Article published in:
Autism, Language, Communication and Cognition
Edited by Stephanie Durrleman
[Evolutionary Linguistic Theory 4:1] 2022
► pp. 551
References
Alloway, T. P., & Gathercole, S. E.
(2005) Working memory and short-term sentence recall in young children. European Journal of Cognitive Psychology, 17 (2), 207–220. DOI logoGoogle Scholar
American Psychiatric Association, DSM-5 Task Force
(2013) Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc.. DOI logoGoogle Scholar
Andreou, M.
(2015) The effects of bilingualism on verbal and non verbal cognition: the micro- and macro-structure of narratives in the weak and the dominant language of the bilingual child. Unpublished PhD dissertation, Aristotle University of Thessaloniki, Greece.
Andrés-Roqueta, C., & Katsos, N.
(2017) The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders. Frontiers in Psychology, 8 1, 996. DOI logoGoogle Scholar
Archibald, L. M., 7 Gathercole, S. E.
(2006) Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41 (6), 675–93. DOI logoGoogle Scholar
Asoulin, E.
(2016) Language as an instrument of thought. Glossa: A Journal of General Linguistics, 1 (1), 1–23. DOI logoGoogle Scholar
Atonius, J.
(2018) The Analysis of Illocutionary Acts in Narrative Text of Eleventh Grade Students at SMA Negeri 5 Medan. Doctoral dissertation, Nommensen HKBP University, Indonesia.
Auza-Benavides, A., Peñaloza, C., & Murata, C.
(2019) The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment. In E. Aguilar-Mediavilla, L. Buil-Legaz, R. López-Penadés, V. A. Sanchez-Azanza, & D. Adrover-Roig (Eds.), The Atypical Language Development in Romance (pp. 93–112). Amsterdam: John Benjamins Publishing Company. DOI logoGoogle Scholar
Bal, V. H., Wilkinson, E., White, L. C., Law, J. K., THE SPARK Consortium, Feliciano, P., & Chung, W. K.
(2021) Early Pandemic Experiences of Autistic Adults: Predictors of Psychological Distress. Autism Research, 14 (6), 1209–1219. DOI logoGoogle Scholar
Bang, J., & Nadig, A.
(2015) Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary. Autism Research, 8 (2), 214–223. DOI logoGoogle Scholar
Baron, R. M., & Kenny, D. A.
(1986) The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51 (6), 1173–1182. DOI logoGoogle Scholar
Baron-Cohen, S.
(1995) Mindblindness: An essay on autism and theory of mind. The MIT Press. DOI logoGoogle Scholar
Baron-Cohen, S., Leslie, A. M., & Frith, U.
(1985) Does the autistic child have a “theory of mind?” Cognition, 21 1, 37–46. DOI logoGoogle Scholar
Bedore, L. M., & Peña, E. D.
(2008) Assessment of Bilingual Children for Identification of Language Impairment: Current Findings and Implications for Practice. International Journal of Bilingual Education and Bilingualism, 11 (1), 1–29. DOI logoGoogle Scholar
Bedore, L. M., Peña, E. D., García, M., Cortez, C.
(2005) Conceptual versus monolingual scoring: When does it make a difference? Language Speech and Hearing Services in Schools, 36 (3), 188–200. DOI logoGoogle Scholar
Behrmann, M., Thomas, C., & Humphreys, K.
(2006) Seeing it differently: visual processing in autism. Trends in Cognitive Sciences, 10 (6), 258–264. DOI logoGoogle Scholar
Berwick, R. C., & Chomsky, N.
(2016) Why Only us. Cambridge, MA: MIT Press. DOI logoGoogle Scholar
Bialystok, E.
(1999) Cognitive complexity and attentional control in the bilingual mind. Child Development, 70 (3), 636–644. DOI logoGoogle Scholar
(2011) Reshaping the mind: the benefits of bilingualism. Canadian Journal of Experimental Psychology, 65 1, 229–235. DOI logoGoogle Scholar
(2015) Bilingualism and the development of executive function: The role of attention. Child development perspectives, 9 (2), 117–121. DOI logoGoogle Scholar
Bialystok, E., Craik, F. I. M., & Luk, G.
(2008) Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory and Cognition, 4 1, 859–873.Google Scholar
Bialystok, E., Poarch, G., Luo, L., & Craik, F. I. M.
(2014) Effects of bilingualism and aging on executive function and working memory. Psychology and aging, 29 (3), 696–705. DOI logoGoogle Scholar
Bialystok, E., & Senman, L.
