Eleni Peristeri
Biographic Data
| ID | 2096707 |
|---|---|
| NAME | Eleni Peristeri |
| GIVEN NAMES | Eleni |
| FAMILY NAME | Peristeri |
| SIGNATURE | PERISTERI E |
| AFFILIATIONS | Aristotle University of Thessaloniki |
| ORCID | 0000-0001-9629-0193 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Ambiguous pronoun resolution in Greek-speaking preschool children
Research on the resolution of ambiguous null and overt subject pronouns in child speakers of null subject languages has found that school-aged children do not exhibit robust preference for either subject or object referents, further suggesting that the operations underlying anaphora processing are still in development and have not yet attained adult-like status even at age 11. In addition to school-aged children, sensitivity to the properties of …
Narrative Skills in Autistic and Non-Autistic Preschool Children
Background/Objectives: Narrative skills play an important role in children’s overall development from a very young age, and they are linked to social behavior, as well as several emotional and cognitive outcomes. Young autistic children often experience difficulties in their narrative skills and these difficulties may impact their social interactions. The present study reviews recent findings to detect factors influencing narrative development in…
Career counselors' attitudes about employment-related skills of individuals with autism spectrum disorders in Greece
Background Individuals with Autism Spectrum Disorder (ASD) possess a unique range of strengths and challenges that can impact their employment opportunities and their vocational outcomes. Career counselors' role in helping individuals with ASD to their transition to employment has not been fully understood. Objective The aim of the current study was threefold: (a) to explore career counselors' views and attitudes toward employability skills in tr…
Perceptions of Primary School Children About the Roles and Responsibilities of Teachers in Co-Taught Classrooms
Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students with and without special educational needs perceive teachers’ roles and responsibilities, as well as their way of learning and participa…
Task Effects on Sentence Comprehension in Children with Autism Spectrum Disorder
The present study compared two sentence-picture-matching tests in Greek, namely the Syntactic Proficiency Test and the sentence comprehension subtest of the Diagnostic Verbal Intelligence Quotient (DVIQ) battery, to assess complex sentence comprehension in 29 Greek-speaking children with autism spectrum disorder (ASD). Crucially, the DVIQ test included more foils and visual details than the Syntactic Proficiency Test. The study had three aims: (1…
Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind
This paper presents a new toolkit for assessing Theory of Mind (ToM) via performance in first and second-order false belief (FB) tasks. The toolkit includes verbal and non-verbal versions of first and second-order FB tasks; the verbal version is currently available in Greek and German. Scenarios in the toolkit are balanced for factors that may influence performance, like the reason for the FB (deception, change-of-location, unexpected content). T…
Reference maintenance in the narratives of Albanian–Greek and Russian–Greek children with Developmental Language Disorder
Although a considerable number of studies have shown D(eterminer) elements, i.e. determiners and pronominal clitics, to be particularly vulnerable to impairment in monolingual children with Developmental Language Disorder (DLD), little is known about the use of appropriate or/and grammatically correct referring expressions in the children’s narrative production. Grammars of languages that differ in the way they encode and realize their D system m…
The Multilingual Assessment Instrument for Narratives
This paper presents an overview of the adaptation of the Multilingual Assessment Instrument for Narratives in Greek, focusing on its use in Greek academic and diagnostic settings. A summary of the properties of the Greek language and the concomitant challenges these language-specific properties posed to MAIN adaptation are presented along with a summary of published studies with monolingual Greek-speaking children and bilingual children with Gree…
Theory of Mind, Executive Functions, and Syntax in Bilingual Children with Autism Spectrum Disorder
Impairments in Theory of Mind (ToM) are a core feature of Autism Spectrum Disorder (ASD). ToM may be enhanced by various factors, including bilingualism, executive functions (EF), and complex syntax. This work investigates the language-cognition interface in ASD by exploring whether ToM can be enhanced by bilingualism, whether such ToM boosts would be due to EF or syntax, and whether routes to mentalizing would differ between bilinguals and monol…
Object Clitic production in monolingual and bilingual children with Specific Language Impairment
Pronominal clitics are sensitive to both morphosyntax and discourse. Problems in clitic use could therefore stem from morphosyntactic or discourse management problems in children with SLI. Previous studies focused on 3rd person clitic use identifying morphosyntactic problems. We compare 1st with 3rd person clitic elicitation by monolingual and bilingual children with SLI to examine whether perspective-switching in the same task would affect perfo…
Pronoun ambiguity resolution in Greek
Pronoun ambiguity resolution in Greek
Theory of Mind, Executive Functions, and Syntax in Bilingual Children with Autism Spectrum Disorder
