Anamaria Bentea
Biographic Data
| ID | 1498652 |
|---|---|
| NAME | Anamaria Bentea |
| GIVEN NAMES | Anamaria |
| FAMILY NAME | Bentea |
| SIGNATURE | BENTEA A |
| AFFILIATIONS | University of Konstanz |
| ORCID | 0000-0001-6346-461X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Bilingualism, working memory, and relative clause comprehension in children
Bilingualism has sometimes been associated with cognitive boosts, particularly in working memory (WM). However, it remains unclear whether such benefits extend to the comprehension of syntactically complex structures. We investigated this through a gamified character-selection task assessing comprehension of subject-relative clauses and object-relative clauses among monolingual ( n = 31) and bilingual ( n = 28) French-speaking children, as well a…
Brain boosters: How bilingualism and working memory enhance children’s comprehension of which -questions
This study investigated the comprehension of which -questions among French-speaking monolingual ( n = 26) and bilingual ( n = 28) children aged 3 to 12 years, examining the roles of verbal working memory (WM) and length of exposure to an additional language (L2). We assessed comprehension of subject- and object-questions with a character-selection task, measured verbal WM with a non-word repetition task, and quantified linguistic exposure through…
Locality in the acquisition of object A’-dependencies: Insights from French
Children’s difficulties with dependencies involving movement of an object to the left periphery of the clause (object relative clauses/RCs and wh-questions), have been explained in terms of intervention effects arising when the moved object and the intervening subject share a lexical N feature (Friedmann, Belletti & Rizzi 2009). Such an account raises various questions: (1) Do these effects hold in the absence of a lexical N feature when the obje…
Not committing has its advantages: Facilitating children's comprehension of object filler–gap dependencies is one of them
Two studies assess French-speaking children's comprehension of object filler–gap dependencies, with the goal of investigating whether the degree of specificity/set-restriction of the fronted object or the intervening subject modulates comprehension. We tease apart the predictions of various accounts attributing children's difficulties to (i) similarities between the object and the intervening subject (Gordon et al. , 2001, 2004), particularly whe…
Refining intervention: The acquisition of featural relations in object A-bar dependencies
Refining intervention: The acquisition of featural relations in object A-bar dependencies
Not committing has its advantages: Facilitating children's comprehension of object filler–gap dependencies is one of them
Two studies assess French-speaking children's comprehension of object filler–gap dependencies, with the goal of investigating whether the degree of specificity/set-restriction of the fronted object or the intervening subject modulates comprehension. We tease apart the predictions of various accounts attributing children's difficulties to (i) similarities between the object and the intervening subject (Gordon et al. , 2001, 2004), particularly whe…
Locality in the acquisition of object A’-dependencies: Insights from French
Children’s difficulties with dependencies involving movement of an object to the left periphery of the clause (object relative clauses/RCs and wh-questions), have been explained in terms of intervention effects arising when the moved object and the intervening subject share a lexical N feature (Friedmann, Belletti & Rizzi 2009). Such an account raises various questions: (1) Do these effects hold in the absence of a lexical N feature when the obje…
Brain boosters: How bilingualism and working memory enhance children’s comprehension of which -questions
This study investigated the comprehension of which -questions among French-speaking monolingual ( n = 26) and bilingual ( n = 28) children aged 3 to 12 years, examining the roles of verbal working memory (WM) and length of exposure to an additional language (L2). We assessed comprehension of subject- and object-questions with a character-selection task, measured verbal WM with a non-word repetition task, and quantified linguistic exposure through…
Bilingualism, working memory, and relative clause comprehension in children
Bilingualism has sometimes been associated with cognitive boosts, particularly in working memory (WM). However, it remains unclear whether such benefits extend to the comprehension of syntactically complex structures. We investigated this through a gamified character-selection task assessing comprehension of subject-relative clauses and object-relative clauses among monolingual ( n = 31) and bilingual ( n = 28) French-speaking children, as well a…
Cognitive psychology (5 works) · Comprehension (5 works) · Language Development and Disorders (5 works) · Linguistics (5 works) · Neurobiology of Language and Bilingualism (5 works) · Psychology (5 works) · Computer Science (4 works) · Artificial Intelligence (3 works) · Cognition (3 works) · Reading and Literacy Development (3 works)