Pauline Frizelle
Biographic Data
| ID | 1692947 |
|---|---|
| NAME | Pauline Frizelle |
| GIVEN NAMES | Pauline |
| FAMILY NAME | Frizelle |
| SIGNATURE | FRIZELLE P |
| AFFILIATIONS | University College Cork |
| ORCID | 0000-0002-9715-3788 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
How reliable is assessment of children’s sentence comprehension using a self-directed app? A comparison of supported versus independent use
This study reports on the feasibility of using the Test of Complex Syntax- Electronic (TECS-E), as a self-directed app, to measure sentence comprehension in children aged 4 to 5 1⁄2 years old; how testing apps might be adapted for effective independent use; and agreement levels between face-to-face supported computerized and independent computerized testing with this cohort. A pilot phase was completed with 4 to 4;06-year-old children, to determi…
Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
Dose form' is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings from a systematic review exploring the impact of intervention dose form on oral language outcomes (specifically morphosyntax and vocabulary learning) in …
Assessing Children's Understanding of Complex Syntax: A Comparison of Two Methods
We examined the effect of two methods of assessment-multiple-choice sentence-picture matching and an animated sentence-verification task-on typically developing children's understanding of relative clauses. A sample of children between the ages of 3 years 6 months and 4 years 11 months took part in the study (N = 103). Results indicated that (a) participants performed better on the sentence-verification than on the multiple-choice task independen…
Growth in syntactic complexity between four years and adulthood: Evidence from a narrative task
Studies examining productive syntax have used varying elicitation methods and have tended to focus on either young children or adolescents/adults, so we lack an account of syntactic development throughout middle childhood. We describe here the results of an analysis of clause complexity in narratives produced by 354 speakers aged from four years to adulthood using the Expressive, Receptive, and Recall of Narrative Instrument (ERRNI). We show that…
Assessing understanding of relative clauses: A comparison of multiple-choice comprehension versus sentence repetition
Although sentence repetition is considered a reliable measure of children's grammatical knowledge, few studies have directly compared children's sentence repetition performance with their understanding of grammatical structures. The current study aimed to compare children's performance on these two assessment measures, using a multiple-choice picture-matching sentence comprehension task and a sentence repetition task. Thirty-three typically devel…
Assessing Children's Understanding of Complex Syntax: A Comparison of Two Methods
We examined the effect of two methods of assessment-multiple-choice sentence-picture matching and an animated sentence-verification task-on typically developing children's understanding of relative clauses. A sample of children between the ages of 3 years 6 months and 4 years 11 months took part in the study (N = 103). Results indicated that (a) participants performed better on the sentence-verification than on the multiple-choice task independen…
Assessing understanding of relative clauses: A comparison of multiple-choice comprehension versus sentence repetition
Although sentence repetition is considered a reliable measure of children's grammatical knowledge, few studies have directly compared children's sentence repetition performance with their understanding of grammatical structures. The current study aimed to compare children's performance on these two assessment measures, using a multiple-choice picture-matching sentence comprehension task and a sentence repetition task. Thirty-three typically devel…
Growth in syntactic complexity between four years and adulthood: Evidence from a narrative task
Studies examining productive syntax have used varying elicitation methods and have tended to focus on either young children or adolescents/adults, so we lack an account of syntactic development throughout middle childhood. We describe here the results of an analysis of clause complexity in narratives produced by 354 speakers aged from four years to adulthood using the Expressive, Receptive, and Recall of Narrative Instrument (ERRNI). We show that…
Assessing Children's Understanding of Complex Syntax: A Comparison of Two Methods
We examined the effect of two methods of assessment-multiple-choice sentence-picture matching and an animated sentence-verification task-on typically developing children's understanding of relative clauses. A sample of children between the ages of 3 years 6 months and 4 years 11 months took part in the study (N = 103). Results indicated that (a) participants performed better on the sentence-verification than on the multiple-choice task independen…
Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
Dose form' is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings from a systematic review exploring the impact of intervention dose form on oral language outcomes (specifically morphosyntax and vocabulary learning) in …
How reliable is assessment of children’s sentence comprehension using a self-directed app? A comparison of supported versus independent use
This study reports on the feasibility of using the Test of Complex Syntax- Electronic (TECS-E), as a self-directed app, to measure sentence comprehension in children aged 4 to 5 1⁄2 years old; how testing apps might be adapted for effective independent use; and agreement levels between face-to-face supported computerized and independent computerized testing with this cohort. A pilot phase was completed with 4 to 4;06-year-old children, to determi…
Language Development and Disorders (5 works) · Psychology (5 works) · Reading and Literacy Development (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Linguistics (4 works) · Comprehension (3 works) · Developmental psychology (3 works) · Natural language processing (3 works) · Sentence (3 works)