(2004) Executive Processes in Appearance-Reality Tasks: The Role of Inhibition of Attention and Symbolic Representation. Child Development, 75 (2), 562–579. DOI logoGoogle Scholar
Bialystok, E., & Viswanathan, M.
(2009) Components of executive control with advantages for bilingual children in two cultures. Cognition, 112 (3), 494–500. DOI logoGoogle Scholar
Bishop, D. V. M., & Norbury, C. F.
(2005) Executive functions in children with communication impairments, in relation to autistic symptomatology: I: Generativity. Autism, 9 (1), 7–27. DOI logoGoogle Scholar
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & the catalise consortium
(2017) CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. Journal of Child Psychology and Psychiatry, 58 1, 1068–1080. DOI logoGoogle Scholar
Blom, E., & Boerma, T.
(2016) Why do children with language impairment have difficulties with narrative macrostructure? Research in Developmental Disabilities, 55 1, 301–11. DOI logoGoogle Scholar
Bloom, P.
(2000) How children learn the meaning of words. Cambridge, MA: The MIT Press. DOI logoGoogle Scholar
Bloom, L., & Lahey, M.
(1978) Language development and language disorders. New York: Wiley.Google Scholar
Boerma, T., & Blom, E.
(2020) Effects of developmental language disorder and bilingualism on children’s executive functioning: A longitudinal study. Research in Developmental Disabilities, 107 1, 103782. DOI logoGoogle Scholar
Boerma, E., Leseman, P., Timmermeister, M., Wijnen, F. & Blom, E.
(2016) Narrative abilities of monolingual and bilingual children with and without language impairment: implications for clinical practice. International Journal of Language and Communication Disorders, 51 (6), 626–638. DOI logoGoogle Scholar
Bohnacker, U., & Gagarina, N.
(2019) Background on MAIN –Revised, how to use it and adapt it to other languages. ZAS Papers in Linguistics, 63 1, iv–xii.Google Scholar
Bolhuis, J. J., Tattersall, I., Chomsky, N., & Berwick, R. C.
(2014) How Could Language Have Evolved? PLoS Biology, 12 (8), e1001934. DOI logoGoogle Scholar
Botting, N., & Conti-Ramsden, G.
(2001) Non-word repetition and language development in children with specific language impairment (SLI). International Journal of Language & Communication Disorders, 36 (4), 421–432. DOI logoGoogle Scholar
(2003) Autism, primary pragmatic difficulties, and specific language impairment: can we distinguish them using psycholinguistic markers? Developmental Medicine and Child Neurology, 45 (8), 515–524. DOI logoGoogle Scholar
Bouvet, L., Rousset, S., Valdois, S., & Donnadieu, S.
(2011) Global precedence effect in audition and vision: evidence for similar cognitive styles across modalities. Acta Psychologica, 138 (2), 329–335. DOI logoGoogle Scholar
Brock, J., Norbury, C., Einav, S. & Nation, K.
(2008) Do individuals with autism process words in context? Cognition, 108 1, 896–904. DOI logoGoogle Scholar
Brown-Schmidt, S.
(2009) The role of executive function in perspective taking during online language comprehension. Psychonomic Bulletin & Review, 16 1, 893–900. DOI logoGoogle Scholar
Bruyer, R., & Scailquin, J. C.
(2000) The fate of global precedence with age. Experimental Aging Research, 26 (4), 285–314. DOI logoGoogle Scholar
Carlson, S. M., & Meltzoff, A. N.
(2008) Bilingual experience and executive functioning in young children. Developmental Science, 11 (2), 282–298. DOI logoGoogle Scholar
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A.
(1997) Infants with autism: an investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33 (5), 781–789. DOI logoGoogle Scholar
Cheney, D. L., & Seyfarth, R. M.
(2005) Constraints and preadaptations in the earliest stages of language evolution. The Linguistic Review, 22 (2–4), 135–159. DOI logoGoogle Scholar
Chondrogianni, V., Andreou, M., Nerantzini, M., Varlokosta, S., & Tsimpli, I. M.
(2013) The Greek Sentence Repetition Task. COST Action IS0804.Google Scholar
Conti-Ramsden, G., Simkin, Z., & Botting, N.
(2006) The prevalence of autistic spectrum disorders in adolescents with a history of specific language impairment (SLI). The Journal of Child Psychology and Psychiatry, 47 (6), 621–628. DOI logoGoogle Scholar
Cormack, A., & Smith, N.
(2002) Compositionality, copy theory, and control. University College London Working Papers in Linguistics, 14 1, 355–373.Google Scholar
Cosmides, L., & Tooby, J.
