Theory of Mind, Executive Functions, and Syntax in Bilingual Children with Autism Spectrum Disorder

Bibliographic Data

ID5900419
AuthorsMarios Andreou (0000-0002-7867-3163, University of Cologne, corresponding author), Ianthi-Maria Tsimpli (0000-0001-6015-7526, University of Cambridge), Ianthi Maria Tsimpli, Stephanie Durrleman (0000-0003-1883-5703, University of Geneva), Eleni Peristeri (0000-0001-9629-0193, University of Thessaly)
Year2020
Volume5
Issue4
Pages67
Publication date2020-11-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages5040067
OpenAlexW3108283353
LanguageEN
Citations received13
References cited89

Impairments in Theory of Mind (ToM) are a core feature of Autism Spectrum Disorder (ASD). ToM may be enhanced by various factors, including bilingualism, executive functions (EF), and complex syntax. This work investigates the language-cognition interface in ASD by exploring whether ToM can be enhanced by bilingualism, whether such ToM boosts would be due to EF or syntax, and whether routes to mentalizing would differ between bilinguals and monolinguals on the spectrum. Twenty-seven monolingual Greek-speaking and twenty-nine bilingual Albanian-Greek children with ASD were tested on ToM reasoning in verbal and low-verbal ToM tasks, an executive function 2-back task, and a sentence repetition task. Results revealed that bilingual children with ASD performed better than monolinguals with ASD in the low-verbal ToM and the 2-back tasks. In the sentence repetition task, bilinguals scored higher than monolinguals in complex sentences, and specifically in adverbials and relatives. Regarding the relations between ToM, EF, and sentence repetition, the monolingual group's performance in the verbal ToM tasks was associated with complement syntax, whereas, for the bilingual children with ASD, performance in both verbal and low-verbal ToM tasks was associated with EF and adverbial clause repetition. The overall pattern of results suggests that mentalizing may follow distinct pathways across the two groups

Autism · Autism spectrum disorder · Cognition · Cognitive psychology · Developmental psychology · Executive functions · Linguistics · Neuroscience of multilingualism · Sentence · Syntax · Theory of mind · Autism Spectrum Disorder Research · Genetics and Neurodevelopmental Disorders · Language Development and Disorders · Psychology

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