Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence
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View abstract on PubMed
Summary
This summary is machine-generated.Bilingual autistic children show better second-order Theory of Mind skills than monolingual peers. Language and intelligence significantly boost bilingual children’s advanced cognitive abilities, highlighting bilingualism
Area Of Science
- Developmental Psychology
- Neuroscience
- Linguistics
Background
- Theory of Mind (ToM) is often impaired in autism spectrum disorder (ASD), impacting social reciprocity.
- Bilingualism may offer compensatory benefits for mentalizing deficits in autistic individuals.
- Limited understanding exists regarding ToM developmental trajectories in autistic bilingual vs. monolingual children.
Purpose Of The Study
- To longitudinally examine first- and second-order Theory of Mind (ToM) skills in autistic children.
- To compare ToM development in monolingual versus bilingual autistic children across childhood.
- To investigate associations between ToM trajectories and language, intelligence, and executive function.
Main Methods
- Longitudinal study of 42 autistic children (21 monolingual, 21 bilingual) at ages 6, 9, and 12.
- Assessment of first- and second-order Theory of Mind (ToM) skills.
- Evaluation of language, intelligence, and executive function skills.
Main Results
- Bilingual autistic children outperformed monolingual peers in second-order ToM at ages 9 and 12.
- Intelligence and expressive vocabulary were key factors in advancing bilingual autistic children's second-order ToM.
- Monolingual autistic children utilized language and intelligence resources for ToM development primarily at age 12.
Conclusions
- Bilingualism appears to positively influence the development of advanced Theory of Mind (ToM) in autistic children.
- Language and cognitive skills are crucial for supporting ToM development in autistic individuals, particularly bilinguals.
- Longitudinal research is essential for understanding the impact of bilingualism on cognitive abilities in autism.
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