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The comprehension and production of single words involve a variety of processing stages. Which stages need to be accessed differs depending on whether objects (pictures in an experimental environment) or words are supposed to be named. Naming tasks are often employed in psycholinguistic studies in order to provide an insight into the function of mental processes during word production. Differences in naming latencies and naming accuracy between words suggest that the retrieval of some lexical items is easier or more difficult in contrast to others. The relative ease of word retrieval has been found to be strongly influenced by properties of these words, such as familiarity and written or spoken frequency.
Exploring which variables affect naming speed and accuracy will allow gaining more information about the storage and processing of words in general. If a variable has a discernable effect on a specific experimental task, the localization of this effect is of interest for psycholinguistic research. This is because finding the locus of the effect can help specify models of speech production with respect to what processes occur at which stage of lexical retrieval. Additionally, identifying which variables influence language processing is inevitable in order to control for these variables when necessary. Otherwise variance in naming latencies could not be explained by the variable that was to be tested because other, uncontrolled variables could have altered the results.
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Multilingual Settings). LITMUS is a battery of tests that have been developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment (2009−2013).
The 'Russian language proficiency test for multilingual children' is a linguistically and psycholinguistically-grounded test for L1-Russian bilingual children of pre-school and elementary school age. It allows the evaluation of language proficiency in Russian for scientific, therapeutic, and pedagogical purposes. The test is based on preliminary norms: data of 167 German-Russian bilingual children between the ages of 3 years and 6 years 11 months were evaluated.
Bilingual children's proficiency is examined in the following language domains:
- productive and receptive lexicon for verbs and nouns
- production of morphological marking on verbs (first and second-person singular present verbal inflection) and nouns (accusative and dative case singular)
- comprehension of grammatical constructions on the sentence level
The test should be administered by a competent – ideally native – speaker of Russian, and takes approximately 60 minutes to administer.
In addition to the test itself, the 'Russian language proficiency test for multilingual children' contains a questionnaire for gathering detailed information on the input situation as well as the child's previous linguistic and extra-linguistic development. The questionnaire is written in English and Russian and is intended to be filled out by the parents.
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.
updated version --
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling. MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness. The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations. Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills in children who acquire one or more languages from birth or from early age. MAIN is suitable for children from 3 to 10 years and evaluates both comprehension and production of narratives. Its design allows for the assessment of several languages in the same child, as well as for different elicitation modes: Model Story, Retelling, and Telling.
MAIN contains four parallel stories, each with a carefully designed six-picture sequence. The stories are controlled for cognitive and linguistic complexity, parallelism in macrostructure and microstructure, as well as for cultural appropriateness and robustness.
The instrument has been developed on the basis of extensive piloting with more than 550 monolingual and bilingual children aged 3 to 10, for 15 different languages and language combinations.
Even though MAIN has not been norm-referenced yet, its standardized procedures can be used for evaluation, intervention and research purposes. MAIN is currently available in the following languages: English, Afrikaans, Albanian, Basque, Bulgarian, Croatian, Cypriot Greek, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hebrew, Icelandic, Italian, Lithuanian, Norwegian, Polish, Russian, Spanish, Standard Arabic, Swedish, Turkish, Vietnamese, and Welsh.
The acquisition of Greek
(1995)
Studie zum Erwerb des Neugriechischen
Studies of syntax in first language acquisition have so far concentrated on the propositional side of the sentence, i.e. on the occurrence and interplay of semantic roles like agent, benefactive, objective, etc. and their syntactic expression. The modality constituent, however, has received little attention in the study of child language. This may be due in part to the impetus more recent research in this field has received from studies of the acquisition of English, a language with poor verb morphology as compared to synthetic languages. The research to be presented in this paper is concerned with an early stage of the acquisition of Modern Greek as a first language, a language with a particularly rich verb morphology. Since modality, aspect, and tense are obligatorily marked on the main verb in Mod. Greek, this language offers an excellent opportunity for studying the development of these fundamental categories of verbal grammar at an earlier stage than in more analytic languages. [...] As this paper is concerned with the semantic categories of verbal grammar mentioned above as weIl as with their formal expression, only utterances containing a verb will be considered. For reasons of space we shall further limit ourselves to those utterances containing a main verb. Such utterances divide into two classes, modal and non-modal. [...] In spite of Calbert's claim (Calbert 1975) that there are no strictly non-modal expressions, affirmative and negative statements as well as questions not containing a modal verb will be considered as non-modal. As will be shown below, modal and non-modal expressions are formally differentiated at the stage of language acquisition studied.
Defined as a general inner-linguistic function, modality pervades language and there can thus be no strictly nonmodal predicative expressions. We shall, however, in what follows, keep to grammatical tradition and exclude declarative and interrogative sentences in the indicative mood from consideration. Although a thorough study of the development of modal negation should prove most rewarding, we must renounce such an attempt out of space limits. […] [W]e shall be concerned with the formal linguistic devices employed by the child for expressing modality in various languages and the functions these serve, i.e. how they are used. Only by the conjoint study of form and function can one hope to arrive at a fair understanding of how the modalizing function develops in the ontogenesis of language.
Bestimmte seit den sechziger Jahren zur Analyse früher kindlicher Äußerungen benutzte Beschreibungsmodelle unterschätzen die sprachliche Kompetenz des Kindes, indem sie die Struktur seiner Äußerungen auf Distributionsphänomene der Oberflächenstruktur reduzieren, andere Modelle überschätzen diese Kompetenz, indem sie kindlichen Äußerungen mehr sprachliche Information zuschreiben, als sie enthalten. Wenn außersprachliche Information auf systematische Art und Weise in die Untersuchung der sprachlichen Kommunikation zwischen Kind und Erwachsenem einbezogen wird, findet einerseits die Tatsache eine Erklärung, daß diese Kommunikation in so erstaunlichem Maße erfolgreich ist, andererseits erlaubt diese Beschreibungsweise es aber, frühe kindliche Äußerungen als sprachlich so undeterminiert darzustellen, wie sie sind.