Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Types of Services and Costs of Programs for Pre...

volgende artikel Emotional Arousal During Social Stress in Young...

Tip

Swipe om te navigeren naar een ander artikel

11-04-2019 | OriginalPaper | Uitgave 6/2019 Open Access

Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 6/2019

Auteurs:: Draško Kašćelan, Napoleon Katsos, Jenny L. Gibson

Extras

» Naar de volledige tekst

Belangrijke opmerkingen

Electronic supplementary material

The online version of this article (https://doi.org/10.1007/s10803-019-03994-2) contains supplementary material, which is available to authorized users.

The current study has been done as a part of first author’s PhD research project under the supervision of the second and the third author

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Some evidence suggests that bilingualism improves communication and cognitive skills which are often impaired in autism. However, diagnosing autism in bilinguals may suffer a cultural bias, which can affect the investigation of bilingualism and autism. Therefore, the current study investigates relations between autistic-like traits (ALTs) and bilingualism in a general population sample of 394 children (M age = 8;3). Within the high-scoring group on the ALT measure, monolinguals had significantly higher ALT scores than bilinguals. There were no differences between monolinguals and bilinguals in the low-scoring group. Across the whole sample, age and structural language skills accounted for 35% variance in ALTs, while bilingualism had no effect on ALTs. Furthermore, structural language skills explained more variance in ALTs among bilinguals than among monolinguals.

Onze productaanbevelingen

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Supplementary material (PDF 272 KB)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Washington: American Psychiatric Association. CrossRef

Antón, E., Duñabeitia, J. A., … Carreiras, M. (2014). Is there a bilingual advantage in the ANT task? Evidence from children. Frontiers in Psychology, 5(398), 1–12.

Antoniou, K., & Katsos, N. (2017). The effect of childhood multilingualism and bilectalism on implicature understanding. Applied Psycholinguistics. https://doi.org/10.17863/CAM.6748. CrossRef

Armstrong, R., Whitehouse, A. J. O., Scott, J. G., Copland, D. A., McMahon, K. L., Fleming, S., & Arnott, W. (2017). A relationship between early language skills and adult autistic-like traits: Evidence from a longitudinal population-based study. Journal of Autism and Developmental Disorders, 47, 1478–1489. PubMedCrossRef

Bak, T. H. (2016). Cooking pasta in La Paz: Bilingualism, bias and the replication crisis. Linguistic Approaches to Bilingualism, 1–19.

Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2013.08.004. PubMedPubMedCentralCrossRef

Baron-Cohen, S. (1989). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30(2), 285–297. PubMedCrossRef

Baron-Cohen, S. (1991). The theory of mind deficit in autism: How specific is it? British Journal of Developmental Psychology, 9(2), 301–314. CrossRef

Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience. Oxford: Oxford University Press.

Baron-Cohen, S., Wheelwright, S., Skinner, S., Martin, J., & Clubley, E. (2001). The autism spectrum quotient (AQ): Evidence from Asperger’s syndrome/high functioning autism, males and females, scientists and mathematicians. Journal of Autism and Developmental Disorders, 31, 5–17. CrossRef

Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the simon task. Psychology and Aging, 19(2), 290–303. PubMedCrossRef

Bialystok, E., & Grundy, J. G. (2018). Science does not disengage. Cognition, 170, 330–333. PubMedCrossRef

Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525–531. CrossRef

Bishop, D. (2003). The children’s communication checklist version 2 (CCC-2). London: Psychological Corporation.

Boerma, T., & Blom, E. (2017). Assessment of bilingual children: What if testing both languages is not possible? Journal of Communication Disorders, 66, 65–76. PubMedCrossRef

Brady, D. I., Schwean, V. L., Saklofske, D. H., McCrimmon, A. W., Montgomery, J. M., & Thorne, K. J. (2013). Conceptual and perceptual Set-shifting executive abilities in young adults with Asperger’s syndrome. Research in Autism Spectrum Disorders, 7, 1631–1637. CrossRef

Burke, D. A., Koot, H. M., & Begeer, S. (2015). Seen but not heard: School-based professionals’ oversight of autism in children from ethnic minority groups. Research in Autism Spectrum Disorders, 9, 112–120. CrossRef

Burnett, H. G., & Jellema, T. (2013). Re-)conceptualisation in Asperger’s syndrome and typical individuals with varying degrees of autistic-like traits. Journal of Autism and Developmental Disorders, 43, 211–223. PubMedCrossRef

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–298. PubMedPubMedCentralCrossRef

Constantino, J., & Todd, R. (2003). Autistic traits in the general population: A twin study. Archives of General Psychiatry, 60, 524–530. https://doi.org/10.1001/archpsyc.60.5.524. PubMedCrossRef

