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  • Publication
    Accès libre
    La composition du lexique productif dans les trois premières années de vie : revue systématique
    (2022-12)
    Labertonière, Dahliane Alice 
    ;
    Skoruppa, Katrin 
    Le lexique productif précoce semble contenir plus de noms que d’autres classes de mots. Cependant, des questions demeurent autour du caractère universel de ce bais et de ses causes, et certaines classes de mots (adjectifs, mots sociaux…) sont peu étudiées. Ainsi, nous présentons une revue systématique de la littérature sur la répartition des classes de mots dans le lexique productif d’enfants de 1 à 3 ans et les facteurs d’influence possibles (type d’activité pendant la production, mode de recueil).
  • Publication
    Accès libre
    Detecting Developmental Language Disorder in Monolingual and Bilingual Children: Comparison of Language-Specific and Crosslinguistic Nonword Repetition Tasks in French and Portuguese
    (2022)
    Schwob, Salomé 
    ;
    Skoruppa, Katrin 
    Abstract Purpose: Over the last decades, many studies have documented the clinical potential of nonword repetition (NWR) tasks for detecting developmental language disorder in mono- (MON) and bilingual (BIL) children by unveiling their difficulties in short-term memory and phonological accuracy. However, the precise nature of the nonwords to be used and the best scoring methods remain under debate. Some authors (e.g., Gutiérrez-Clellen & Simon-Cereijido, 2010) support the use of "language-specific" nonwords designed for a given test language in standardized tests. Other authors (e.g., Chiat, 2015) advocate the use of "crosslinguistic" stimuli, thus allowing assessment independently of the languages spoken by the child. Method: This research note compares two language-specific tasks (French vs. Portuguese) and a crosslinguistic NWR task in a population of 5- to 7-year-old MON and BIL children. Group comparisons (children with vs. without developmental language disorder; MON vs. BIL children), an error analysis, sensitivity and specificity calculations (assessed according to the recommendations of Plante and Vance, 1994, and Youden, 1950) are reported. Results: All three tasks significantly differentiate children with and without developmental language disorder with large effect sizes but did not show an effect for bilingualism, which is encouraging for the BIL assessment. As expected, an influence of children's age and length and complexity of the stimuli was also found. The language-specific French task was found to be the most sensitive (max. 88%) and specific (max. 92%); the crosslinguistic task also reached good accuracy percentages for the BIL group (max. 82% sensitivity and 84% specificity). Conclusion: This research note adds to the evidence that NWR tasks are promising tolls for the identification of MON and BIL children with developmental language disorder.
  • Publication
    Accès libre
    Using Nonword Repetition to Identify Developmental Language Disorder in Monolingual and Bilingual Children: A Systematic Review and Meta-Analysis
    (2021)
    Schwob, Salomé 
    ;
    Laurane Eddé
    ;
    Laure Jacquin
    ;
    Mégane Leboulanger
    ;
    Margot Picard
    ;
    Patricia Ramos Oliveira
    ;
    Skoruppa, Katrin 
    Purpose: A wealth of studies has assessed the diagnostic value of the nonword repetition task (NWRT) for the detection of developmental language disorder (DLD) in the clinical context of speech and language therapy, first in monolingual children and, more recently, in bilingual children. This review article reviews this literature systematically and conducts a meta-analysis on the discriminative power of this type of task in both populations. Method: Three databases were used to select articles based on keyword combinations, which were then reviewed for relevance and methodological rigor based on internationally recognized checklists. From an initial pool of 488 studies, 46 studies were selected for inclusion in the systematic review, and 35 of these studies could be included in a meta-analysis. Results: Most of the articles report significant discrimination between children with and without DLD in both monolingual and bilingual contexts, and the meta-analysis shows a large mean effect size. Three factors (age of the child, linguistic status, and language specificity of the task) yielded enough quantitative data for further exploration. Subgroups analysis shows variance in effect sizes, but none of the three factors, neither their interactions, were significant in a metaregression. We discuss how other, less explored factors (e.g., nature of the stimuli, scoring methods) could also contribute to differences in results. Sensitivity and specificity analyses reported in 33 studies confirmed that, despite possible effect size differences, the diagnostic accuracy of the NWRT is generally near thresholds considered to be discriminatory. It generally increases when it is combined with other tasks (e.g., parental questionnaire). Conclusions: This review indicates that the NWRT is a promising diagnostic tool to identify children with DLD in monolingual and bilingual contexts with a large mean effect size. However, it seems necessary to choose the precise NWRT materials based on the children’s language background and to complement the assessment sessions with other tools in order to ensure diagnosis and to obtain complete language profile of the child.
