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Stephanie Durrleman

Senior Lecturer

University of Fribourg

Switzerland

Research Interests

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Professors in Switzerland Professors in Neuropsychology Neuropsychology professors in Switzerland

About

Professor Stephanie Durrleman is a faculty member at the University of Fribourg in Switzerland. Her research primarily focuses on the intersections of language development, bilingualism, and cognitive functions, particularly in neurotypical and autistic children. Recent articles coalesce around themes such as the influence of multilingual exposure on Theory of Mind, assessment of language impairments, and innovative therapeutic approaches for communication development.

Articles (40)

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Collaborators (23)

Margreet Vogelzang

Lecturer in Psychology

Newcastle University

UNITED KINGDOM

Stephanie Durrleman

Research Interests

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About

Articles (40)

Multilingual exposure and lexical–executive abilities underlying verbal fluency: A study of children with and without autism

Phonological Working Memory and Bilingual Experience Shape Syntactic Comprehension in Autistic Children: A Cross-Linguistic Study

When, How, and for Whom? A narrative review contextualizing bilingual effects in ADHD

Complement clause comprehension across languages: The case of bilingual children with and without Autism Spectrum Disorder

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

Comprehension of passive voice in autistic German- and French-speaking children: No negative effects of bilingualism

Multimodal Communication in Autism Is Reorganized, Not Reduced: Evidence From Speech and Gesture Across Four Languages

Which aspect of the bilingual experience affects Theory of Mind in autistic and neurotypical children?

Associations Between Second-Language Proficiency and Executive Functions in Autistic and Neurotypical Children

The digital coloring page task for examining comprehension of passives in Mandarin-speaking children with DLD and autistic children

Theory of mind: Effects of ecological syntactic training in children with and without autism

Better engagement with culturally and linguistically diverse parents of autistic children in online parent-led therapy? An interpretative phenomenological analysis

The impact of exposure to additional languages and cognitive factors on narrative macrostructure in autistic and neurotypical children

The Comprehension of Mandarin <i>Wh</i> -questions in children with and without ASD

Theory of Mind in Autism

On the impact of exposure to different languages on Theory of Mind in neurotypical and autistic children

Differences in Language Impairment Between Developmental Language Disorder and Autism: Insights From Mandarin <i>ba</i> and <i>bei</i> Constructions

Does Balance of Multilingual Exposure Impact Gesture Comprehension in Autistic Children?

Bilingualism Enhances Metalinguistic Awareness in Autism: Extending the Two‐Dimensional Grammaticality Judgment Task

Children With <scp>ASD</scp> Do Not Understand Hidden Emotions Before False Belief Attribution

Morphological salience matters to aspectual production: Evidence from Mandarin-speaking children with and without developmental language disorder

Featural mismatches and the comprehension of relative clauses in French

Bilingualism and second‐order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence

Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review

Language in autism: domains, profiles and co-occurring conditions

Working memory training in children with developmental language disorder: Effects on complex syntax in narratives

Training Syntax to Enhance Theory of Mind in Children with ASD.

The language-communication divide

Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown

Theory‐of‐mind during childhood: Investigating syntactic and executive contributions

Relations between intensionality, theory of mind and complex syntax in autism spectrum conditions and typical development

A Preliminary Examination of the Impact of Working Memory Training on Syntax and Processing Speed in Children with ASD

Locality in the acquisition of object a'-dependencies: Insights from french

The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors?

Working memory training enhances complex syntax in children with Developmental Language Disorder

Syntactic Strategy Training for Theory of Mind in Deaf Children

An eye-tracking study of selective trust development in children with and without autism spectrum disorder

Mentalizing: What’s language got to do with it?

On links between language development and extralinguistic cognitive knowledge: What we can learn from autism

Theory of mind, executive functions, and syntax in bilingual children with autism spectrum disorder

Collaborators (23)

Margreet Vogelzang

Nufar Sukenik

Racha Zebib

Monica Baciu

Ianthi Maria Tsimpli

Ekaterina Ostashchenko

Natalia Gagarina

Muna Abd El-Raziq

DERYA COKAL

Letitia R. Naigles

Marcela Perrone-Bertolotti

Natalia Meir

Katie Howard

Petra Hendriks

Sandrine Ferré

Inge-Marie Eigsti

Alexandra Perovic

Mikhail Kissine

Anna Czypionka

Pauline WOLFER

Jeannette Schaeffer

Maria Andreou

Anamaria Jeker Bentea

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