Currie, C., Molcho, M., Boyce, W., Holstein, B., Torsheim, T., & Richter, M. (2008). Researching health inequalities in adolescents: The development of the health behaviour in school- aged children (HBSC) family affluence scale. Social Science and Medicine, 66, 1429–1436. PubMedCrossRef

Dahlgren, S., Almén, H., & Dahlgren Sandberg, A. (2017). Theory of mind and executive functions in young bilingual children. The Journal of Genetic Psychology, 178(5), 303–307. PubMedCrossRef

Dale, P. S. (1991). The validity of a parent report measure of vocabulary and syntax at 24 months. Journal of Speech and Hearing Research, 34, 565–571. PubMedCrossRef

Duñabeitia, J. A., Andrés Hernández, J., … Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited. Myth or reality? Experimental Psychology, 61(3), 234–251. PubMedCrossRef

Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd edn.). Circle Pines: American Guidance Service.

Eigisti, I.-M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5, 681–691. CrossRef

Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., et al. (1993). MacArthur communicative development inventory: Users guide and technical manual. San Diego: Singular Publishing Company.

Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6(1), 1–15. CrossRef

Goldman, S. (2013). Opinion: Sex, gender and the diagnosis of autism—A biosocial view of the male preponderance. Research in Autism Spectrum Disorders, 7(6), 675–679. PubMedPubMedCentralCrossRef

Gonzalez-Barrero, A. M., & Nadig, A. S. (2017). Can bilingualism mitigate set-shifting difficulties in children with autism spectrum disorders? Child Development. https://doi.org/10.1111/cdev.12979. PubMedCrossRef

Gresham, F., & Elliott, S. N. (2008). Social skills improvement system (SSIS) rating scales. London: Pearson.

Grosjean, F. (2015). Bicultural bilinguals. International Journal of Bilingualism, 19(5), 572–586. CrossRef

Haraguchi, H., Stickley, A., Saito, A., Takahashi, H., & Kamio, Y. (2018). Stability of autistic traits from 5 to 8 years of age among children in the general population. Journal of Autism and Developmental Disorders, 49(1), 324–334. PubMedCentralCrossRef

Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. PubMedCrossRef

Kjelgaard, M. M., & Tager-Flusberg, H. (2001). Defining language phenotypes in autism. Clinical Neuroscience Research, 6, 219–224.

Kovács, ÁM. (2009). Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science, 12(1), 48–54. PubMedCrossRef

Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25, 497–514. CrossRef

Lai, M.-C., Lombardo, M. V., Auyeung, B., Chakrabarti, B., & Baron-Cohen, S. (2015). Sex/gender differences and autism: Setting the scene for future research. Journal of the American Academy of Child and Adolescent Psychiatry, 54(1), 11–24. PubMedPubMedCentralCrossRef

Lam, Y. G., & Yeung, S. S. S. (2012). Towards a convergent account of pragmatic language deficits in children with high-functioning autism: Depicting the phenotype using the pragmatic rating scale. Research in Autism Spectrum Disorders, 6(2), 792–797. https://doi.org/10.1016/j.rasd.2011.08.004. CrossRef

Lee, K., Chiu, S. N., van Hasselt, C. A., & Tong, M. (2009). The accuracy of parent and teacher reports in assessing the vocabulary knowledge of Chinese children with hearing impairment. Language, Speech, and Hearing Services in Schools, 40(1), 31–45. PubMedCrossRef

Lorge, I., & Katsos, N. (2018). Listener-adapted speech: Bilinguals adapt in a more sensitive way. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.16054.lor. CrossRef

Luk, G., De Sa, E., & Bialystok, E. (2011). Is there a relation between onset age of bilingualism and enhancement of cognitive control? Bilingualism: Language and Cognition, 14(4), 588–595. CrossRef

Matson, J. L., Matheis, M., Burns, C. O., … Goldin, R. L. (2017). Examining cross-cultural differences in autism spectrum disorder: A multinational comparison from Greece, Italy, Japan, Poland, and the United States. European Psychiatry, 42, 70–76. PubMedCrossRef

Miller, L. E., Perkins, K. A., Dai, Y. G., & Fein, D. A. (2017). Comparison of parent report and direct assessment of child skills in toddlers. Research in Autism Spectrum Disorders, 41–42, 57–65. PubMedPubMedCentralCrossRef

Mullen, E. (1995). Mullen scales of early learning. Circle Pines: American Guidance Service.

Murphy, V. A. (2014). Second language learning in the early school years: Trends and contexts. Oxford: Oxford University Press.

Nguyen, T., & Wilde Astington, J. (2014). Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings. Bilingualism, 17(2), 396–409. CrossRef

Norbury, C. F. (2014a). Autism spectrum disorders and communication. In L. Cummings (Ed.), The Cambridge handbook of communication disorders (pp. 141–157). Cambridge: Cambridge University Press.

