Charting the Impact of Bilingualism for Autistic and Non-Autistic Children

The overall aim of this research is to ask how growing up in a bilingual environment affects the linguistic, cognitive and social development of children and, importantly, do these developmental effects differ for children with autism spectrum disorders.

Here we collected data from autistic and non-autistic children at two timepoints, one year apart, (November 2018 - September 2020) in order to understand the influence of bilingual exposure on changes in cognitive development.

Data is split into:

- Demographic information (including language profile) and diagnostic criteria that are the same for timepoints 1 and 2
- Standardised cognitive assessments from timepoint and parent reports from timepoints 1 and 2 (executive functions, vocabulary, IQ, social cognition)
- Computer based tasks measuring aspects of executive functions at timepoints 1 and 2
- Eyetracking tasks measuring: theory of mind and social attentional preferences, from timepoints 1 and 2.

* See Readme file for instructions on how to access different files.
* See protocol for detail regarding the project timeline, participants, and task battery/ data available.
* See "Task information files" folder for more detailed information about each task (and matching dataset). This includes any preprints and peer reviewed articles where we have analysed some of this data, or journal articles from which we have (with permission) used stimuli or a task protocol.

Davis, Rachael; Montgomery, Lewis; Rabagliati, Hugh; Sorace, Antonella; Fletcher-Watson, Sue. (2021). Charting the Impact of Autism and Bilingualism for Autistic and Non-Autistic Children, 2018-2020 [dataset]. University of Edinburgh. School of Clinical Brain Sciences. https://doi.org/10.7488/ds/3094.