Alexandra Prentza
Datos Biográficos
| ID | 3075964 |
|---|---|
| NOMBRE | Alexandra Prentza |
| NOMBRES | Alexandra |
| APELLIDO | Prentza |
| FIRMA | PRENTZA A |
| AFILIACIONES | University of Ioannina |
| ORCID | 0000-0002-7113-8408 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Language assessment in bilingual populations
The aim of the study is to present the standardization of the Gender Assessment tool designed for typically developing Greek-speaking children. The Gender Assessment tool exploits lexical and grammatical gender and taps on two syntactic operations, namely gender assignment and gender agreement in real and novel nouns. We administered it to an extensive pool of 8 to 12 year-old speakers, specifically 110 monolingual Greek-speaking children and 308…
The interplay of lexical and grammatical development in Greek-Albanian bilingual children
The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heritage, Albanian. To this end, 47 8 to 10-year-old bilingual children were tested by means of expressive vocabulary tests in Greek and in Albanian, while their grammatical skills were evaluated by means of the LITMUS Sentence Repetition Task administered …
Lexical Knowledge in School-Aged Children with High-Functioning Autism Spectrum Disorder
Background: This quasi-experimental comparative group study examined vocabulary knowledge and its associations with other language skills in Greek-speaking children with high-functioning Autism Spectrum Disorder and mild language impairment (HF-ASDLI) and typically developing (TD) peers. Methods: 25 children aged 7-10 years old participated in each group. Groups were matched in age, gender, and non-verbal IQ. Naming and word definition tasks were…
Standardization of the Gender Assignment and Agreement Assessment in the Greek Language
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…
Bidirectional Language Contact Effects at the DP Domain
We investigate the effects of the historical language contact of Modern Greek (MG) with Vlach Aromanian (VA) in bilingual speakers of three generations living in Epirus, Greece. We focus on a VA variety spoken in a specific language community, with our study constituting one of the early attempts in this field of research. (1) Background: Given that bilingualism is a dynamic process in which language domains are not uniformly affected by external…
Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children
Oral diadochokinetic rates for real words and non-words in Greek-speaking children
This study examined the performance of Greek monolingual typically developing (TD) children on diadochokinetic (DDK) rates in real words and non-words and attempted to establish normative data for Greek. The effects of age, type of stimuli and gender were investigated. A total of 380 children aged 4.0–15.0 years as well as a control group of 313 adults participated in the study. Age significantly affected DDK performance, yet normative data diffe…
Linguistic Profiling of Heritage Speakers of an Endangered Language
This is the first attempt to profile the heritage speakers of an endangered spoken-only variety of Vlach Aromanian in Greece. Neither the variety nor its speakers has been investigated before; hence, the study also aims at evaluating the exact state of endangerment of the Sirrako variety, as this is revealed by the language practices and skills of its bilingual speakers. To this aim, a background questionnaire was developed and administered to 60…
Input and literacy effects in simultaneous and sequential bilinguals
Aim: The present study examines input and literacy effects in simultaneous and sequential bilinguals with the aim of (a) investigating the differences between bilingual and monolingual populations and (b) disentangling the individual contribution of different factors in bilingual syntactic abilities. Methodology: A sentence repetition task (SRT) in Greek with eight structures (Subject Verb Object [SVO], negative clauses, clitic structures, comple…
Language external and language internal factors in the acquisition of gender
The aim of this experimental study is to examine the development of gender assignment and gender agreement in bilingual Albanian-Greek and English-Greek children as well as the exploitation of gender cues on the noun ending in real and pseudo-nouns. Four gender tasks were designed, two targeting gender assignment (determiner + noun production) and two gender agreement (predicate adjective production). Performance is investigated in relation to th…
The acquisition of Greek gender by bilingual children
Aim: The objectives of this study are to examine (a) the development of gender assignment and agreement in real and pseudo nouns by bilingual Greek-Albanian children and (b) how different input-related factors impact on these different processes. Methodology: Real and pseudo nouns were investigated to assess the effect of lexical knowledge (real nouns) and of morphological cues (pseudo nouns). Four tasks eliciting gender production in determiner …
The Interpretability of Features in Second Language Acquisition
We examine the microparameters of null and postverbal subjects in the Greek L1/English L2 interlanguage, exploring the role of interpretability in interlanguage representations. Our results suggest that while uninterpretable features are inaccessible in L2 acquisition, interpretable features are available and play a compensatory role. Although the abstract L1 properties of subject-verb agreement seem to transfer to the L2 representation, the effe…
Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children
The Interpretability of Features in Second Language Acquisition
We examine the microparameters of null and postverbal subjects in the Greek L1/English L2 interlanguage, exploring the role of interpretability in interlanguage representations. Our results suggest that while uninterpretable features are inaccessible in L2 acquisition, interpretable features are available and play a compensatory role. Although the abstract L1 properties of subject-verb agreement seem to transfer to the L2 representation, the effe…
Lexical Knowledge in School-Aged Children with High-Functioning Autism Spectrum Disorder