(1997) The Modular Nature of Human intelligence. In A. Scheibel & J. Schopf (Eds.), The Origin and Evolution of Intelligence (pp. 71–101). Jones and Bartlett publishers, Sudbury, MA.Google Scholar
Dahlgren, S., & Sandberg, A. D.
(2008) Referential communication in children with autism spectrum disorder. Autism, 12 (4), 335–348. DOI logoGoogle Scholar
Davies, C., Andrés-Roqueta, C., & Norbury, C. F.
(2016) Referring expressions and structural language abilities in children with specific language impairment: A pragmatic tolerance account. Journal of Experimental Child Psychology, 144 1, 98–113. DOI logoGoogle Scholar
Dawson, G., & Fernald, M.
(1987) Perspective-taking ability and its relationship to the social behavior of autistic children. Journal of Autism and Developmental Disorders, 17 1, 487–498. DOI logoGoogle Scholar
De Cat, C.
(2013) Egocentric definiteness errors and perspective evaluation in preschool children. Journal of Pragmatics, 56 1, 58–69. DOI logoGoogle Scholar
De Houwer, A., Bornstein, M. H., & Putnick, D. L.
(2014) A bilingual-monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35 (6), 1189–1211. DOI logoGoogle Scholar
Demetriou, E. A., Lampit, A., Quintana, D. S., Naismith, S. L., Song, Y., Pye, J. E., Hickie, I., & Guastella, A. J.
(2018) Autism spectrum disorders: a meta-analysis of executive function. Molecular psychiatry, 23 (5), 1198–1204. DOI logoGoogle Scholar
Díaz, V.
(2021) Minds in action: Evidence that linguistic diversity helps children build a theory of mind. Bilingualism: Language and Cognition, 1–11.Google Scholar
Diaz, V., & Farrar, M. J.
(2017) The missing explanation of the false-belief advantage in bilingual children: a longitudinal study. Developmental Science, 21 (4), e12594. DOI logoGoogle Scholar
Dukette, D., & Stiles, J.
(1996) Children’s analysis of hierarchical patterns: Evidence from a similarity judgment task. Journal of Experimental Child Psychology, 63 1, 103–140. DOI logoGoogle Scholar
Durrleman, S., Baldimtsi, E., Peristeri, E., & Tsimpli, I. M.
to appear). Bilingualism matters: a study of children with Autism Spectrum Disorder and Developmental Language Disorder. In K. Grohmann Ed. Multifaceted Multilingualism: Language, Cognition, and Communication pp. xx xx Amsterdam John Benjamins
Engel de Abreu, P. M., Cruz-Santos, A., & Puglisi, M. L.
(2014) Specific language impairment in language-minority children from low-income families. International Journal of Language & Communication Disorders, 49 (6), 736–747. DOI logoGoogle Scholar
Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D.
(2015) The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26 1, 1090–1097. DOI logoGoogle Scholar
Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M., Gazanizadand, N., & Kumar, V.
(2010) Theory of mind in bilingual and monolingual preschool children. The Journal of Psychology, 1 1, 39–46. DOI logoGoogle Scholar
Fisher, N., Happé, F., & Dunn, J.
(2005) The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties. The Journal of Child Psychology and Psychiatry, 46 (4), 409–419. DOI logoGoogle Scholar
Fleckstein, A., Prévost, P., Tuller, L., Sizaret, E., & Zebib, R.
(2018) How to identify SLI in bilingual children: a study on sentence repetition in French. Language Acquisition, 25 1, 85–101. DOI logoGoogle Scholar
Fodor, J. A.
(2008) LOT 2: The Language of Thought Revisited: The Language of Thought Revisited. Oxford, Oxford University Press. DOI logoGoogle Scholar
Frith, U.
(1989) Autism: explaining the enigma. Oxford: Basil Blackwell.Google Scholar
(2012) Why we need cognitive explanations of autism. Quarterly journal of experimental psychology, 65 (11), 2073–2092. DOI logoGoogle Scholar
Frith, C., Frith, U.
(2012) Mechanisms of social cognition. Annual Review of Psychology, 63 1, 287–313. DOI logoGoogle Scholar
Frith, U., & Happé, F.
(1994a) Autism: beyond “theory of mind”. Cognition, 50 (1–3), 115–132. DOI logoGoogle Scholar
Frith, U., Happé, F.
(1994b) Language and communication in autistic disorders. Philos Trans R Soc Lond B Biol Sci 1994 Oct 29;346(1315):97–104. DOI logoGoogle Scholar
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J.
