Dissertation
Bilingualism and cognitive flexibility in pre-school aged children with and without autism
Doctor of Philosophy (Ph.D.), Drexel University
Jun 2024
DOI:
https://doi.org/10.17918/00010461
Abstract
Clear deficits in cognitive flexibility have been observed in the autistic population (Dajani & Uddin, 2015; Iversen & Lewis, 2021; Miller et. al, 2014). There are real-world implications for functional differences in cognitive flexibility, including learning and creativity (Dajani & Uddin, 2015). Cognitive flexibility can be negatively impacted by stressors, including poverty, exposure to violence, and minoritized racial identity. Thus, identification of protective factors is helpful for the mitigation of any negative effects on cognitive flexibility deficits. Bilingualism is thought to be one of those advantageous protective factors for cognitive flexibility performance (Barac et al., 2014; Bialystok, 2017; Costa et al., 2009; Hartanto & Yang, 2020), but there is conflicting literature on the impact of bilingualism (de Bruin et al., 2015; Dick et al., 2019; Li et al., 2017; Trelles & Castro, 2019; Wang et al., 2018). The current study examined differences in cognitive flexibility, measured by set-shifting, ability in autistic children (n=66) aged 3-5-years-old compared to typically developing peers (n=18). Differences in set-shifting were also examined in relation to bilingualism. Congruency between parent-reported and observed cognitive flexibility was assessed, as was the relationship between markers of SES and set-shifting. Results indicated that set-shifting differences were predicted by receptive language skills rather than diagnostic group (p < .001). Similarly, receptive language, rather than bilingual status, predicted set-shifting in both autistic children (p < .001) and their typically developing peers (p < .001). Parent-reported and observed cognitive flexibility were incongruent (p = 0.849), with parents of autistic children reporting higher levels of deficits (p < .001), in contrast to similar performance between autistic and typical groups on the set-shifting task. In this study, markers of SES did not predict set-shifting ability (p = 0.703). These findings differ from current literature on set-shifting deficits in autism and bilingual advantages for set-shifting. However, findings highlight the heterogeneity in set-shifting profiles of autistic children and underscore the importance of using assessment measures with ecological validity.
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Details
- Title
- Bilingualism and cognitive flexibility in pre-school aged children with and without autism
- Creators
- Lashae Nichols Williams
- Contributors
- Diana L. Robins (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 46 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 991021890312404721