Childhood autism spectrum disorder (ASD) can easily be misdiagnosed, due to the nonspecific social and communicational deficits associated with the disorder. The present study attempted to profile the mental development and visual attention toward emotion among preschool children with mild or moderate ASD who were attending mainstream kindergartens. A total of 21 children (17 boys and 4 girls) diagnosed with mild or moderate ASD selected from 5,178 kindergarteners from the Xi’an city were recruited. Another group of 21 typically developing (TD) children who were matched with age, gender, and class served as controls. All children were assessed using the Griffiths Mental Development Scales–Chinese (GDS-C), and their social visual attention was assessed during watching 20 ecologically valid film scenes by using eye tracking technique. The results showed that ASD children had lower mental development scores in the Locomotor, Personal-Social, Language, Performance, and Practical Reasoning subscales than the TD peers. Moreover, deficits in recognizing emotions from facial expressions based on naturalistic scene stimuli with voice were found for ASD children. The deficits were significantly correlated with their ability in social interaction and development quotient in ASD group. ASD children showed atypical eye-gaze pattern when compared to TD children during facial emotion expression task. Children with ASD had reduced visual attention to facial emotion expression, especially for the eye region. The findings confirmed the deficits of ASD children in real life multimodal of emotion recognition, and their atypical eye-gaze pattern for emotion recognition. Parents and teachers of children with mild or moderate ASD should make informed educational decisions according to their level of mental development. In addition, eye tracking technique might clinically help provide evidence diagnosing children with mild or moderate ASD.

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How to better suppress the interference from the non-target language when switching from one language to the other in bilingual production? The current study applied transcranial direct current stimulation over the right dorsolateral prefrontal cortex to modulate language control measured by cross-frequency coupling. We found that switching to L2 was more modulated by F4-F3 alpha-beta phase-amplitude compared to switching to L1 after receiving the anodal stimulation at the language task schema phase. These findings suggest that anodal stimulation affects the selection of the target language task schema by enhancing the activation of frontal areas and facilitating the coordination between the left and the right frontal hemispheres.

How do bilinguals freely switch languages in daily life (i.e., voluntary language switching)? Does this involve inhibition of cross-language interference, or does easier lexical access to specific words directly trigger switches to another language? To reveal the underlying mechanism of voluntary language switching, the current study applied transcranial direct current stimulation (tDCS) over the right dorsolateral prefrontal cortex (rDLPFC), an area associated with inhibitory control, to investigate whether and how inhibitory control is involved in voluntary language switching. Interestingly, during the A-tDCS and C-tDCS sessions, bilinguals showed faster naming latencies in repeat trials compared to switch trials, indicating a switch cost. Moreover, the cathodal stimulation exhibited a larger LPC in switching to L2 compared to switching to L1. In contrast, the S-tDCS (sham) session showed no switch cost, faster switch naming latencies compared to the A-tDCS and C-tDCS sessions, and little differences in LPC between switch and repeat trials.Together, these findings suggest that modulating inhibition-related brain regions interferes with voluntary language switching.