(2012) MAIN: Multilingual assessment instrument for narratives. ZAS Papers in Linguistics, 56 1, 1–140.Google Scholar
(2015) Assessment of narrative abilities in bilingual children. In Armon-Lotem, S., Jong, J. D. & Meir, N. (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 243–276). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J.
(2019) MAIN: Multilingual Assessment Instrument for Narratives. Revised version. ZAS Papers in Linguistics, 63 1. DOI logoGoogle Scholar
Garfield, J. L., Peterson, C. C., & Perry, T.
(2001) Social cognition, language acquisition and the development of the theory of mind. Mind & Language, 16 (5), 494–541. DOI logoGoogle Scholar
Georgas, J., Paraskevopoulos, I. N., Besevegis, E., Giannitsas, N., & Mylonas, K.
(2003) Ελληνικό WISC-III: Wechsler κλίμακες νοημοσύνης για παιδιά [Greek WISC-III: Wechsler intelligence scale for children]. Athens: Ellinika Grammata.Google Scholar
Goetz, P.
(2003) The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6 1, 1–15. DOI logoGoogle Scholar
Gonzalez-Barrero, A. M., & Nadig, A. S.
(2017) Can Bilingualism Mitigate Set-Shifting Difficulties in Children with Autism Spectrum Disorders? Child Development, 90 (4), 1043–1060. DOI logoGoogle Scholar
Grandgeorge, M., Hausberger, M., Tordjman, S., Deleau, M., Lazartigues, A., & Lemonnier, E.
(2009) Environmental Factors Influence Language Development in Children with Autism Spectrum Disorders. PLoS ONE, 4 (4), e4683. DOI logoGoogle Scholar
Gray, S.
(2006) The Relationship Between Phonological Memory, Receptive Vocabulary, and Fast Mapping in Young Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 49 (5), 955–969. DOI logoGoogle Scholar
Greenberg, A., Bellana, B., & Bialystok, E.
(2013) Perspective-taking ability in bilingual children: Extending advantages in executive control to spatial reasoning. Cognitive development, 28 (1), 41–50. DOI logoGoogle Scholar
Gross, M., Buac, M., & Kaushanskaya, M.
(2014) Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology, 23 (4), 574–586. DOI logoGoogle Scholar
Guy, M. W., Reynolds, G. D., & Zhang, D.
(2013) Visual attention to global and local stimulus properties in six-month-old infants: Individual differences and event-related potentials. Child Development, 84 1, 1392–1406. DOI logoGoogle Scholar
Han, S., & Lee, K.
(2013) Cognitive and affective perspective-taking ability of young bilinguals in South Korea. Child Studies in Asia-Pacific Contexts, 3 (1), 69–80. DOI logoGoogle Scholar
Hauser, M. D., Chomsky, N., & Fitch, W. T.
(2002) The faculty of language: What is it, who has it, and how did it evolve? Science, 298 (5598), 1569–1579. DOI logoGoogle Scholar
Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., Aldred, C., Howlin, P., Charman, T., & the PACT Consortium
(2010) Preschoolers with autism show greater impairment in receptive compared with expressive language abilities. International Journal of Language and Communication Disorders, 45 (6), 681–690. DOI logoGoogle Scholar
Ikizer, E., & Ramirez-Esparza, N.
(2018) Bilinguals’ social flexibility. Bilingualism: Language and Cognition, 21 (5), 957–969. DOI logoGoogle Scholar
Keysers, C., & Gazzola, V.
(2007) Integrating simulation and theory of mind: From self to social cognition. Trends in Cognitive Sciences, 11 (5), 194–196. DOI logoGoogle Scholar
Kimchi, R., Hadad, B., Behrmann, M., & Palmer, S. E.
(2005) Microgenesis and ontogenesis of perceptual organization: evidence from global and local processing of hierarchical patterns. Psychological Science, 16 (4), 282–290. DOI logoGoogle Scholar
Kimura, D.
(1993) Neuromotor mechanisms in human communication. Oxford University Press, Oxford. DOI logoGoogle Scholar
Kissine, M., Luffin, X., Aiad, F., Bourourou, R., Deliens, G., & Gaddour, N.
(2019) Noncolloquial Arabic in Tunisian Children With Autism Spectrum Disorder: A Possible Instance of Language Acquisition in a Noninteractive Context. Language Learning, 69 (1), 44–70. DOI logoGoogle Scholar
Kovács, A. M.
(2009) Early bilingualism enhances mechanisms of false-belief reasoning. Developmental Science, 12 (1), 48–54. DOI logoGoogle Scholar
Kover, S. T., McDuffie, A. S., Hagerman, R. J., & Abbeduto, L.
