Jayme Verhagen
Biographic Data
| ID | 255293 |
|---|---|
| NAME | Jayme Verhagen |
| GIVEN NAMES | Jayme |
| FAMILY NAME | Verhagen |
| SIGNATURE | VERHAGEN J |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0002-6662-1657 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 62 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Peer interactions of multilingual toddlers in early childhood education and care in the Netherlands: An exploratory observation-based social network study
Peer interactions in early childhood education and care (ECEC) contribute to young children’s development. Earlier studies show that children’s linguistic resources might relate to how much they interact with peers, and with whom they interact. However, it is unclear to what extent interaction preferences are shaped by young children’s language background, language proficiency, and communicative competence. In this exploratory study, we tried to …
Quantifying multilingual children’s language exposure through parental report: More information is not always better
How much information do we need when estimating multilingual children’s relative language exposure? In the current study, we compared three different estimates at varying levels of detail: (i) global estimates per language, (ii) the average of per-speaker estimates, weighted for the time the child spends with each speaker, and (iii) estimates obtained using the Experience Sampling Method, which consisted of five surveys a day across 7 days. Data …
Multilingual children’s play in Dutch toddler groups: Video observation of their play complexity and social interactions during play
Metalinguistic awareness in adult emergent readers. A scoping literature review of empirical studies
Metalinguistic awareness (MLA) refers to the ability to reflect on formal aspects of language. MLA typically begins to develop at a young age, likely through an interplay of cognitive maturation, L1 acquisition, and literacy acquisition. Adult emergent readers, however, improve literacy skills in adulthood, which has implications for MLA development. This scoping review investigated what metalinguistic abilities adult emergent readers possess and…
Children’s reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure
This study explored monolingual and multilingual two- to five-year-olds’ reliance on a non-verbal and a verbal cue during word-referent mapping, in relation to vocabulary knowledge and, for the multilinguals, Dutch language exposure. Ninety monolingual and sixty-seven multilingual children performed a referential conflict experiment that pitted a non-verbal (pointing) cue and a verbal (mutual exclusivity) cue. Mixed-effect regressions showed no m…
Discourse strategies in multilingual families: A qualitative analysis of interviews with parents in the Netherlands
Background: Earlier studies have shown that parents may adopt various discourse strategies in response to children’s language mixing, which vary in the extent to which they encourage their child to speak a certain language. Specifically, when the child switches to another language during a conversation, parents may pretend not to understand the child, encourage the child to speak the original language of the conversation, or codeswitch to the oth…
How do parents think about multilingual upbringing? Comparing Opol parents and parents who mix languages
Parents who raise their children multilingually use various strategies to do so. Folk wisdom has it that the one-parent-one-language (OPOL) approach is the gold standard. However, there is no convincing evidence that OPOL is more beneficial for children’s language outcomes than strategies in which parents mix languages. This study explored potential differences between the beliefs and experiences of parents who used OPOL and parents who mixed lan…
Effects of Input Consistency on Children's Cross-Situational Statistical Learning of Words and Morphophonological Rules
Children learn linguistic structures from the input they receive. Their learning may depend on several factors such as children's sensitivity to structure in the input, prior language experience, and the consistency of linguistic structures in the input. In this study, we investigated how inconsistent input (i.e., substitution errors) in an artificial language affects 7 to 11-year-old Dutch-speaking children's learning of words and rules. Using a…
The role of existing language knowledge in bilingual and multilingual toddlers’ repetition of cross-linguistic and language-specific nonwords
Previous studies have shown that bilingual children typically score more poorly on nonword repetition (NWR) tasks than monolingual peers, which has been attributed to bilinguals’ lower proficiency in the language that the NWR task is based on. To enable fairer assessments of bilingual children, Cross-Linguistic NWR tasks (CL-NWR tasks) have been developed that are based on the linguistic properties of many languages. The aim of this study is to i…
The Netherlands Urban Field Station: Taaldiversiteit inzetten voor gelijkere kansen
we wel genoeg om die talige rijkdom op waarde te schatten
The Netherlands Urban Field Station: How language diversity promotes equality of opportunity
Preview this article: The Netherlands Urban Field Station, Page 1 of 1 /docserver/preview/fulltext/avt.00093.van-1.gif
Determinants of early lexical acquisition: Effects of word- and child-level factors on Dutch children's acquisition of words
