The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens

被引：8

作者：

Sharaan, Shereen ^{[1
,2
]}

MacPherson, Sarah E. ^{[1
]}

Fletcher-Watson, Sue ^{[2
]}

机构：

[1] Univ Edinburgh, Dept Psychol, Human Cognit Neurosci, Edinburgh, Midlothian, Scotland

[2] Univ Edinburgh, Salvesen Mindroom Res Ctr, Edinburgh, Midlothian, Scotland

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2022年 / 52卷 / 05期

关键词：

Dual language; Second language exposure; Autism; Cognition; ADOLESCENTS; PROFICIENCY; DISORDERS; ADVANTAGE; PROFILES; EXPOSURE; AGE;

D O I：

10.1007/s10803-021-05114-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n = 27) and typically developing peers (n = 53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis.

引用

页码：2224 / 2235

页数：12