Impairments in Theory of Mind (ToM) are a core feature of Autism Spectrum Disorder (ASD). ToM may be enhanced by various factors, including bilingualism, executive functions (EF), and complex syntax. This work investigates the language-cognition interface in ASD by exploring whether ToM can be enhanced by bilingualism, whether such ToM boosts would be due to EF or syntax, and whether routes to mentalizing would differ between bilinguals and monol…
Pronoun ambiguity resolution in Greek
Object Clitic production in monolingual and bilingual children with Specific Language Impairment
Pronominal clitics are sensitive to both morphosyntax and discourse. Problems in clitic use could therefore stem from morphosyntactic or discourse management problems in children with SLI. Previous studies focused on 3rd person clitic use identifying morphosyntactic problems. We compare 1st with 3rd person clitic elicitation by monolingual and bilingual children with SLI to examine whether perspective-switching in the same task would affect perfo…
The Multilingual Assessment Instrument for Narratives
This paper presents an overview of the adaptation of the Multilingual Assessment Instrument for Narratives in Greek, focusing on its use in Greek academic and diagnostic settings. A summary of the properties of the Greek language and the concomitant challenges these language-specific properties posed to MAIN adaptation are presented along with a summary of published studies with monolingual Greek-speaking children and bilingual children with Gree…
Theory of Mind, Executive Functions, and Syntax in Bilingual Children with Autism Spectrum Disorder
Impairments in Theory of Mind (ToM) are a core feature of Autism Spectrum Disorder (ASD). ToM may be enhanced by various factors, including bilingualism, executive functions (EF), and complex syntax. This work investigates the language-cognition interface in ASD by exploring whether ToM can be enhanced by bilingualism, whether such ToM boosts would be due to EF or syntax, and whether routes to mentalizing would differ between bilinguals and monol…
Reference maintenance in the narratives of Albanian–Greek and Russian–Greek children with Developmental Language Disorder
Although a considerable number of studies have shown D(eterminer) elements, i.e. determiners and pronominal clitics, to be particularly vulnerable to impairment in monolingual children with Developmental Language Disorder (DLD), little is known about the use of appropriate or/and grammatically correct referring expressions in the children’s narrative production. Grammars of languages that differ in the way they encode and realize their D system m…
Development and validation of a task battery for verbal and non-verbal first- and second-order theory of mind
This paper presents a new toolkit for assessing Theory of Mind (ToM) via performance in first and second-order false belief (FB) tasks. The toolkit includes verbal and non-verbal versions of first and second-order FB tasks; the verbal version is currently available in Greek and German. Scenarios in the toolkit are balanced for factors that may influence performance, like the reason for the FB (deception, change-of-location, unexpected content). T…
Career counselors' attitudes about employment-related skills of individuals with autism spectrum disorders in Greece
Background Individuals with Autism Spectrum Disorder (ASD) possess a unique range of strengths and challenges that can impact their employment opportunities and their vocational outcomes. Career counselors' role in helping individuals with ASD to their transition to employment has not been fully understood. Objective The aim of the current study was threefold: (a) to explore career counselors' views and attitudes toward employability skills in tr…
Perceptions of Primary School Children About the Roles and Responsibilities of Teachers in Co-Taught Classrooms
Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students with and without special educational needs perceive teachers’ roles and responsibilities, as well as their way of learning and participa…
Task Effects on Sentence Comprehension in Children with Autism Spectrum Disorder
The present study compared two sentence-picture-matching tests in Greek, namely the Syntactic Proficiency Test and the sentence comprehension subtest of the Diagnostic Verbal Intelligence Quotient (DVIQ) battery, to assess complex sentence comprehension in 29 Greek-speaking children with autism spectrum disorder (ASD). Crucially, the DVIQ test included more foils and visual details than the Syntactic Proficiency Test. The study had three aims: (1…
Ambiguous pronoun resolution in Greek-speaking preschool children
Research on the resolution of ambiguous null and overt subject pronouns in child speakers of null subject languages has found that school-aged children do not exhibit robust preference for either subject or object referents, further suggesting that the operations underlying anaphora processing are still in development and have not yet attained adult-like status even at age 11. In addition to school-aged children, sensitivity to the properties of …
Narrative Skills in Autistic and Non-Autistic Preschool Children
Background/Objectives: Narrative skills play an important role in children’s overall development from a very young age, and they are linked to social behavior, as well as several emotional and cognitive outcomes. Young autistic children often experience difficulties in their narrative skills and these difficulties may impact their social interactions. The present study reviews recent findings to detect factors influencing narrative development in…
Language Development and Disorders (8 works) · Psychology (8 works) · Linguistics (7 works) · Autism Spectrum Disorder Research (5 works) · Autism (4 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Narrative (4 works) · Neurobiology of Language and Bilingualism (4 works) · Reading and Literacy Development (4 works)