Previous research on the effects of word-level factors on lexical acquisition has shown that frequency and concreteness are most important. Here, we investigate CDI data from 1,030 Dutch children, collected with the short form of the Dutch CDI, to address (i) how word-level factors predict lexical acquisition, once child-level factors are controlled, (ii) whether effects of these word-level factors vary with word class and age, and (iii) whether …
The effects of foreign language programmes in early childhood education and care: A systematic review
Multilingual Children's Motivations to Code-Switch: A Qualitative Analysis of Code-Switching in Dutch-English Bilingual Daycares
This paper investigates code-switching in young multilingual children through a qualitative analysis. Our aim was to examine which types of code-switches occur and to categorize these in terms of children's motivations for code-switching. Data were collected from 70 children aged two to three years who attended Dutch-English daycare in the Netherlands where teachers adopted a one-teacher-one-language approach. We observed seven types of code-swit…
A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children ( N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the ro…
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates ch…
Effects of bilingualism on statistical learning in preschoolers
Earlier work indicates that bilingualism may positively affect statistical learning, but leaves open whether a bilingual benefit is (1) found during learning rather than in a post-hoc test following a learning phase and (2) explained by enhanced verbal short-term memory skill in the bilinguals. Forty-one bilingual and 56 monolingual preschoolers completed a serial reaction time task and a nonword repetition task (NWR). Linear mixed-effect regress…
Social Robots for Language Learning: A Review
In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current poss…
Reciprocal relationships between nonword repetition and vocabulary during the preschool years
The aim of this longitudinal study is to evaluate 3 views on the relationship between nonword repetition and vocabulary: (i) the storage-based view that considers nonword repetition, a measure of phonological storage, as the driving force behind vocabulary development, (ii) the lexical restructuring view that considers improvements in nonword repetition as the result of vocabulary growth, and (iii) the "combined" view that assumes that both stora…
Guidelines for Designing Social Robots as Second Language Tutors
Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds' Nonword Repetition
This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the study is to investigate whether NWR, as a task of phonological storage, assesses the quality of phonolog…
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable variation in process quality. The study employed a multi-method approach and extended the existing …
Phonological Memory and the Acquisition of Grammar in Child L2 Learners
Previous studies show that second language (L2) learners with large phonological me-mory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory relates to specific L2 grammar skills, after controlling for L2 vocabulary, and using different phonolog…
The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children
Whether bilingual children outperform monolingual children on visuospatial and verbal working memory tests was investigated. In addition, relations among bilingual proficiency, language use at home, and working memory were explored. The bilingual Turkish-Dutch children (n=68) in this study were raised in families with lower socioeconomic status (SES) and had smaller Dutch vocabularies than Dutch monolingual controls (n=52). Having these character…
Asymmetries in the acquisition of subject–verb agreement in Dutch: Evidence from comprehension and production
Across languages, children do not comprehend 3SG/3PL subject–verb agreement before age five, despite early mastery in spontaneous speech. This study investigates subject–verb agreement in a language hitherto not studied in this respect, namely Dutch. The authors examine if (1) Dutch two- and three-year-olds comprehend subject–verb agreement and (2) a comprehension–production asymmetry still exists if task materials are kept constant across domain…
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable variation in process quality. The study employed a multi-method approach and extended the existing …
Guidelines for Designing Social Robots as Second Language Tutors
Given claims about new topics. How Romance and Germanic speakers link changed and maintained information in narrative discourse
How do parents think about multilingual upbringing? Comparing Opol parents and parents who mix languages
Parents who raise their children multilingually use various strategies to do so. Folk wisdom has it that the one-parent-one-language (OPOL) approach is the gold standard. However, there is no convincing evidence that OPOL is more beneficial for children’s language outcomes than strategies in which parents mix languages. This study explored potential differences between the beliefs and experiences of parents who used OPOL and parents who mixed lan…
Phonological Memory and the Acquisition of Grammar in Child L2 Learners
Previous studies show that second language (L2) learners with large phonological me-mory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory relates to specific L2 grammar skills, after controlling for L2 vocabulary, and using different phonolog…
Multilingual Children's Motivations to Code-Switch: A Qualitative Analysis of Code-Switching in Dutch-English Bilingual Daycares