(2013) Receptive vocabulary in boys with autism spectrum disorder: cross-sectional developmental trajectories. Journal of Autism and Developmental Disorders, 43 (11), 2696–709. DOI logoGoogle Scholar
Koyama, T., Tachimori, H., Osada, H., Takeda, T., & Kurita, H.
(2007) Cognitive and symptom profiles in Asperger’s syndrome and high-functioning autism. Psychiatry and Clinical Neurosciences, 61 1, 99–104. DOI logoGoogle Scholar
Krizman, J., Marian, V., Shook, A., Skoe, E., & Kraus, N.
(2012) Subcortical encoding of sound is enhanced in bilinguals and relates to executive function advantages. Proceedings of the National Academy of Sciences of the United States of America, 109 (20) 7877–7881. DOI logoGoogle Scholar
Leonard, L. B.
(2014) Children with specific language impairment. Cambridge, MA: MIT Press. DOI logoGoogle Scholar
Leonard, L. B., Eyer, J. A., Bedore, L. M., & Grela, B. G.
(1997) Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40 (4), 741–753. DOI logoGoogle Scholar
Liberman, Z., Woodward, A. L., Keysar, B., & Kinzler, K. D.
(2017) Exposure to multiple languages enhances communication skills in infancy. Developmental science, 20 (1), DOI logoGoogle Scholar
Losh, M., & Capps, L.
(2003) Narrative ability in high-functioning children with autism or Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33 (3), 239–251. DOI logoGoogle Scholar
Loukusa, S., Mäkinen, L., Kuusikko-Gauffin, S., Ebeling, H., & Moilanen, I.
(2014) Theory of mind and emotion recognition skills in children with specific language impairment, autism spectrum disorder and typical development: Group differences and connection to knowledge of grammatical morphology, word-finding abilities and verbal working memory. International Journal of Language & Communication Disorders, 49 1, 498–507. DOI logoGoogle Scholar
Manson, J., Bryant, G., Gervais, M., & Kline, M.
(2013) Convergence of speech rate in conversation predicts cooperation. Evolution and Human Behavior, 34 (6), 419–426. DOI logoGoogle Scholar
Marinis, T., & Sharon Armon-Lotem, S.
(2015) Sentence repetition. In S. Armon-Lotem, J. de Jong, & N. Meir (Eds.), Assessing Multilingual Children: Disentangling Bilingualism from Language Impairment (pp. 95–124). Bristol: Multilingual Matters.Google Scholar
Martin, I., & McDonald, S.
(2003) Weak coherence, no theory of mind, or executive dysfunction? Solving the puzzle of pragmatic disorders. Brain and Language, 85 1, 451–466. DOI logoGoogle Scholar
Mattheoudakis, M., Chatzidaki, A., Maligkoudi, C., & Agathopoulou, A.
(2016) Family and School Language Input: Their role in bilingual children’s vocabulary development. Journal of Applied Linguistics, 31 1, 49–69.Google Scholar
Matthews, D., Biney, H., & Abbot-Smith, K.
(2018) Individual Differences in Children’s Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions. Language Learning and Development, 14 (3), 186–223. DOI logoGoogle Scholar
Maynard-Smith, J., & Szathmáry, E.
(1995) The Major Transitions in Evolution. New York: Oxford University Press. DOI logoGoogle Scholar
McEvoy, R. E., Rogers, S. J., & Pennington, B. F.
(1993) Executive function and social communication deficits in young autistic children. Journal of Child Psychology and Psychiatry, 34 1, 563–578. DOI logoGoogle Scholar
Meir, N., & Novogrodsky, R.
(2019) Prerequisites of Third-Person Pronoun Use in Monolingual and Bilingual Children With Autism and Typical Language Development. Frontiers in Psychology. DOI logoGoogle Scholar
(2020) Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language, 40 (4), 341–366. DOI logoGoogle Scholar
Morales, J., Calvo, A., & Bialystok, E.
(2013) Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114 1, 187–202. DOI logoGoogle Scholar
Nadig, A., Vivanti, G., & Ozonoff, S.
(2009) Adaptation of object descriptions to a partner under increasing communicative demands: a comparison of children with and without autism. Autism Research, 2 1, 334–347. DOI logoGoogle Scholar
Navon, D.
(1981) The forest revisited: More on global precedence. Psychological Research, 43 1, 1–32. DOI logoGoogle Scholar
Norbury, C. F., & Bishop, D.