Background: This quasi-experimental comparative group study examined vocabulary knowledge and its associations with other language skills in Greek-speaking children with high-functioning Autism Spectrum Disorder and mild language impairment (HF-ASDLI) and typically developing (TD) peers. Methods: 25 children aged 7-10 years old participated in each group. Groups were matched in age, gender, and non-verbal IQ. Naming and word definition tasks were…
Standardization of the Gender Assignment and Agreement Assessment in the Greek Language
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…
The Interpretability of Features in Second Language Acquisition
We examine the microparameters of null and postverbal subjects in the Greek L1/English L2 interlanguage, exploring the role of interpretability in interlanguage representations. Our results suggest that while uninterpretable features are inaccessible in L2 acquisition, interpretable features are available and play a compensatory role. Although the abstract L1 properties of subject-verb agreement seem to transfer to the L2 representation, the effe…
The acquisition of Greek gender by bilingual children
Aim: The objectives of this study are to examine (a) the development of gender assignment and agreement in real and pseudo nouns by bilingual Greek-Albanian children and (b) how different input-related factors impact on these different processes. Methodology: Real and pseudo nouns were investigated to assess the effect of lexical knowledge (real nouns) and of morphological cues (pseudo nouns). Four tasks eliciting gender production in determiner …
Linguistic Profiling of Heritage Speakers of an Endangered Language
This is the first attempt to profile the heritage speakers of an endangered spoken-only variety of Vlach Aromanian in Greece. Neither the variety nor its speakers has been investigated before; hence, the study also aims at evaluating the exact state of endangerment of the Sirrako variety, as this is revealed by the language practices and skills of its bilingual speakers. To this aim, a background questionnaire was developed and administered to 60…
Input and literacy effects in simultaneous and sequential bilinguals
Aim: The present study examines input and literacy effects in simultaneous and sequential bilinguals with the aim of (a) investigating the differences between bilingual and monolingual populations and (b) disentangling the individual contribution of different factors in bilingual syntactic abilities. Methodology: A sentence repetition task (SRT) in Greek with eight structures (Subject Verb Object [SVO], negative clauses, clitic structures, comple…
Language external and language internal factors in the acquisition of gender
The aim of this experimental study is to examine the development of gender assignment and gender agreement in bilingual Albanian-Greek and English-Greek children as well as the exploitation of gender cues on the noun ending in real and pseudo-nouns. Four gender tasks were designed, two targeting gender assignment (determiner + noun production) and two gender agreement (predicate adjective production). Performance is investigated in relation to th…
Oral diadochokinetic rates for real words and non-words in Greek-speaking children
This study examined the performance of Greek monolingual typically developing (TD) children on diadochokinetic (DDK) rates in real words and non-words and attempted to establish normative data for Greek. The effects of age, type of stimuli and gender were investigated. A total of 380 children aged 4.0–15.0 years as well as a control group of 313 adults participated in the study. Age significantly affected DDK performance, yet normative data diffe…
Bidirectional Language Contact Effects at the DP Domain
We investigate the effects of the historical language contact of Modern Greek (MG) with Vlach Aromanian (VA) in bilingual speakers of three generations living in Epirus, Greece. We focus on a VA variety spoken in a specific language community, with our study constituting one of the early attempts in this field of research. (1) Background: Given that bilingualism is a dynamic process in which language domains are not uniformly affected by external…
Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children
Standardization of the Gender Assignment and Agreement Assessment in the Greek Language
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…
The interplay of lexical and grammatical development in Greek-Albanian bilingual children
The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heritage, Albanian. To this end, 47 8 to 10-year-old bilingual children were tested by means of expressive vocabulary tests in Greek and in Albanian, while their grammatical skills were evaluated by means of the LITMUS Sentence Repetition Task administered …
Lexical Knowledge in School-Aged Children with High-Functioning Autism Spectrum Disorder
Background: This quasi-experimental comparative group study examined vocabulary knowledge and its associations with other language skills in Greek-speaking children with high-functioning Autism Spectrum Disorder and mild language impairment (HF-ASDLI) and typically developing (TD) peers. Methods: 25 children aged 7-10 years old participated in each group. Groups were matched in age, gender, and non-verbal IQ. Naming and word definition tasks were…
Language assessment in bilingual populations
The aim of the study is to present the standardization of the Gender Assessment tool designed for typically developing Greek-speaking children. The Gender Assessment tool exploits lexical and grammatical gender and taps on two syntactic operations, namely gender assignment and gender agreement in real and novel nouns. We administered it to an extensive pool of 8 to 12 year-old speakers, specifically 110 monolingual Greek-speaking children and 308…
Linguistics (12 obras) · Psychology (12 obras) · Language Development and Disorders (8 obras) · Neuroscience of multilingualism (8 obras) · Reading and Literacy Development (8 obras) · Computer Science (5 obras) · Developmental psychology (5 obras) · Gender Studies in Language (5 obras) · Neurobiology of Language and Bilingualism (5 obras) · Noun (4 obras)