This paper investigates code-switching in young multilingual children through a qualitative analysis. Our aim was to examine which types of code-switches occur and to categorize these in terms of children's motivations for code-switching. Data were collected from 70 children aged two to three years who attended Dutch-English daycare in the Netherlands where teachers adopted a one-teacher-one-language approach. We observed seven types of code-swit…
Reciprocal relationships between nonword repetition and vocabulary during the preschool years
The aim of this longitudinal study is to evaluate 3 views on the relationship between nonword repetition and vocabulary: (i) the storage-based view that considers nonword repetition, a measure of phonological storage, as the driving force behind vocabulary development, (ii) the lexical restructuring view that considers improvements in nonword repetition as the result of vocabulary growth, and (iii) the "combined" view that assumes that both stora…
Differences or fundamental differences
In his paper, Meisel discusses the differences between (bilingual) L1 ((2)L1), child L2 (cL2), and adult L2 (aL2) acquisition. He claims that both types of L2 acquisition are fundamentally different from (monolingual as well as bilingual) L1 acquisition. He argues that these fundamental differences are due to neuronal maturation and that they concern in particular the acquisition of morphosyntax. Meisel presents both neurological and linguistic e…
Given claims about new topics. How Romance and Germanic speakers link changed and maintained information in narrative discourse
The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children
Whether bilingual children outperform monolingual children on visuospatial and verbal working memory tests was investigated. In addition, relations among bilingual proficiency, language use at home, and working memory were explored. The bilingual Turkish-Dutch children (n=68) in this study were raised in families with lower socioeconomic status (SES) and had smaller Dutch vocabularies than Dutch monolingual controls (n=52). Having these character…
Asymmetries in the acquisition of subject–verb agreement in Dutch: Evidence from comprehension and production
Across languages, children do not comprehend 3SG/3PL subject–verb agreement before age five, despite early mastery in spontaneous speech. This study investigates subject–verb agreement in a language hitherto not studied in this respect, namely Dutch. The authors examine if (1) Dutch two- and three-year-olds comprehend subject–verb agreement and (2) a comprehension–production asymmetry still exists if task materials are kept constant across domain…
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
The relationship between structural quality and process quality in early childhood education and care (ECEC) has been addressed in several studies. However, the findings are not conclusive. The present study was conducted in the Netherlands, which has a strongly regulated mid-quality ECEC system regarding structural aspects, with still considerable variation in process quality. The study employed a multi-method approach and extended the existing …
Phonological Memory and the Acquisition of Grammar in Child L2 Learners
Previous studies show that second language (L2) learners with large phonological me-mory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory relates to specific L2 grammar skills, after controlling for L2 vocabulary, and using different phonolog…
Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds' Nonword Repetition
This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the study is to investigate whether NWR, as a task of phonological storage, assesses the quality of phonolog…
Guidelines for Designing Social Robots as Second Language Tutors
Social Robots for Language Learning: A Review
In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current poss…
Reciprocal relationships between nonword repetition and vocabulary during the preschool years
The aim of this longitudinal study is to evaluate 3 views on the relationship between nonword repetition and vocabulary: (i) the storage-based view that considers nonword repetition, a measure of phonological storage, as the driving force behind vocabulary development, (ii) the lexical restructuring view that considers improvements in nonword repetition as the result of vocabulary growth, and (iii) the "combined" view that assumes that both stora…
A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children ( N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the ro…
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates ch…
Effects of bilingualism on statistical learning in preschoolers
Earlier work indicates that bilingualism may positively affect statistical learning, but leaves open whether a bilingual benefit is (1) found during learning rather than in a post-hoc test following a learning phase and (2) explained by enhanced verbal short-term memory skill in the bilinguals. Forty-one bilingual and 56 monolingual preschoolers completed a serial reaction time task and a nonword repetition task (NWR). Linear mixed-effect regress…
Determinants of early lexical acquisition: Effects of word- and child-level factors on Dutch children's acquisition of words
Previous research on the effects of word-level factors on lexical acquisition has shown that frequency and concreteness are most important. Here, we investigate CDI data from 1,030 Dutch children, collected with the short form of the Dutch CDI, to address (i) how word-level factors predict lexical acquisition, once child-level factors are controlled, (ii) whether effects of these word-level factors vary with word class and age, and (iii) whether …