(2002) Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high-functioning autism. International Journal of Language & Communication Disorders, 37 (3), 227–251. DOI logoGoogle Scholar
Norrick, N. R.
(2015) Narrative illocutionary acts direct and indirect. Journal of Pragmatics, 86 1, 94–99. DOI logoGoogle Scholar
Nowell, K. P., Schanding, G. T. S., Kanne, S. M., & Goin-Kochel, R. P.
(2015) Cognitive profiles in youth with autism spectrum disorder: an investigation of base rate discrepancies using the Differential Ability Scales – Second Edition. Journal of Autism and Developmental Disorders, 45 1, 1978–1988. DOI logoGoogle Scholar
O’Riordan, M. A., Plaisted, K. C., Driver, J., & Baron-Cohen, S.
(2001) Superior visual search in autism. Journal of Experimental Psychology: Human Perception and Performance, 27 1, 719–730.Google Scholar
Papadopoulos, D.
(2021) Mothers’ Experiences and Challenges Raising a Child with Autism Spectrum Disorder: A Qualitative Study. Brain Sciences, 11 1, 309. DOI logoGoogle Scholar
Pappas, M. A., Papoutsi, C., & Drigas, A. S.
(2018) Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece. Social Sciences, 7 (6), 90. DOI logoGoogle Scholar
Pearson, B. Z., Fernández, S. C., & Oller, D. K.
(1993) Lexical development in bilingual infants and toddlers: comparison to monolingual norms. Language Learning, 43 1, 93–120. DOI logoGoogle Scholar
Peristeri, E., Andreou, M., & Tsimpli, I. M.
(2017) Syntactic and Story Structure Complexity in the Narratives of High- and Low-Language Ability Children with Autism Spectrum Disorder. Frontiers in Psychology. DOI logoGoogle Scholar
Peristeri, E., Baldimtsi, E., Andreou, M., & Tsimpli, I. M.
(2020) The Impact of Bilingualism on the Narrative Ability and the Executive Functions of Children with Autism Spectrum Disorders. Journal of Communication Disorders, 85 1, 105999. DOI logoGoogle Scholar
Peristeri, E., Baldimtsi, E., Tsimpli, I. M., & Durrleman, S.
(2019) Bilingualism Effects in Children with Developmental Language Disorder: Metalinguistic Awareness, Executive Functions, and False-Belief Reasoning. In M. M. Brown, & B. Dailey (Eds.), BUCLD 43: Proceedings of the 43rd annual Boston University Conference on Language Development (pp. 549–560). Cascadilla Press.Google Scholar
Peristeri, E., Baldimtsi, E., Vogelzang, M., Tsimpli, I. M., & Durrleman, S.
(2021) The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? Autism Research, 14 (8), 1695–1709. DOI logoGoogle Scholar
Peristeri, E., Tsimpli, I. M., & Andreou, M.
(2016) Object clitic production in monolingual and bilingual children with Specific Language Impairment: a comparison between elicited production and narratives. Linguistic Approaches to Bilingualism, 7 (3/4), 394–430.Google Scholar
Peristeri, E., Tsimpli, I. M., & Durrleman, S.
(2021) Positive Effects of Bilingualism on Social Cognition in Autism Spectrum Disorder: a Study of Social Exclusion and Theory of Mind. In D. Dionne & L. A. Vidal Covas (Eds.), BUCLD 45: Proceedings of the 44th annual Boston University Conference on Language Development (pp. 626–638). Cascadilla Press.Google Scholar
Pijnacker, J., Geurts, B., van Lambalgen, M., Buitelaar, J., Hagoort, P.
(2010) Exceptions and anomalies: an ERP study on context sensitivity in autism. Neuropsychologia, 48 1, 2940–2951. DOI logoGoogle Scholar
Pijnacker, J., Hagoort, P., Buitelaar, J., Teunisse, J. P., & Geurts, B.
(2009) Pragmatic Inferences in High-Functioning Adults with Autism and Asperger Syndrome. Journal of Autism and Developmental Disorders, 39 1, 607. DOI logoGoogle Scholar
Pinker, S., & Bloom, P.
(1990) Natural language and natural selection. Behavioral and Brain Sciences, 13 (4), 707–727. DOI logoGoogle Scholar
Pinker, S., & Jackendoff, R.
(2005) The faculty of language: what’s special about it? Cognition, 95 (2), 201–236. DOI logoGoogle Scholar
Prentza, A., Tafiadis, D., Chondrogianni, V., & Tsimpli, I. M.
