Agnieszka Dynak
Biographic Data
| ID | 1692222 |
|---|---|
| NAME | Agnieszka Dynak |
| GIVEN NAMES | Agnieszka |
| FAMILY NAME | Dynak |
| SIGNATURE | DYNAK A |
| AFFILIATIONS | University of Warsaw |
| ORCID | 0000-0001-9064-2215 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Bilingual children reach early language milestones at the same age as monolingual peers
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0 – 24 months), matched on sex, age at study entry, duration of parental reporting, and parental educat…
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: Evidence from Polish-English bilinguals
Bilingual children’s total vocabulary in each of their languages is oftensmaller than that of monolinguals. In their seminal study, Bialystok et al.(2010. ‘Receptive vocabulary differences in monolingual and bilingualchildren.’ Bilingualism: Language and Cognition 13 (4): 525-531) dividedchildren’s vocabulary into ‘home’ and ‘school’ words and found nodifferences in bilinguals’ knowledge of ‘school’ words compared tomonolinguals. In Study 1, we a…
Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis d…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Separating the influences of late talking and dyslexia on brain structure
120). Brain structure was examined using voxel-based morphometry (to measure gray matter volume) and surface-based morphometry (to measure gray matter volume, cortical thickness, surface area, and curvature of the cortex). Behaviorally, late talking and dyslexia are independently connected to language and literacy skills, and late talkers have difficulties in grammar, phonological awareness, and reading accuracy. Children with dyslexia show impai…
No prominent works on this page.
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Separating the influences of late talking and dyslexia on brain structure
120). Brain structure was examined using voxel-based morphometry (to measure gray matter volume) and surface-based morphometry (to measure gray matter volume, cortical thickness, surface area, and curvature of the cortex). Behaviorally, late talking and dyslexia are independently connected to language and literacy skills, and late talkers have difficulties in grammar, phonological awareness, and reading accuracy. Children with dyslexia show impai…
Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study
What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to control for distinctive effects of reading and spelling deficits. A linear reaction times analysis d…
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: Evidence from Polish-English bilinguals
Bilingual children’s total vocabulary in each of their languages is oftensmaller than that of monolinguals. In their seminal study, Bialystok et al.(2010. ‘Receptive vocabulary differences in monolingual and bilingualchildren.’ Bilingualism: Language and Cognition 13 (4): 525-531) dividedchildren’s vocabulary into ‘home’ and ‘school’ words and found nodifferences in bilinguals’ knowledge of ‘school’ words compared tomonolinguals. In Study 1, we a…
Bilingual children reach early language milestones at the same age as monolingual peers
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0 – 24 months), matched on sex, age at study entry, duration of parental reporting, and parental educat…
Linguistics (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Reading and Literacy Development (4 works) · Language Development and Disorders (3 works) · Cognitive psychology (2 works) · Dyslexia (2 works) · Language acquisition (2 works) · Language development (2 works) · Mathematics education (2 works)