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11 results on '"Kapalkova, Svetlana"'

1. Receptive Language Skills in Slovak-Speaking Children With Intellectual Disability: Understanding Words, Sentences, and Stories

Author

Polisenska, Kamila, Kapalkova, Svetlana, and Novotkova, Monika

Subjects
Language skills -- Analysis, Language acquisition -- Analysis, Mentally disabled children -- Psychological aspects, Health
Abstract

Purpose: The study aims to describe receptive language skills in children with intellectual disability (ID) and to contribute to the debate on deviant versus delayed language development. This is the 1st study of receptive skills in children with ID who speak a Slavic language, providing insight into how language development is affected by disability and also language typology. Method: Twenty-eight Slovak-speaking children participated in the study (14 children with ID and 14 typically developing [TD] children matched on nonverbal reasoning abilities). The children were assessed by receptive language tasks targeting words, sentences, and stories, and the groups were compared quantitatively and qualitatively. Results: The groups showed similar language profiles, with a better understanding of words, followed by sentences, with the poorest comprehension for stories. Nouns were comprehended better than verbs; sentence constructions also showed a qualitatively similar picture, although some dissimilarities emerged. Verb comprehension was strongly related to sentence comprehension in both groups and related to story comprehension in the TD group only. Conclusion: The findings appear to support the view that receptive language skills follow the same developmental route in children with ID as seen in younger TD children, suggesting that language development is a robust process and does not seem to be differentially affected by ID even when delayed., Language is a fundamental skill that influences various aspects of cognitive development and social interaction. Children with intellectual disability (ID) often experience severe language learning difficulties (Facon, Facon-Bollengier, & Grubar, [...]

Published
2018
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2. Cross-linguistic patterns in the acquisition of quantifiers

Author

Katsos, Napoleon, Cummins, Chris, Ezeizabarrena, Maria-José, Gavarró, Anna, Kraljević, Jelena Kuvač, Hrzica, Gordana, Grohmann, Kleanthes K., Skordi, Athina, de López, Kristine Jensen, Sundahl, Lone, van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, van Koert, Margreet, Smith, Nafsika, Vija, Maigi, Zupping, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Fengler, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Okabe, Reiko, Isobe, Miwa, Crosthwaite, Peter, Hong, Yoonjee, Balčiūnienė, Ingrida, Nizar, Yanti Marina Ahmad, Grech, Helen, Gatt, Daniela, Cheong, Win Nee, Asbjørnsen, Arve, von Koss Torkildsen, Janne, Haman, Ewa, Miękisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Anđelković, Darinka, Savić, Maja, Jošić, Smiljana, Slančová, Daniela, Kapalková, Svetlana, Barberán, Tania, Özge, Duygu, Hassan, Saima, Chan, Cecilia Yuet Hung, Okubo, Tomoya, van der Lely, Heather, Sauerland, Uli, and Noveck, Ira

Published
2016

4. Non-Word Repetition Performance in Slovak-Speaking Children with and without SLI: Novel Scoring Methods

Author

Kapalkova, Svetlana, Polisenska, Kamila, and Vicenova, Zuzana

Abstract

Background: Non-word repetition (NWR) tasks have been found to correlate with language skills and to discriminate between groups of typically developing (TD) children and children with speci?c language impairment (SLI) across languages. Aims: The main aim was to develop an easily-administered NWR screening test that could discriminate between Slovak-speaking TD children and children with SLI. The second aim was to establish if the novel scoring methods for NWR tasks were equally effective at differentiating between the TD versus SLI groups. As Slovak vowels are not reduced in unstressed syllables, it was also sought to establish whether scoring vowels (in addition to the consonants usually assessed in English language tests) would be informative. Methods & Procedures: The paper evaluated the performance of a new NWR task for Slovak-speaking children. Study 1 compared the performance of 60 TD children in three age groups: 3-year-olds ("N" = 20), 4-year-olds ("N" = 20) and 5-year-olds ("N" = 20). Five types of scoring methods were examined: whole-item, number of syllables, syllable structure, consonants, and vowels. Study 2 compared performance on the NWR task administered in Study 1 across three groups of child participants: an SLI group ("N" = 16), a TD age-matched group ("N" = 16), and a TD language-matched group ("N" = 14). Outcomes & Results: Study 1 found an age effect in the TD sample for three out of ?ve of the scoring methods tested (number of syllables, syllable structure, and consonants). Study 2 showed that all ?ve of the scoring methods discriminated between: (1) the group of children with SLI and the TD language-matched (TDLM) sample and (2) the group of children with SLI and the TD age-matched (TDAM) group. Conclusions & Implications: The novel NWR tool reliably differentiated between children with SLI and TD children. Scoring cut-off points which demonstrated high rates of success at verifying true-positives (93.75%) and true-negatives (100%) are provided. The most informative scoring methods for Slavic languages (whole-item scoring and vowels correct) are identi?ed and discussed. (Contains 8 tables and 2 figures.)

