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Between the Lines: Idiom Comprehension in Typically Developing Children, Children With Autism Spectrum Disorder, and the Role of Bilingualism
Abstract
This chapter examines how idiom dimensions might modulate processing across typically developing kids (TD) and kids with Autism Spectrum Disorder (ASD). First, it explores the cognitive and linguistic strategies employed by TD children, highlighting the role of context integration, semantic analysis, and developing text comprehension skills. Then it analyzes the often-controversial patterns of idiom processing in ASD, where difficulties may stem from interactions between core language abilities, Executive Functions (EFs), and Theory of Mind (ToM), further modulated by the specific semantic features of the idioms themselves. Critically, it extends this analysis to the understudied role of bilingualism, considering whether potential bilingual advantages in EF might influence idiom processing in ASD, especially for more ambiguous idioms. Finally, it outlines essential methodological considerations, including idiom dimensions' assessment, task design sensitivity, and cross-linguistic approaches, to guide future research in disentangling these complex interactions and advancing both theory and practice.
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