(2022) Validation of a Greek Sentence Repetition task with typically developing monolingual and bilingual children. Journal of Psycholinguistic Research. DOI logoGoogle Scholar
Reed, T., & Peterson, C.
(1990) A Comparative Study of Autistic Subjects’ Performance at Two Levels of Visual and Cognitive Perspective Taking. Journal of Autism and Developmental Disorders, 20 1, 555–567. DOI logoGoogle Scholar
Renfrew, C.
(1997) The renfrew language scales – Bus story test: A test of narrative speech/Word finding vocabulary test/Action picture test (4th ed.). Speechmark, Milton Keynes.Google Scholar
Riches, N. G.
(2012) Sentence repetition in children with specific language impairment: an investigation of underlying mechanisms. International Journal of Language & Communication Disorders, 47 (5), 499–510. DOI logoGoogle Scholar
Roqueta, C. A., & Katsos, N.
(2020) A distinction between linguistic and social pragmatics helps the precise characterization of pragmatic challenges in children with autism spectrum disorders and developmental language disorder. Journal of Speech, Language, and Hearing Research, 63 1, 1494–1508. DOI logoGoogle Scholar
Roselló, B., Berenguer, C., Navío, P., Baixauli, I., & Miranda, A.
(2017) Executive Functioning, Social Cognition, Pragmatics, and Social Interaction in Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. Current Developmental Disorders Reports, 4 1, 72–77. DOI logoGoogle Scholar
Rutter, M., Le Couteur, A., & Lord, C.
(2003) ADI-R: The Autism Diagnostic Interview-Revised. Los Angeles, CA: Western Psychological Services.Google Scholar
Sandgren, O. & Holmström, K.
(2015) Executive functions in mono- and bilingual children with language impairment – issues for speech-language pathology. Frontiers in Psychology, 6 1, 1074. DOI logoGoogle Scholar
Schaeffer, J., Durrleman, S. & Eigsti, I. E.
(2021) On links between language development and extralinguistic cognitive knowledge: What we can learn from autism, Language Acquisition, 28 : 1 , 1–5, DOI logoGoogle Scholar
Schneider, P., Dubé, R. V., & Hayward, D.
(2005) The Edmonton Narrative Norms Instrument. Retrieved from University of Alberta Faculty of Rehabilitation Medicine website: http://​www​.rehabmed​.ualberta​.ca​/spa​/enni
Schneider, W., Eschman, A., & Zuccolotto, A.
(2002) E-Prime User’s Guide. Pittsburgh: Psychology Software Tools, Inc.Google Scholar
Schroeder, R. C.
(2018) Do Bilinguals Have an Advantage in Theory of Mind? A Meta Analysis. Frontiers in Communication. DOI logoGoogle Scholar
Senju, A.
(2013) Atypical development of spontaneous social cognition in autism spectrum disorders. Brain & development, 35 (2), 96–101. DOI logoGoogle Scholar
Sharaan, S., Fletcher-Watson, S., & MacPherson, S. E.
(2021) The impact of bilingualism on the executive functions of autistic children: A study of English-Arabic children. Autism Research, 14 (3), 533–544. DOI logoGoogle Scholar
Sheng, L., & McGregor, K.
(2010) Lexical–Semantic Organization in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53 (1), 146–159. DOI logoGoogle Scholar
Sheng, L., Shi, H., Wang, D., Hao, Y., & Zheng, L.
(2020) Narrative production in Mandarin-speaking children: Effects of language ability and elicitation method. Journal of Speech, Language, and Hearing Research, 63 (3), 774–792. DOI logoGoogle Scholar
Siegel, D. J., Minshew, N. J., & Goldstein, G.
(1996) Wechsler IQ profiles in diagnosis of high-functioning autism. Journal of Autism and Developmental Disorders, 26 1, 389–406. DOI logoGoogle Scholar
Silleresi, S., Tuller, L., Delage, H., Durrleman, S., Bonnet-Brilhault, F., Malvy, J., & Prevost, P.
(2018) Sentence repetition and language impairment in French-speaking children with ASD. In A. Gavarró (Eds.), Language Acquisition and Language Disorders (pp. 235–258). John Benjamins, Amsterdam.Google Scholar
Smith, N., & Tsimpli, I.
(1995) The mind of a savant: Language learning and modularity. Oxford, UK: Blackwell.Google Scholar
Stenbäck, V., Hällgren, M., & Larsby, B.
(2016) Executive functions and working memory capacity in speech communication under adverse conditions. Speech, Language and Hearing, 19 (4), 218–226. DOI logoGoogle Scholar
Stokes, S. F., Wong, A. M-Y., Fletcher, P., & Leonard, L. B.