Published
2013
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5. Improving child compliance on a computer-administered nonword repetition task

Author

Polisenska, Kamila and Kapalkova, Svetlana

Subjects
Language skills -- Demographic aspects, Child development -- Management, Company business management, Health
Abstract

Purpose: A range of nonword repetition (NWR) tasks are used in research and clinical applications, but compliance rates among young children remain low. Live presentation is usually used to improve compliance rates, but this lacks the consistency of recorded stimuli. In this study, the authors examined whether a novel delivery of NWR stimuli based on recorded material could provide improved compliance rates in young children, thereby reducing research bias. Method: The novel NWR task with 26 recorded items was administered to 391 typically developing children ages 2-6 years. The children were presented with a story that they could influence by repeating 'magic' words. The task was administered via computer with animation. Results: From the 384 children who completed the task, the authors found a noncompliance rate related to age. In line with previous research, no effect of demographic factors was found, but there was a significant main effect of age, syllable length, and phonological complexity on repetition accuracy. Test-retest and interrater scoring showed high levels of reliability. Conclusion: The task described in this study offers an objective delivery of recorded stimuli that engages young children and provides high compliance rates. The task is inexpensive, requires minimal training, and can be adapted to other languages. Key Words: children, assessment, screening, phonology, Successful assessments of children's psycholinguistic processing and learning skills minimize the influence of prior experience and/or environmental factors on the resulting scores. Nonword repetition (NWR) tasks are seen as being [...]

Published
2014
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6. Cross-linguistic patterns in the acquisition of quantifiers

Author

Torkildsen von Koss, Janne, Katsos, Napoleon, Cummins, Chris, Ezeizabarrena, Maria-Jose, Gavarro, Anna, Kuvac Kraljevic, Jelena, Hrzica, Gordana, Grohmann, Kleanthes K., Skordi, Athina, Jensen de Lopez, Kristine, Sundahl, Lone, Van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, Van Koert, Margreet, Smith, Nafsika, Vija, Maigi, Zupping, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Fengler, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Okabe, Reiko, Isobe, Miwa, Crosthwaite, Peter, Hong, Yoonjee, Balciuniene, Ingrida, Ahmad Nizar, Yanti Marina, Grech, Helen, Gatt, Daniela, Cheong, Win Nee, Asbjornsen, Arve, Haman, Ewa, Miekisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Anđelković, Darinka, Savic, Maja, Josic, Smiljana, Slancova, Daniela, Kapalkova, Svetlana, Barberan, Tania, Ozge, Duygu, Hassan, Saima, Chan, Cecilia Yuet, Okubo, Tomoya, Van der Lely, Heather, Sauerland, Uli, Noveck, Ira, Özge, Duygu, Katsos, Napoleon, Cummins, Chris, Ezeizabarrena, Maria-Jose, Gavarro, Anna, Kraljevic, Jelena Kuvac, Hrzica, Gordana, Grohmann, Kleanthes K., Skordi, Athina, de Lopez, Kristine Jensen, Sundahl, Lone, van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, van Koert, Margreet, Smith, Nafsika, Vija, Maigi, Zupping, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Fengler, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Okabe, Reiko, Isobe, Miwa, Crosthwaite, Peter, Hong, Yoonjee, Balciuniene, Ingrida, Nizar, Yanti Marina Ahmad, Grech, Helen, Gatt, Daniela, Cheong, Win Nee, Asbjornsen, Arve, Torkildsen, Janne von Koss, Haman, Ewa, Miekisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Andelkovic, Darinka, Savic, Maja, Josic, Smiljana, Slancova, Daniela, Kapalkova, Svetlana, Barberan, Tania, Hassan, Saima, Chan, Cecilia Yuet Hung, Okubo, Tomoya, van der Lely, Heather, Sauerland, Uli, Noveck, Ira, College of Social Sciences and Humanities, Department of Psychology, Imaging Sciences and Biomedical Engineering Division [London], Guy's and St Thomas' Hospital [London]-King‘s College London, Institute for Solid State Physics [Tokyo] (ISSP), The University of Tokyo (UTokyo), China National Research Center of Intelligent Equipment for Agriculture [Beijing] (NRCIEA), University of Oklahoma (OU), Kobe University, Institut des Sciences Cognitives (ISC), Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon, Institut des Sciences cognitives Marc Jeannerod - Laboratoire sur le langage, le cerveau et la cognition (L2C2), École normale supérieure - Lyon (ENS Lyon)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), ACLC (FGw), Neurolinguistics and Language Development (NLD), Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon-Centre National de la Recherche Scientifique (CNRS), École normale supérieure de Lyon (ENS de Lyon)-Université Claude Bernard Lyon 1 (UCBL), Grohmann, Kleanthes K. [0000-0003-4298-3191], Katsos, Napoleon [0000-0002-4722-674X], Ezeizabarrena, Maria-José [0000-0002-9108-9498], Apollo - University of Cambridge Repository, Katsosa, N, Cumminsb, C, Ezeizabarrenac, M, Gavarród, A, Kraljeviće, J, Hrzicae, G, Grohmannf, K, Skordig, A, De Lópezh, K, Sundahlh, L, Van Hout, A, Hollebrandse, B, Overweg, J, Faber, M, Van Koert, M, Smith, N, Vija, M, Zupping, S, Kunnari, S, Morisseau, T, Rusieshvili, M, Yatsushiro, K, Fengler, A, Varlokosta, S, Konstantzou, K, Farby, S, Guasti, M, Vernice, M, Okabev, R, Isobew, M, Crosthwaitex, P, Hongy, Y, Balčiunienez, I, Nizarg, Y, Grechaa, H, Gattaa, D, Cheongbb, W, Asbjørnsencc, A, Von Torkildsendd, J, Hamanee, E, Miȩkiszee, A, Gagarinaq, N, Puzanovaff, J, Andelković, D, Savić, M, Jošić, S, Slaňcováhh, D, Kapalkováii, S, Barberánc, T, Özgejj, D, Hassankk, S, Chanll, C, Okubomm, T, Van Der Lelynn, H, Sauerlandq, U, and Noveck, I

Subjects
Male, Computer science, Social Sciences, CHILDREN, MEANINGS, Generalization, Psychological, [SCCO]Cognitive science, Cognition, TURN-TAKING, Language acquisition, Quantifiers, Semantics, Pragmatics, Typology, Child, semantics, ComputingMilieux_MISCELLANEOUS, Language, media_common, Multidisciplinary, quantifiers, 4. Education, 05 social sciences, 06 humanities and the arts, Linguistics, language acquisition, Child, Preschool, 0602 languages and literature, Quantifier, Developmental linguistics, Language acquisition -- Case studies, Female, Comprehension, pragmatics, Universal, Cross linguistic, Pragmatic, Adult, Order of acquisition, media_common.quotation_subject, Generalization, Multidisciplinary sciences, 050105 experimental psychology, Perceptual Development, universals, Perception, LOGIC, Humans, Learning, 0501 psychology and cognitive sciences, Preschool, Competence (human resources), 060201 languages & linguistics, NUMBER WORDS, Grammar, Comparative and general -- Quantifiers, ADULTS, PERFORMANCE, Language Acquisition, Universals, Psychological, Semantic, UNIVERSALS
Abstract