  • Publication
    Accès libre
    The role of scaffolding in children’s questions: Implications for (preschool) language assessment from a usage-based perspective
    (2016)
    Behrens, Heike
    ;
    Madlener, Karin
    ;
    Skoruppa, Katrin 
    This article outlines a range of theoretical, empirical, and practical desiderata for the design of (preschool) language assessments that follow from recent insights into language development from a cognitive-linguistic and usage-based perspective. To assess children’s productive communicative abilities rather than their ability to judge the acceptability of complex sentences in isolation is a new perspective in language testing that requires theoretical motivation as well as operationalizable criteria for judging the appropriateness of children’s language productions, and for characterizing the properties of their language command. After a brief review of the basic rationale of current strands of preschool assessment in Germany (Section 2), the fundamental usage-based assumptions regarding children’s developing linguistic competence and their implications for the design of preschool language diagnostics are characterized (Section 3). In order to assess children’s language production, in particular its flexibility and productivity in context, a test environment needs to be created in which children are allowed to use a certain range of language in meaningful contexts. Section 4 thus zooms in on the central question of scaffolding. Section 5 presents corresponding corpus evidence for adult strategies of prompting children to elaborate their answers and for typical child responses. Sections 6 and 7 discuss the corpus-based findings with respect to their implications for the design of ( preschool) language assessment and point to further challenges.
  • Publication
    Accès libre
    The role of vowel phonotactics in native speech segmentation
    (2015)
    Skoruppa, Katrin 
    ;
    Nevins, Andrew
    ;
    Gillard, Adam
    ;
    Rosen, Stuart
    Numerous studies have shown that listeners can use phonological cues such as word stress and consonant clusters to find word boundaries in fluent speech. This paper investigates whether they can also use language-specific restrictions on vowel positioning for native speech segmentation. We show that English adults can exploit the fact that typical English words do not end in a lax vowel (e.g. [*diːtʊ]) in order to segment unknown words in a nonsense phrase-picture matching task, in contrast to the null results in prior studies using lexical tasks. However, they only used this cue in quiet listening conditions, and not in the presence of background noise. Thus, like consonant clusters, the lax vowel constraint is vulnerable in adverse listening conditions.
  • Publication
    Accès libre
    Processing of Phonological Variation in Children With Hearing Loss: Compensation for English Place Assimilation in Connected Speech
    (2014)
    Skoruppa, Katrin 
    ;
    Rosen, Stuart
    Purpose In this study, the authors explored phonological processing in connected speech in children with hearing loss. Specifically, the authors investigated these children's sensitivity to English place assimilation, by which alveolar consonants like t and n can adapt to following sounds (e.g., the word ten can be realized as tem in the phrase ten pounds).

    Method Twenty-seven 4- to 8-year-old children with moderate to profound hearing impairments, using hearing aids (n = 10) or cochlear implants (n = 17), and 19 children with normal hearing participated. They were asked to choose between pictures of familiar (e.g., pen) and unfamiliar objects (e.g., astrolabe) after hearing t- and n-final words in sentences. Standard pronunciations (Can you find the pen dear?) and assimilated forms in correct (… pem please?) and incorrect contexts (… pem dear?) were presented.

    Results As expected, the children with normal hearing chose the familiar object more often for standard forms and correct assimilations than for incorrect assimilations. Thus, they are sensitive to word-final place changes and compensate for assimilation. However, the children with hearing impairment demonstrated reduced sensitivity to word-final place changes, and no compensation for assimilation. Restricted analyses revealed that children with hearing aids who showed good perceptual skills compensated for assimilation in plosives only.