(2006) Nonword Repetition and Sentence Repetition as Clinical Markers of Specific Language Impairment: The Case of Cantonese. Language Speech and Hearing Services in Schools, 49 (2), 219–236. DOI logoGoogle Scholar
Tager-Flusberg, H.
(1999) A psychological approach to understanding the social and language impairments in autism. International Review of Psychiatry, 11 1, 325–334. DOI logoGoogle Scholar
Tager-Flusberg, H., & Joseph, R. M.
(2004) Identifying neurocognitive phenotypes in autism. In U. Frith & E. Hill (Eds.), Autism: Mind and brain (pp. 43–66). New York, NY: Oxford University Press.Google Scholar
Terzi, A., Marinis, T. & Francis, K.
(2016) The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 46 1, 2692–2706. DOI logoGoogle Scholar
Theodorou, E., Kambanaros, M., & Grohmann, K.
(2013) Specific language impairment in Cypriot Greek: Diagnostic issues. Linguistic Variation, 13 (2), 213–236. DOI logoGoogle Scholar
Thomaidis, L., Mavroeidi, N., Richardson, C., Choleva, A., Damianos, G., Bolias, K., & Tsolia, M.
(2020) Autism Spectrum Disorders in Greece: Nationwide Prevalence in 10-11-Year-Old Children and Regional Disparities. Journal of Clinical Medicine, 9 (7), 2163. DOI logoGoogle Scholar
Thordardottir, E.
(2011) The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15 (4), 426–445. DOI logoGoogle Scholar
Tomasello, M.
(1992) The social bases of language acquisition. Social Development, 1 (1), 67–87. DOI logoGoogle Scholar
(1999) The cultural origins of human cognition. Cambridge, MA: Harvard University Press.Google Scholar
(2003) Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tsimpli, I. M.
(2013) Autistic savants. In P. Robinson (Eds.), The Routledge encyclopaedia of second language acquisition (pp. 51–53). New York: Routledge.Google Scholar
Tsimpli, I. M., Peristeri, E., & Andreou, M.
(2016) Narrative production in monolingual and bilingual children with specific language impairment. Applied Psycholinguistics, 37 (1), 195–216. DOI logoGoogle Scholar
Vogindroukas, I., Protopapas, A., & Sideridis, G.
(2009) Experiment on the Expressive Vocabulary (Greek Version of Renfrew Word Finding Vocabulary Test). Chania: Glafki.Google Scholar
Vugs, B., Knoors, H., Cuperus, J., Hendriks, M., & Verhoeven, L.
(2016) Executive function training in children with SLI: A pilot study. Child Language Teaching and Therapy, 33 (1), 1–20.Google Scholar
Wardlow, L.
(2013) Individual differences in speakers’ perspective taking: The roles of executive control and working memory. Psychonomic Bulletin & Review, 20 1, 766–772. DOI logoGoogle Scholar
Wechsler, D.
(1991) The Wechsler intelligence scale for children – third edition. San Antonio, TX: The Psychological Corporation.Google Scholar
Wermelinger, S., Gampe, A., & Daum, M. M.
(2017) Bilingual toddlers have advanced abilities to repair communication failure. Journal of Experimental Child Psychology, 155 1, 84–94. DOI logoGoogle Scholar
Williams, S., Moore, K., Crossman, A. M., & Talwar, V.
(2016) The role of executive functions and theory of mind in children’s prosocial lie-telling. Journal of Experimental Child Psychology, 141 1, 256–266. DOI logoGoogle Scholar
Wing, L.
(1997) The autistic spectrum. The Lancet, 350 1, 1761–1766. DOI logoGoogle Scholar
Wynn, C. J., Borrie, S. A., & Sellers, T. P.
(2018) Speech Rate Entrainment in Children and Adults With and Without Autism Spectrum Disorder. American Journal of Speech-Language Pathology: A Journal of Clinical Practice, 27 (3), 965–974. DOI logoGoogle Scholar
Yanjie, Y. X. S.
(2001) Global precedence of hierarchical figure perception in children. Acta Psychologica Sinica, 33 (2), 142–147.Google Scholar
Yirmiya, N., Erel, O., Shaked, M. & Solomonica-Levi, D.
(1998) Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124 (3), 283–307. DOI logoGoogle Scholar
Zelazo, P. D., & Müller, U.
(2002) Executive function in typical and atypical development. In U. Goswami (Eds.), Blackwell handbook of childhood cognitive development (pp. 445–469). Blackwell Publishing. DOI logoGoogle Scholar