This research was funded by European Cooperation in Science and Technology Action A33 “Cross-Linguistically Robust Stages of Children’s Linguistic Performance.” In addition, N.K., C.C., and I.N. were supported by the European Science Foundation Euro-XPrag Network; N.K., C.C., and N.S. were supported by the United Kingdom Economic and Social Research Council XPrag-UK Network; N.K. was supported by United Kingdom British Academy Grant SG090676; A.G. was supported by Spanish Ministerio de Economía y Competitividad Project FFI2014-56968-C4-1; A.G. and K.K.G. were supported by University of Cyprus Project 8037-61017; K.J.d.L. and L.S. were supported by Danish Council for Independent Research (Humanities) Grant 09-063957; M. Vija and S.Z. were supported by Estonian Science Foundation Grant ETF7492 and Estonian Research Council Grant SF0180056s08; K.Y. and U.S. were supported by European Commission for Education and Culture Grant 135295-LLP-2007-UK-KA1SCR and German Federal Ministry of Education and Research Grant 01UG0711; A.A. and J.v.K.T. were supported by a grant from the L. Meltzers Høyskolefond; E.H. and A.M. were supported by Grant 809/N-COST/2010/0 from the Polish Ministry of Science and Higher Education and National Science Centre; and D.A., M.S., and S.J. were supported by Grant ON179033 (2011-2014) from the Serbian Ministry of Education, Science, and Technological Development., Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier’s specific meaning. We investigate competence with the expressions for ‘all’, ‘none’, ‘some’, ‘some ... not’ and ‘most’ in 31 languages, representing 11 language types, by testing 768 5-year-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation., peer-reviewed

Published
2016
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7. A Crosslinguistic Study of Symmetrical Judgments

Author

Drozd, Ken, Anđelković, Darinka, Tošković, Oliver, Gavarro, Anna, Lite, Anna, Hržica, Gordana, Kovačević, Melita, Kuvač Kraljević, Jelena, Skordi, Athina, Jensen de Lopez, Kristine, Sundahl, Lone, Hollebrandse, Bart, van Hout, Angeliek, van Koert, Margreet, Fabre, Eve, Hubert, Anja, Noveck, Ira, Ott, Susan, Yatsushiro, Kazuko, Balčuniene, Ingrida, Ruzaite, Jurate, Vija, Maigi, Gatt, Daniela, Grech, Helen, Kiebzak-Mandera, Dorota, Miekisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Popović, Maša, Kapalkova, Svetlana, Slancova, Daniela, Smith, Nafsika, van der Lely, Heather, Sauerland, Uli, Brown, Megan, and Dailey, Brady

Subjects
crosslinguistic study, symmetrical judgements, quantifiers
Abstract

A longstanding puzzle in developmental linguistics is why children are more permissive than adults in assigning distributive interpretations to sentences with the universal quantifiers each, every, and all under certain experimental conditions. One well-known controversial issue in this area is children’s symmetrical judgments of universally quantified sentences. Symmetrical judgments are elicited when a child is asked to judge if a sentence including a universal quantifier describes a visual context depicting an incomplete distributive relation. The following three judgment types have been included in the set of symmetrical judgment types in the literature (examples from Kang, 2001).

Published
2019

8. Noun and verb knowledge in monolingual preschool children across 17 languages : Data from Cross-linguistic Lexical Tasks (LITMUS-CLT)

Author

Haman, Ewa, Luniewska, Magdalena, Hansen, Pernille, Simonsen, Hanne Gram, Chiat, Shula, Bjekic, Jovana, Blaziene, Agne, Chyl, Katarzyna, Dabasinskiene, Ineta, de Abreu, Pascale Engel, Gagarina, Natalia, Gavarro, Anna, Hakansson, Gisela, Harel, Efrat, Holm, Elisabeth, Kapalkova, Svetlana, Kunnari, Sari, Levorato, Chiara, Lindgren, Josefin, Mieszkowska, Karolina, Montes Salarich, Laia, Potgieter, Anneke, Ribu, Ingeborg, Ringblom, Natalia, Rinker, Tanja, Roch, Maja, Slancova, Daniela, Southwood, Frenette, Tedeschi, Roberta, Tuncer, Aylin Muge, Unal-Logacev, Ozlem, Vuksanovic, Jasmina, Armon-Lotem, Sharon, Haman, Ewa, Luniewska, Magdalena, Hansen, Pernille, Simonsen, Hanne Gram, Chiat, Shula, Bjekic, Jovana, Blaziene, Agne, Chyl, Katarzyna, Dabasinskiene, Ineta, de Abreu, Pascale Engel, Gagarina, Natalia, Gavarro, Anna, Hakansson, Gisela, Harel, Efrat, Holm, Elisabeth, Kapalkova, Svetlana, Kunnari, Sari, Levorato, Chiara, Lindgren, Josefin, Mieszkowska, Karolina, Montes Salarich, Laia, Potgieter, Anneke, Ribu, Ingeborg, Ringblom, Natalia, Rinker, Tanja, Roch, Maja, Slancova, Daniela, Southwood, Frenette, Tedeschi, Roberta, Tuncer, Aylin Muge, Unal-Logacev, Ozlem, Vuksanovic, Jasmina, and Armon-Lotem, Sharon

Abstract

This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.

Published
2017
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9. Cross-linguistic patterns in the acquisition of quantifiers

Author

Özge, Duygu, Katsos, Napoleon; Cummins, Chris; Ezeizabarrena, Maria-Jose; Gavarro, Anna; Kraljevic, Jelena Kuvac; Hrzica, Gordana; Grohmann, Kleanthes K.; Skordi, Athina; de Lopez, Kristine Jensen; Sundahl, Lone; van Hout, Angeliek; Hollebrandse, Bart; Overweg, Jessica; Faber, Myrthe; van Koert, Margreet; Smith, Nafsika; Vija, Maigi; Zupping, Sirli; Kunnari, Sari; Morisseau, Tiffany; Rusieshvili, Manana; Yatsushiro, Kazuko; Fengler, Anja; Varlokosta, Spyridoula; Konstantzou, Katerina; Farby, Shira; Guasti, Maria Teresa; Vernice, Mirta; Okabe, Reiko; Isobe, Miwa; Crosthwaite, Peter; Hong, Yoonjee; Balciuniene, Ingrida; Nizar, Yanti Marina Ahmad; Grech, Helen; Gatt, Daniela; Cheong, Win Nee; Asbjornsen, Arve; Torkildsen, Janne von Koss; Haman, Ewa; Miekisz, Aneta; Gagarina, Natalia; Puzanova, Julia; Andelkovic, Darinka; Savic, Maja; Josic, Smiljana; Slancova, Daniela; Kapalkova, Svetlana; Barberan, Tania; Hassan, Saima; Chan, Cecilia Yuet Hung; Okubo, Tomoya; van der Lely, Heather; Sauerland, Uli; Noveck, Ira, College of Social Sciences and Humanities, Department of Psychology, Özge, Duygu, Katsos, Napoleon; Cummins, Chris; Ezeizabarrena, Maria-Jose; Gavarro, Anna; Kraljevic, Jelena Kuvac; Hrzica, Gordana; Grohmann, Kleanthes K.; Skordi, Athina; de Lopez, Kristine Jensen; Sundahl, Lone; van Hout, Angeliek; Hollebrandse, Bart; Overweg, Jessica; Faber, Myrthe; van Koert, Margreet; Smith, Nafsika; Vija, Maigi; Zupping, Sirli; Kunnari, Sari; Morisseau, Tiffany; Rusieshvili, Manana; Yatsushiro, Kazuko; Fengler, Anja; Varlokosta, Spyridoula; Konstantzou, Katerina; Farby, Shira; Guasti, Maria Teresa; Vernice, Mirta; Okabe, Reiko; Isobe, Miwa; Crosthwaite, Peter; Hong, Yoonjee; Balciuniene, Ingrida; Nizar, Yanti Marina Ahmad; Grech, Helen; Gatt, Daniela; Cheong, Win Nee; Asbjornsen, Arve; Torkildsen, Janne von Koss; Haman, Ewa; Miekisz, Aneta; Gagarina, Natalia; Puzanova, Julia; Andelkovic, Darinka; Savic, Maja; Josic, Smiljana; Slancova, Daniela; Kapalkova, Svetlana; Barberan, Tania; Hassan, Saima; Chan, Cecilia Yuet Hung; Okubo, Tomoya; van der Lely, Heather; Sauerland, Uli; Noveck, Ira, College of Social Sciences and Humanities, and Department of Psychology

Abstract

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some. not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language-and learner-specific factors, such as negative concord and gender, are significant predictors of variation., European Cooperation in Science and Technology Action A33 "Cross-Linguistically Robust Stages of Children's Linguistic Performance"; European Science Foundation Euro-XPrag Network; United Kingdom Economic and Social Research Council XPrag-UK Network; United Kingdom British Academy Grant; Spanish Ministerio de Economia y Competitividad Project; University of Cyprus Project; Danish Council for Independent Research (Humanities) Grant; Estonian Science Foundation; Estonian Research Council Grant; European Commission for Education and Culture Grant; German Federal Ministry of Education and Research Grant; L. Meltzers Hoyskolefond; Polish Ministry of Science and Higher Education; National Science Centre; Serbian Ministry of Education, Science, and Technological Development

