The effect of language proficiency on theory of mind: A longitudinal study of bilingual autistic and neurotypical children

Zuban, Yulia; Baumeister, Franziska; Wolfer, Pauline; Durrleman, Stephanie

doi:10.1093/chidev/aacag092

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The effect of language proficiency on theory of mind: A longitudinal study of bilingual autistic and neurotypical children

DOKPE

Zuban, Yulia ORCID University of Fribourg
Baumeister, Franziska ORCID University of Fribourg
Wolfer, Pauline ORCID University of Fribourg
Durrleman, Stephanie ORCID University of Fribourg

2026

Published in:

Society for Research in Child Development. - Oxford University Press. - 2026, p. 1-14

English The study examines how bilinguals’ languages of higher proficiency (LHP) and lower proficiency (LLP) correlate with daily-life
Theory of Mind (ToM) in 137 White, bilingual typically developing (TD; 45% boys) and 107 White, bilingual autistic children
(78% boys) aged 6 to 12. A subset of participants (28 TD, 43% boys; 21 autistic children, 76% boys) was reassessed approximately
1 year later. Age positively correlated with ToM in TD and autistic children, although the former outperformed the latter.
In autistic children, but not TD peers, LHP and LLP were both positively associated with greater ToM skills. Longitudinal
findings 1 year later confirmed this pattern, suggesting that bilingual autistic children continue to capitalize on both languages
over time to support ToM development.

Faculty

Faculté des sciences et de médecine

Department

Section de médecine

Language