Co-speech gesture comprehension in autistic children
Co-speech gestures accompany or replace speech in communication. Studies investigating how autistic children understand them are scarce and inconsistent and often focus on decontextualized, iconic gestures. This study compared 73 three- to twelve-year-old autistic children with 73 neurotypical peers matched on age, non-verbal IQ, and morphosyntax. Specifically, we examined (1) their ability to understand deictic (i.e., pointing ), iconic (e.g., g…
Brain boosters
This study investigated the comprehension of which -questions among French-speaking monolingual ( n = 26) and bilingual ( n = 28) children aged 3 to 12 years, examining the roles of verbal working memory (WM) and length of exposure to an additional language (L2). We assessed comprehension of subject- and object-questions with a character-selection task, measured verbal WM with a non-word repetition task, and quantified linguistic exposure through…
Definiteness matters as a discourse cue in L1 and L2 processing of relative clauses
This study explores how syntactic and discourse-based parsing principles direct English relative clause attachment preferences. Forty-nine highly advanced L1-Persian L2-English and thirty-six English native speakers completed a self-paced reading task involving temporarily ambiguous relative clauses that were semantically associated with either the first or the second noun phrase (NP) in a complex NP (NP1–of–NP2) ( The resident called the nurse N…
Testing the Interpretability Hypothesis
Many studies have explored the second language (L2) acquisition of relative clauses (RCs) and whether L2 speakers transfer a resumptive strategy from first language (L1) to L2. While evidence seems to suggest that there are significant L1–L2 differences in the processing of RCs, relatively little is known about the source of non-target-like L2 behaviour. The present study investigates the grammatical acceptability of different RC types in L2 Engl…
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Testing the Interpretability Hypothesis
Many studies have explored the second language (L2) acquisition of relative clauses (RCs) and whether L2 speakers transfer a resumptive strategy from first language (L1) to L2. While evidence seems to suggest that there are significant L1–L2 differences in the processing of RCs, relatively little is known about the source of non-target-like L2 behaviour. The present study investigates the grammatical acceptability of different RC types in L2 Engl…
Definiteness matters as a discourse cue in L1 and L2 processing of relative clauses
This study explores how syntactic and discourse-based parsing principles direct English relative clause attachment preferences. Forty-nine highly advanced L1-Persian L2-English and thirty-six English native speakers completed a self-paced reading task involving temporarily ambiguous relative clauses that were semantically associated with either the first or the second noun phrase (NP) in a complex NP (NP1–of–NP2) ( The resident called the nurse N…
Brain boosters
This study investigated the comprehension of which -questions among French-speaking monolingual ( n = 26) and bilingual ( n = 28) children aged 3 to 12 years, examining the roles of verbal working memory (WM) and length of exposure to an additional language (L2). We assessed comprehension of subject- and object-questions with a character-selection task, measured verbal WM with a non-word repetition task, and quantified linguistic exposure through…
Associations Between Second-Language Proficiency and Executive Functions in Autistic and Neurotypical Children
Bilingualism is a complex experience that may enhance executive functions (EF). This potential benefit could be particularly relevant for autistic children, given that they tend to present EF difficulties. Some studies find bilingualism benefits in attention, inhibitory control, cognitive flexibility, and memory, in neurotypical and autistic children while others do not. These inconsistencies may arise from oversimplifying the operationalization …
On the impact of exposure to different languages on Theory of Mind in neurotypical and autistic children
Exposure to multiple languages may support the development of Theory of Mind (ToM) in neurotypical (NT) and autistic children. However, previous research mainly applied group comparisons between monolingual and bilingual children, and the underlying mechanism of the observed difference remains unclear. The present study, therefore, sheds light on the effect of bilingualism on ToM in both NT and autistic children by measuring language experiences …
Anything you can say, I can say faster
Bilinguals tend to have slower response times in picture naming than monolinguals in both their first and second languages. Naming speed interacts with item frequency, suggesting that the bilingual disadvantage may be due to less frequent exposure to each language. We measure response speed in a Picture Naming and a Picture-Word-Interference paradigm among 98 bilinguals and 83 monolinguals, looking for interactions between word frequency and freq…
Bilingualism, working memory, and relative clause comprehension in children
Bilingualism has sometimes been associated with cognitive boosts, particularly in working memory (WM). However, it remains unclear whether such benefits extend to the comprehension of syntactically complex structures. We investigated this through a gamified character-selection task assessing comprehension of subject-relative clauses and object-relative clauses among monolingual ( n = 31) and bilingual ( n = 28) French-speaking children, as well a…
Co-speech gesture comprehension in autistic children
Co-speech gestures accompany or replace speech in communication. Studies investigating how autistic children understand them are scarce and inconsistent and often focus on decontextualized, iconic gestures. This study compared 73 three- to twelve-year-old autistic children with 73 neurotypical peers matched on age, non-verbal IQ, and morphosyntax. Specifically, we examined (1) their ability to understand deictic (i.e., pointing ), iconic (e.g., g…
Linguistics (6 works) · Neurobiology of Language and Bilingualism (6 works) · Psychology (6 works) · Cognition (5 works) · Language Development and Disorders (5 works) · Neuroscience of multilingualism (4 works) · Autism (3 works) · Autism Spectrum Disorder Research (3 works) · Cognitive psychology (3 works) · Comprehension (3 works)