Published
2016

10. The acquisition of quantification across languages: some predictions

Author

Katsos, Napoleon, Ezeizabarrena, Maria-Jose, Gavarro, Anna, Kraljevic, Jelena Kuvac, Hrzica, Gordana, Grohmann, Kleanthes, Skordi, Athina, De Lopez, Kristine Jensen, Sundahl, Lone, Van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, Van Koert, Margreet, Cummins, Chris, Smith, Nafsika, Vija, Maigi, Parm, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Hubert, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Balciuniene, Ingrida, Ruzaite, Jurate, Grech, Helen, Gatt, Daniela, Asbjornsen, Arve, Torkildsen, Janne Von Koss, Haman, Ewa, Miekisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Andjelkovic, Darinka, Savic, Maja, Josic, Smiljana, Slancova, Daniela, Kapalkova, Svetlana, Recalde, Tania Barberan, Ozge, Duygu, Hassan, Saima, Van Der Lely, Heather, Sauerland, Uli, Noveck, Ira, ACLC (FGw), Laboratoire sur le langage, le cerveau et la cognition (L2C2), École normale supérieure - Lyon (ENS Lyon)-Centre National de la Recherche Scientifique (CNRS)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon, École normale supérieure de Lyon (ENS de Lyon)-Université Claude Bernard Lyon 1 (UCBL), Université de Lyon-Université de Lyon-Centre National de la Recherche Scientifique (CNRS), CUPA, Naima, and École normale supérieure - Lyon (ENS Lyon)-Université Claude Bernard Lyon 1 (UCBL)

Subjects
[SCCO]Cognitive science, Grammar, Comparative and general -- Quantifiers, [SCCO] Cognitive science, Language acquisition, ComputingMilieux_MISCELLANEOUS, Semantics
Abstract

In this paper we review factors that are expected to affect the order of acquisition of quantifiers across languages. We draw a distinction between language-wide and language-specific factors as well as factors that relate to the biological and social profile of the learner (such as gender, socio-economic status and schooling). We then propose predictions for what cross-linguistically similar patterns may arise. This exposition provides the theoretical background against which a major empirical project has been undertaken, with the goal of documenting the extent to which the acquisition of quantifiers proceeds uniformly across languages. Here we summarize the scope of the project, the specific hypotheses under test, and other factors that must be considered in analysing the outcome of the ongoing empirical work. We conclude by discussing the implications of these investigations for the interface between linguistic and non-linguistic cognition. But first we turn to cross-linguistic similarities in the meaning of quantifiers in the following section., peer-reviewed

Published
2012

11. A Cross-Linguistic Study of Preschoolers' Narratives and their Development - Emerging narratives: A Cross-Linguistic Study

Author

Reilly, Judy, Aksu-Koc, Ayhan, Appelbaum, Mark, Bleses, Dorthe, Chang, Chien-Ju, Eriksson, Marten, Kapalkova, Svetlana, Kern, Sophie, Kuvač Kraljević, Jelena, Nicolopoulou, Ageliki, Parris, Julian, Perez Pereira, Miguel, Sansavini, Alessandra, and Vollman, Ralf

Subjects
narratives, narrative components, narrative quality
Abstract

Narratives are common in everyday discourse and represent the first use of decontextualized language in preschoolers. As such, they are considered critical in the development of literacy. To better understand their early development and the respective roles language typology and cognition in their development, we collected picture stories from 54 children (3 ; 0-6 ; 0 years) in each of 12 languages (Spanish, Italian, French, Danish, Austrian German, Swedish, English, Croatian, Slovak, Turkish, Greek and Mandarin). Stories were transcribed using CHILDES and were analyzed for the occurrence of specific linguistic structures (single word responses, phrases, single clauses, coordinate and subordinate sentences) ; narrative components (setting, characters, initiating event, problem, attempt at resolution, resolution) ; and narrative quality (labeling, describing, relating or motivating). The development for cognitive aspects of narrative, e.g., narrative quality, was broadly consistent across languages and language families, such that three year olds were more likely to label and describe, and five year olds generally used relating and motivating strategies in their stories. With respect to linguistic structures, the specific features of the language played a role. For example, easily accessible subordination, as in Turkish and Mandarin, influenced both linguistic structure and narrative quality. In sum, the language typology and conventions of language use appear to be influential in the child’s mastery of particular discourse genres.

Published
2011

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