多语言影响儿童的执行功能和核心自闭症症状
Celia Romero1, Zachary T Goodman1, Lauren Kupis2
1Department of Psychology, University of Miami, Coral Gables, Florida, USA.
概括
多语言对患有自闭症谱系障碍 (ASD) 的儿童有好处,因为它可以增强抑制和转移等执行功能. 这可以积极影响社会沟通,并减少ASD的重复行为.
科学领域:
- 神经发育障碍 神经发育障碍
- 认知神经科学是一种认知神经科学.
- 儿童心理学 儿童心理学
背景情况:
- 自闭症谱系障碍 (ASD) 在执行功能 (EF) 档案中呈现出显著的异质性.
- 像抑制和转移这样的EF组件与ASD核心症状有关,包括社交沟通缺陷和重复行为.
- 新出现的证据表明,多语言学可能会对EF产生积极影响,特别是在患有自闭症的儿童中.
研究的目的:
- 调查多语言,EF和儿童中ASD核心症状之间的关联.
- 探讨多语言学如何影响ASD和没有ASD的儿童的抑制,转移,视角,社交沟通和重复行为.
主要方法:
- 一项涉及116名7-12岁儿童的研究,其中53人被诊断患有ASD.
- 多语言和单语言儿童之间的EF和与症状相关的技能比较,有和没有ASD.
- 分析家长报告的关于抑制,转移,视角,社交沟通和重复行为的数据.
主要成果:
- 与单语同龄人相比,多语种儿童表现出优越的父母报告的抑制,转移和视角技能.
- 一个显著的相互作用表明,多语言对抑制的积极影响在ASD儿童中比在典型发育的儿童中更明显.
- 发现EF技能能够调解多语言学对视角采用,社交沟通和重复行为的间接影响.
结论:
- 多语言体验似乎支持和增强ASD儿童的执行功能.
- 多语言主义可能为缓解与自闭症谱系障碍相关的核心症状提供有益的途径.
- 这些发现凸显了多语言学作为ASD儿童的干预或支持因素的潜力.
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