Norbury, C. F. (2014b). Sources of variation in developmental language disorders: Evidence from eye-tracking studies of sentence production. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 20120393–20120393. https://doi.org/10.1098/rstb.2012.0393. CrossRef

Norbury, C. F. (2016). Eye-tracking as a window on language processing in ASD. In L. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 13–34). Washington: De Gruyter Mouton.

Norbury, C. F., Nash, M., Baird, G., & Bishop, D. V. M. (2004). Using a parental checklist to identify diagnostic groups in children with communication impairment: A validation of the Children’s Communication Checklist—2. International Journal of Language and Communication Disorders, 39(3), 345–364. PubMedCrossRef

Paradis, J. (2011). Individual differences in child english second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism. 1(3).

Paradis, J., Emmerzael, K., & Sorenson Duncan, T. (2010). Assessment of english language learners: Using parent report on first language development. Journal of Communication Disorders, 43, 474–497. PubMedCrossRef

Petersen, J. M., Marinova-Tod, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1499–1503. PubMedCrossRef

Poarch, G. J., & van Hell, J. G. (2012). Cross-language activation in children’s speech production: Evidence from second language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 111(3), 419–438. PubMedCrossRef

Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015). Communicative development in bilingually exposed Chinese children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 58, 813–825. PubMedCrossRef

Ronald, A., Happé, F., & Plomin, R. (2005). The genetic relationship between individual differences in social and nonsocial behaviours characteristic of autism. Developmental Science, 8, 444–458. https://doi.org/10.1111/j.1467-7687. 2005.00433.x. PubMedCrossRef

Rubio-Fernández, P., & Glucksberg, S. (2012). Reasoning about other people’s beliefs: Bilinguals have an advantage. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 211–217. PubMed

Schuh, J. M., & Eigisti, I.-M. (2012). Working memory, language skills, and autism symptomatology. Behavioural Sciences, 2, 207–218. CrossRef

Siegal, M., Surian, L., Matsuo, A., Geraci, A., Iozzi, L., Okumura, Y., & Itakura, S. (2010). Bilingualism accentuates children’s conversational understanding. PLoS ONE. https://doi.org/10.1371/journal.pone.0009004. PubMedPubMedCentralCrossRef

Skylark, W. J., & Baron-Cohen, S. (2017). Initial evidence that non-clinical autistic traits are associated with lower income. Molecular Autism, 8(61), 1–11.

Sutherland, R., Hodge, A., Bruck, S., Costley, D., & Klieve, H. (2017). Parent-reported differences between school-aged girls and boys on the autism spectrum. Autism, 21(6), 785–794. PubMedCrossRef

Thal, D. J., O’Hanlon, L., Clemmons, M., & Fralin, L. (1999). Validity of a parent report measure of vocabulary and syntax for preschool children with language impairment. Journal of Speech, Language, and Hearing Research, 42(2), 482–496. PubMedCrossRef

Uljarević, M., Katsos, N., Hudry, K., & Gibson, J. L. (2016). Practitioner review: Multilingualism and neurodevelopmental disorders—An overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry, 57(11), 1205–1217. PubMedCrossRef

Valian, V. (2015a). Bilingualism and cognition. Bilingualism: Language and Cognition, 18(1), 3–24. CrossRef

Valian, V. (2015b). Bilingualism and cognition: A focus on mechanisms. Bilingualism: Language and Cognition, 18(1), 47–50. CrossRef

Whitehouse, A. J. O., Barry, J. G., & Bishop, D. V. M. (2008). Further defining the language impairment of autism: Is there a specific language impairment subtype? Journal of Communication Disorders, 41, 319–336. PubMedCrossRef

World Health Organization. (2015). Gender. Retrieved from April 10, 2018 http://www.who.int/mediacentre/factsheets/fs403/en/.

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (1992). Preschool language scale (3rd edn.). San Antonio: Psychological Corporation.

Titel: Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children
Auteurs:: Draško Kašćelan
Napoleon Katsos
Jenny L. Gibson
Publicatiedatum: 11-04-2019
DOI: https://doi.org/10.1007/s10803-019-03994-2
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 6/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Electronic supplementary material

Publisher’s Note

Abstract

Onze productaanbevelingen

BSL Psychologie Totaal

Andere artikelen Uitgave 6/2019

Psychometric Validation of the Autism Impact Measure (AIM)

Expressive Dominant Versus Receptive Dominant Language Patterns in Young Children: Findings from the Study to Explore Early Development

A Pilot Randomized Clinical Trial of an Enhanced Pivotal Response Treatment Approach for Young Children with Autism: The PRISM Model

Visual Search Performance Does Not Relate to Autistic Traits in the General Population

Whole Blood Serotonin Levels and Platelet 5-HT2A Binding in Autism Spectrum Disorder

Brief Report: Does Watching The Good Doctor Affect Knowledge of and Attitudes Toward Autism?