  • Publication
    Accès libre
    Function words constrain on-line recognition of nouns and verbs in French 18-month-olds
    (2014)
    Cauvet, Elodie
    ;
    Alves Limissuri, Rita
    ;
    Millotte, Severine
    ;
    Skoruppa, Katrin 
    ;
    Cabrol, Dominique
    ;
    Christophe, Anne
    In this experiment using the conditioned head-turn procedure, 18-month-old French-learning toddlers were trained to respond to either a target noun (“la balle”/the ball) or a target verb (“je mange”/I eat). They were then tested on target word recognition in two syntactic contexts: the target word was preceded either by a correct function word (“une balle”/a ball or “on mange”/they eat), or by an incorrect function word, signaling a word from the other category (*“on balle”/they ball or *“une mange”/a eat). We showed that 18-month-olds exploit the syntactic context on-line to recognize the target word: verbs were recognized when preceded by a personal pronoun but not when preceded by a determiner and vice-versa for nouns. These results suggest that 18-month-olds already know noun and verb contexts. As a result, they might be able to exploit them to categorize unknown words and constrain their possible meaning (nouns typically refer to objects whereas verbs typically refer to actions).
  • Publication
    Accès libre
    The Development of Word Stress Processing in French and Spanish Infants
    (2013)
    Skoruppa, Katrin 
    ;
    Pons, Ferran
    ;
    Bosch, Laura
    ;
    Christophe, Anne
    ;
    Cabrol, Dominique
    ;
    Peperkamp, Sharon
    This study focuses on the development of lexical stress perception during the first year of life. Previous research shows that cross-linguistic differences in word stress organization translate into differences in word stress processing from a very early age: At 9 months, Spanish-learning infants, learning a language with variable word stress, can discriminate between segmentally varied nonsense words with initial stress (e.g., níla, túli) and final stress (e.g., lutá, pukí) in a headturn preference procedure. However, French infants, who learn a language with fixed word stress, can only distinguish between initial and final stress when no segmental variability is involved (Skoruppa et al., 2009). The present study investigates the emergence of this cross-linguistic difference. We show that at six months, neither Spanish nor French infants encode stress patterns in the presence of segmental variability (Experiment 1), while both groups succeed in the absence of segmental variability (Experiment 2). Hence, only Spanish infants, who learn a variable stress language, get better at tracking stress patterns in segmentally varied words between the ages of 6 and 9 months. In contrast, all infants seem to be able to discriminate basic stress patterns in the absence of segmental variability during the first nine months of life, regardless of the status of stress in their native language.
  • Publication
    Accès libre
    Early Word Recognition in Sentence Context: French and English 24-Month-Olds' Sensitivity to Sentence-Medial Mispronunciations and Assimilations
    (2013)
    Skoruppa, Katrin 
    ;
    Mani, Nivedita
    ;
    Plunkett, Kim
    ;
    Cabrol, Dominique
    ;
    Peperkamp, Sharon
    Recent work has shown that young children can use fine phonetic detail during the recognition of isolated and sentence-final words from early in lexical development. The present study investigates 24-month-olds' word recognition in sentence-medial position in two experiments using an Intermodal Preferential Looking paradigm. In Experiment 1, French toddlers detect word-final voicing mispronunciations (e.g., buz [byz] for bus [bys] “bus”), and they compensate for native voicing assimilations (e.g., buz devant toi [buzdəvɑ̃twa] “bus in front of you”) in the middle of sentences. Similarly, English toddlers detect word-final voicing mispronunciations (e.g., sheeb for sheep) in Experiment 2, but they do not compensate for illicit voicing assimilations (e.g., sheeb there). Thus, French and English 24-month-olds can take into account fine phonetic detail even if words are presented in the middle of sentences, and French toddlers show language-specific compensation abilities for pronunciation variation caused by native voicing assimilation.
  • Publication
    Accès libre
    Toddlers’ Processing of Phonological Alternations: Early Compensation for Assimilation in English and French
    (2012)
    Skoruppa, Katrin 
    ;
    Mani, Nivedita
    ;
    Peperkamp, Sharon
    Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5- to 3-year-old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non-native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific.