Poster No:
317
Submission Type:
Abstract Submission
Authors:
Fanlu Jia1, Gongxiang Chen1
Institutions:
1The University of Jinan, Jinan, Shandong
First Author:
Fanlu Jia
The University of Jinan
Jinan, Shandong
Co-Author:
Introduction:
The impact of second language (L2) learning on the brain has long been a significant research topic in the field of neuroscience. Previous neuroimaging studies have primarily focused on the cognitive functions and brain structures of typically developing bilinguals, revealing plastic changes in the brain systems that enhance executive function. However, individuals with autistic traits exhibit distinct neural mechanisms underlying executive function compared to typically developing individuals, and it remains unclear how L2 learning influences the development of executive function in this population.
Methods:
This study, based on the neurodiversity theory, utilized fNIRS to collect behavioral and brain imaging data from 25 autistic trait English-Chinese bilinguals and 25 typically developing English-Chinese bilinguals performing a classic executive function task (i.e., SST).
Results:
Results showed that there were no significant differences between the autistic trait group and the typically developing group in behavioral responses. However, the neural activity during executive function processing exhibited unique patterns in the autistic trait group compared to the typically developing group. In both groups, brain activation levels were significantly higher in the GO condition compared to the STOP condition, particularly in regions such as the primary somatosensory cortex, somatosensory association cortex, dorsolateral prefrontal cortex, supramarginal gyrus, angular gyrus, superior temporal gyrus, middle temporal gyrus, and frontopolar area. Nevertheless, a significant main effect of group was observed in functional connectivity. The autistic trait group demonstrated significantly lower functional connectivity values between brain regions, including the superior temporal gyrus and the primary somatosensory cortex, the superior temporal gyrus and the middle temporal gyrus, the primary somatosensory cortex and Broca's area, the superior temporal gyrus and the dorsolateral prefrontal cortex, the middle temporal gyrus and the dorsolateral prefrontal cortex, the premotor cortex/supplementary motor area and the dorsolateral prefrontal cortex, Broca's area and the dorsolateral prefrontal cortex, the superior temporal gyrus and the frontopolar area, and Broca's area and the frontopolar area. This suggests that individuals with autistic traits exhibit less efficient cross-regional coordination during response inhibition tasks. Further analyses revealed that in both GO and STOP conditions, the Beta values of the somatosensory association cortex, dorsolateral prefrontal cortex, and primary motor cortex were significantly positively correlated with L2 proficiency scores in the autistic trait group. Additionally, in the high-autistic trait group, the PLV between Broca's area and the frontopolar area were significantly positively correlated with L2 proficiency scores.
Conclusions:
These findings suggest that L2 experience may enhance neural activation related to sensory integration, thereby improving the automation and efficiency of executive function processing in individuals with autistic traits. This study provides crucial evidence for understanding the neural mechanisms of bilingual experience in individuals with autistic traits and offers theoretical support for developing future language-training-based intervention strategies.
Disorders of the Nervous System:
Neurodevelopmental/ Early Life (eg. ADHD, autism) 1
Higher Cognitive Functions:
Executive Function, Cognitive Control and Decision Making 2
Language:
Language Acquisition
Novel Imaging Acquisition Methods:
NIRS
Keywords:
Autism
Cognition
Language
Neurological
Other - second language，fnirs
1|2Indicates the priority used for review
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Please indicate below if your study was a "resting state" or "task-activation” study.
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Healthy subjects only or patients (note that patient studies may also involve healthy subjects):
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Was this research conducted in the United States?
No
Were any human subjects research approved by the relevant Institutional Review Board or ethics panel?
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Were any animal research approved by the relevant IACUC or other animal research panel?
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Please indicate which methods were used in your research:
Optical Imaging
Other, Please specify
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fnirs
Provide references using APA citation style.
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Benallie, K. J. (2021). Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review. Research in Autism Spectrum Disorders, 86, 101807.
Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233–262.
Bialystok, E.(2022). How does bilingualism modify cognitive function? Attention to the mechanism. Psychonomic Bulletin & Review, 29(4), 1246–1269.
Brady, D. I. (2017). Executive functions in young adults with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 32(1), 31–43.
Ceruti, C. (2024). Comparing executive functions in children and adolescents with autism and ADHD–A systematic review and meta-analysis. Children, 11(4), 473.
Li, H. (2023). Bilinguals have more effective executive function: Evidence from an fNIRS study of the neural correlates of cognitive shifting. International Journal of Bilingualism, 27(1), 22–38.
Luna, B., Minshew, N. J., Garver, K. E., Lazar, N. A., Thulborn, K. R., Eddy, W. F., & Sweeney, J. A. (2002). Neocortical system abnormalities in autism: An fMRI study of spatial working memory. Neurology, 59(6), 834–840.
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