双语能力和执行功能在典型发展儿童和自闭症儿童理解which-问题中的作用。

Bilingualism has been associated with enhanced Executive Functions (EFs) in typically developing (TD) children and autistic children, although findings remain mixed. Furthermore, while studies investigating the effect of bilingualism on complex syntax in autistic children are still scarce, they tend to show that bilingualism does not exacerbate performance. The main aim of this study is to examine whether bilingualism enhances particular EFs which, in turn, has a cascade effect contributing to the improved comprehension of which-questions. We tested 134 verbal autistic and 234 TD children aged