Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children

Πρέντζα, Αλεξάνδρα; Tafiadis, Dionysios; Chondrogianni, Vasiliki; Tsimpli, Ianthi Maria

doi:10.1007/s10936-022-09853-z

Cited by 7 publications

(4 citation statements)

References 69 publications

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“…The final transcripts were scored for accuracy of repetition: each sentence received a score of 3 points, if it was repeated verbatim, a score of 2 points, if there was one error, a score of 1 point, if there were two errors, and a score of 0 points, if there were three or more errors. Accordingly, the score ranged from 0 to 96 points (see Prentza et al, 2022, for details on the task and its validation with monolingual Greek children).…”

Section: Language Abilitymentioning

confidence: 99%

Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path

Makrodimitris,

Schulz

2024

J. Child Lang.

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Children up to school age are known to have difficulty comprehending complex sentences with temporal connectives, but the reasons remain controversial. We tested six- to twelve-year-old children to assess how the iconicity of event-language mapping, type of connective, and clause order mediate the comprehension of temporal sentences. Sixty monolingual Greek-speaking children and 15 adult controls completed a picture-sequence selection task in which they judged after- and before-sentences in iconic and non-iconic order. Up to age twelve, children did not reach full adult-like comprehension of the connectives; performance in non-iconic after-sentences was significantly lower than in the other three conditions across all ages. We conclude that neither iconicity, connective, nor clause order can fully explain these findings and propose an account based on the interaction of iconicity and clause order: non-iconic, sentence-medial after requires revision of the initial event representation, resulting in an event-semantic kindergarten-path that children find difficult to overcome.

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Section: Language Abilitymentioning

confidence: 99%

Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path

Makrodimitris,

Schulz

2024

J. Child Lang.

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“…Given that monolingual and bilingual language development may present differences in certain language areas, with typically developing bilingual children showing delays compared to monolingual peers (see Tsimpli 2014 for an overview), bilingual children run the risk of being inaccurately identified as having a language impairment. Therefore, it is crucial that researchers and educators know the range within which typically developing bilingual children fall with respect to various grammatical measures, especially ones that are frequently used with specific populations, such as gender, both for the accurate assessment of language skills in bilinguals as well as for the accurate diagnosis of impairment in some cases (see also Marinis et al 2017;Prentza et al 2022).…”

Section: Standardization Of Language Tasks With Typically Developing ...mentioning

confidence: 99%

“…Specifically, Theodorou et al (2017) evaluated the ability of an SRT designed in Cypriot Greek to discriminate between typically developing bidialectal Cypriot-Greek children and children with a developmental language disorder, with the data showing that the task can accurately discriminate between the two populations. Recently, Prentza et al (2022) explored the psychometric features, namely, the validity, reliability and discriminatory ability of the LITMUS Greek SRT with typically developing bilingual and monolingual children. The results showed that the instrument scored very high in the validity and reliability measures, while accurate discrimination of the two groups was achieved, since different cut-off scores were calculated for monolingual and bilingual children.…”

Section: Standardization Of Language Tasks With Typically Developing ...mentioning

confidence: 99%

“…The results showed that the instrument scored very high in the validity and reliability measures, while accurate discrimination of the two groups was achieved, since different cut-off scores were calculated for monolingual and bilingual children. Note crucially that the study of Prentza et al (2022) uses the same population pool as the present study. We think that this line of investigation is interesting, since keeping the population constant while alternating the tasks, one for overall grammar ability and one targeting a specific grammatical feature, could reveal the psychometric characteristics of the tasks more easily without any confounding results as an effect of population characteristics or size.…”

Section: Standardization Of Language Tasks With Typically Developing ...mentioning

confidence: 99%

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Standardization of the Gender Assignment and Agreement Assessment in the Greek Language: Preliminary Evidence from Bilingual Greek—Albanian School Age Children

et al. 2023

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(1) Background: Given the scarcity of data on the psychometric evaluation of measures used with typically developing Greek-speaking bilinguals, this study aims to present preliminary evidence for the standardization and the psychometric evaluation of a gender assignment and agreement assessment designed for the Greek language (henceforth, GAAGL Assessment) employing real and pseudo-words. This is the first study to standardize the GAAGL Assessment and to explore its discriminatory ability with typical populations. (2) Methods: The assessment was designed as part of the BALED project which targeted language skills in bilingual children for whom one language is Greek. For the psychometric evaluation and the exploration of the test’s discriminatory ability we ran a Cronbach’s alpha analysis and a Youden Receiver Operating Characteristics (ROC) analysis across the domains and sub scores of the test. Our sample consisted of 53 typically developing Greek monolingual children and 57 age-matched Greek–Albanian-speaking bilinguals. (3) Results: The results showed: (a) a high internal consistency for the GAAGL Assessment across its four main tasks and (b) excellent discriminatory ability, since statistically significant positive discrimination was detected between monolingual and bilingual children in the tasks and scores of the GAAGL Assessment.

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The language-communication divide

Durrleman

Peristeri

Tsimpli

2022

ELT

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Has language developed to serve as a system of communication or one of thought? While language is clearly an excellent tool for communication, the possible contribution of higher order cognitive processes other than language to communication may provide insights on how we think about language evolution. Studies show that bilingualism improves communication skills, possibly due to boosting domain general processes, thus suggesting a divide between communication and formal language. However, to date little attention has been paid to bilingual atypical child populations presenting asymmetric developmental delays in language and communication skills. In this study, we explore the language-communication divide in bilingual and monolingual children diagnosed with High Functioning Autism (HFA), displaying primary communication difficulties, and those with Specific Language Impairment (SLI), displaying primary language difficulties. Children were tested on language, cognitive control, Theory of Mind (ToM), social comprehension and verbal communication. Results demonstrate that bilingual children with HFA exhibit enhanced cognitive control, ToM and social comprehension, which in turn improve their verbal communication as compared to their monolingual peers with HFA. On the other hand, no boost emerges in bilingual children with SLI, be it in cognitive control or ToM, though a weaker advantage (relative to the children with ASD) can be observed in their verbal communication skills, with significant mediation from social comprehension. The overall evidence suggests that language, though useful for communication, is not sufficient for communication, and may arguably not have evolved primarily for communicative purposes.

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Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children

Cited by 7 publications

References 69 publications

Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path

Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path

Standardization of the Gender Assignment and Agreement Assessment in the Greek Language: Preliminary Evidence from Bilingual Greek—Albanian School Age Children

The language-communication divide

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