Katrin Skoruppa
Biographic Data
| ID | 1463875 |
|---|---|
| NAME | Katrin Skoruppa |
| GIVEN NAMES | Katrin |
| FAMILY NAME | Skoruppa |
| SIGNATURE | SKORUPPA K |
| AFFILIATIONS | University of Neuchâtel |
| ORCID | 0000-0002-5675-5993 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Influence of Visual Context Stability on Word Learning in Fourteen- and Nineteen-Month-Old Children
When hearing a label for a visible object, toddlers are also exposed to the visual context surrounding it. Our study investigates the role of the variability of this context during fast mapping in young children. Specifically, we compare word learning in French-learning fourteen- and nineteen-month-olds ( N = 41) using visually distinct and identical object pictures in a fast mapping eye-tracking paradigm. The results show a learning effect only …
A Cross-Language Investigation of Stimulus- and Person-Level Characteristics That Determine Phonemic Processing in Monolingual French- and German-Speaking Preschoolers
Phonemic processing is largely influenced by how stimulus-specific characteristics of a language are computed, but person-level variables represent important moderators as well. The current study investigates how such characteristics, in parallel, affect receptive-level phonemic processing across the preschool age, and whether these effects are comparable across different languages. Using a child-friendly 'odd-man-out' discrimination task, we exa…
Language-specific phonological skills and the relationship with reading accuracy in Sylheti-English sequential bilinguals
This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2–7;8 years-old). At Time 1, the bilinguals…
Prévention Des Difficultés Langagières Des Enfants Préscolaires
Approximately 20% of preschool ch ildren struggle with language learning (Beitchman et al. 1986; Berkman et al. 2015; Reilly et al. 2010), and a si gnificant portion develops long-lasting language disorders that interfere with their academic perfo rmance (e.g. Snowling et al. 2001). Numerous risk factors have been identified in the literature to explain the appearance of such early language difficulties (e.g. Rudolph 2017). In order to reduce the…
Gradual development of constructional complexity in German spatial language
In this paper, we assess the developmental trajectories by which children approach adult levels of complexity and informativeness in the linguistically and conceptually challenging domain of spatial language. To this end, we look at three types of spatial relations (localization, spontaneous and caused motion) in spontaneous German child speech (age 2;6 to 2;11 and 4;6 to 4;11), and in elicited
The role of vowel phonotactics in native speech segmentation
Function Words Constrain On-Line Recognition of Verbs and Nouns in French 18-Month-Olds
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…
Early Word Recognition in Sentence Context
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., bu z [by z ] for bu s [by s ] “bus”), a…
Toddlers’ Processing of Phonological Alternations
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 = …
The Development of Word Stress Processing in French and Spanish Infants
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 fi…
Adaptation to Novel Accents
This paper examines whether adults can adapt to novel accents of their native language that contain unfamiliar context-dependent phonological alternations. In two experiments, French participants listen to short stories read in accented speech. Their knowledge of the accents is then tested in a forced-choice identification task. In Experiment 1, two groups of listeners are exposed to newly created French accents in which certain vowels harmonize …
Language‐specific stress perception by 9‐month‐old French and Spanish infants
During the first year of life, infants begin to have difficulties perceiving non-native vowel and consonant contrasts, thus adapting their perception to the phonetic categories of the target language. In this paper, we examine the perception of a non-segmental feature, i.e. stress. Previous research with adults has shown that speakers of French (a language with fixed stress) have great difficulties in perceiving stress contrasts (Dupoux, Pallier,…
Gradual development of constructional complexity in German spatial language
In this paper, we assess the developmental trajectories by which children approach adult levels of complexity and informativeness in the linguistically and conceptually challenging domain of spatial language. To this end, we look at three types of spatial relations (localization, spontaneous and caused motion) in spontaneous German child speech (age 2;6 to 2;11 and 4;6 to 4;11), and in elicited
The role of vowel phonotactics in native speech segmentation
Language‐specific stress perception by 9‐month‐old French and Spanish infants
During the first year of life, infants begin to have difficulties perceiving non-native vowel and consonant contrasts, thus adapting their perception to the phonetic categories of the target language. In this paper, we examine the perception of a non-segmental feature, i.e. stress. Previous research with adults has shown that speakers of French (a language with fixed stress) have great difficulties in perceiving stress contrasts (Dupoux, Pallier,…
Adaptation to Novel Accents
This paper examines whether adults can adapt to novel accents of their native language that contain unfamiliar context-dependent phonological alternations. In two experiments, French participants listen to short stories read in accented speech. Their knowledge of the accents is then tested in a forced-choice identification task. In Experiment 1, two groups of listeners are exposed to newly created French accents in which certain vowels harmonize …
Toddlers’ Processing of Phonological Alternations
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 = …
The Development of Word Stress Processing in French and Spanish Infants
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 fi…
Function Words Constrain On-Line Recognition of Verbs and Nouns in French 18-Month-Olds
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…
Early Word Recognition in Sentence Context
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., bu z [by z ] for bu s [by s ] “bus”), a…
The role of vowel phonotactics in native speech segmentation
Gradual development of constructional complexity in German spatial language
In this paper, we assess the developmental trajectories by which children approach adult levels of complexity and informativeness in the linguistically and conceptually challenging domain of spatial language. To this end, we look at three types of spatial relations (localization, spontaneous and caused motion) in spontaneous German child speech (age 2;6 to 2;11 and 4;6 to 4;11), and in elicited
Prévention Des Difficultés Langagières Des Enfants Préscolaires
Approximately 20% of preschool ch ildren struggle with language learning (Beitchman et al. 1986; Berkman et al. 2015; Reilly et al. 2010), and a si gnificant portion develops long-lasting language disorders that interfere with their academic perfo rmance (e.g. Snowling et al. 2001). Numerous risk factors have been identified in the literature to explain the appearance of such early language difficulties (e.g. Rudolph 2017). In order to reduce the…
Language-specific phonological skills and the relationship with reading accuracy in Sylheti-English sequential bilinguals
This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2–7;8 years-old). At Time 1, the bilinguals…
A Cross-Language Investigation of Stimulus- and Person-Level Characteristics That Determine Phonemic Processing in Monolingual French- and German-Speaking Preschoolers
Phonemic processing is largely influenced by how stimulus-specific characteristics of a language are computed, but person-level variables represent important moderators as well. The current study investigates how such characteristics, in parallel, affect receptive-level phonemic processing across the preschool age, and whether these effects are comparable across different languages. Using a child-friendly 'odd-man-out' discrimination task, we exa…
Influence of Visual Context Stability on Word Learning in Fourteen- and Nineteen-Month-Old Children
When hearing a label for a visible object, toddlers are also exposed to the visual context surrounding it. Our study investigates the role of the variability of this context during fast mapping in young children. Specifically, we compare word learning in French-learning fourteen- and nineteen-month-olds ( N = 41) using visually distinct and identical object pictures in a fast mapping eye-tracking paradigm. The results show a learning effect only …
Psychology (11 works) · Language Development and Disorders (10 works) · Linguistics (10 works) · Reading and Literacy Development (8 works) · Phonetics and Phonology Research (7 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Developmental psychology (4 works) · History (4 works) · Philosophy (4 works)