The effects of foreign language programmes in early childhood education and care: A systematic review
Multilingual Children's Motivations to Code-Switch: A Qualitative Analysis of Code-Switching in Dutch-English Bilingual Daycares
This paper investigates code-switching in young multilingual children through a qualitative analysis. Our aim was to examine which types of code-switches occur and to categorize these in terms of children's motivations for code-switching. Data were collected from 70 children aged two to three years who attended Dutch-English daycare in the Netherlands where teachers adopted a one-teacher-one-language approach. We observed seven types of code-swit…
The role of existing language knowledge in bilingual and multilingual toddlers’ repetition of cross-linguistic and language-specific nonwords
Previous studies have shown that bilingual children typically score more poorly on nonword repetition (NWR) tasks than monolingual peers, which has been attributed to bilinguals’ lower proficiency in the language that the NWR task is based on. To enable fairer assessments of bilingual children, Cross-Linguistic NWR tasks (CL-NWR tasks) have been developed that are based on the linguistic properties of many languages. The aim of this study is to i…
The Netherlands Urban Field Station: Taaldiversiteit inzetten voor gelijkere kansen
we wel genoeg om die talige rijkdom op waarde te schatten
The Netherlands Urban Field Station: How language diversity promotes equality of opportunity
Preview this article: The Netherlands Urban Field Station, Page 1 of 1 /docserver/preview/fulltext/avt.00093.van-1.gif
Metalinguistic awareness in adult emergent readers. A scoping literature review of empirical studies
Metalinguistic awareness (MLA) refers to the ability to reflect on formal aspects of language. MLA typically begins to develop at a young age, likely through an interplay of cognitive maturation, L1 acquisition, and literacy acquisition. Adult emergent readers, however, improve literacy skills in adulthood, which has implications for MLA development. This scoping review investigated what metalinguistic abilities adult emergent readers possess and…
Children’s reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure
This study explored monolingual and multilingual two- to five-year-olds’ reliance on a non-verbal and a verbal cue during word-referent mapping, in relation to vocabulary knowledge and, for the multilinguals, Dutch language exposure. Ninety monolingual and sixty-seven multilingual children performed a referential conflict experiment that pitted a non-verbal (pointing) cue and a verbal (mutual exclusivity) cue. Mixed-effect regressions showed no m…
Discourse strategies in multilingual families: A qualitative analysis of interviews with parents in the Netherlands
Background: Earlier studies have shown that parents may adopt various discourse strategies in response to children’s language mixing, which vary in the extent to which they encourage their child to speak a certain language. Specifically, when the child switches to another language during a conversation, parents may pretend not to understand the child, encourage the child to speak the original language of the conversation, or codeswitch to the oth…
How do parents think about multilingual upbringing? Comparing Opol parents and parents who mix languages
Parents who raise their children multilingually use various strategies to do so. Folk wisdom has it that the one-parent-one-language (OPOL) approach is the gold standard. However, there is no convincing evidence that OPOL is more beneficial for children’s language outcomes than strategies in which parents mix languages. This study explored potential differences between the beliefs and experiences of parents who used OPOL and parents who mixed lan…
Effects of Input Consistency on Children's Cross-Situational Statistical Learning of Words and Morphophonological Rules
Children learn linguistic structures from the input they receive. Their learning may depend on several factors such as children's sensitivity to structure in the input, prior language experience, and the consistency of linguistic structures in the input. In this study, we investigated how inconsistent input (i.e., substitution errors) in an artificial language affects 7 to 11-year-old Dutch-speaking children's learning of words and rules. Using a…
Peer interactions of multilingual toddlers in early childhood education and care in the Netherlands: An exploratory observation-based social network study
Peer interactions in early childhood education and care (ECEC) contribute to young children’s development. Earlier studies show that children’s linguistic resources might relate to how much they interact with peers, and with whom they interact. However, it is unclear to what extent interaction preferences are shaped by young children’s language background, language proficiency, and communicative competence. In this exploratory study, we tried to …
Linguistics (18 works) · Psychology (18 works) · Language Development and Disorders (16 works) · Computer Science (11 works) · Reading and Literacy Development (11 works) · Vocabulary (10 works) · Cognitive psychology (9 works) · Developmental psychology (8 works) · Neurobiology of Language and Bilingualism (8 works) · Neuroscience of multilingualism (7 works)