Ora Oudgenoeg-Paz
Biographic Data
| ID | 3531204 |
|---|---|
| NAME | Ora Oudgenoeg-Paz |
| GIVEN NAMES | Ora |
| FAMILY NAME | Oudgenoeg-Paz |
| SIGNATURE | OUDGENOEG-PAZ O |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-4271-7504 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
To mix or not to mix? The relation between parental language mixing and bilingual children’s language outcomes
Language mixing is a common phenomenon in the language input of bilingual children. However, the relation between the frequency of parental language mixing and children’s language development remains unclear. The present study investigates the relation between language mixing as observed in daylong audio recordings (LENA) and as reported by parents in the questionnaire for Quantifying Bilingual Experience (Q-BEx) and children’s language outcomes …
Language mixing in young multilingual children and its correlates
We reviewed studies on social, linguistic and cognitive factors and language mixing. • The social context plays an important role in children’s language mixing. • Children mix more in their less proficient and non-dominant language. • Studies on cognitive factors are scarce and inconclusive. • Research can benefit from a greater focus on interrelations between various factors. Globally, numerous children are raised in multilingual environments, m…
Fathers’ beliefs about infant motor development
Parents’ daily practices can affect infant motor development and reflect specific culturally-influenced beliefs. We examined fathers’ beliefs about their role in shaping infant motor development and related advice-seeking behaviors in the United States (US), the Netherlands (NL), and Israel (IL). Beliefs of 89 US, 50 NL, and 85 IL fathers of 1.1- to 8.9-month-old infants were assessed using closed- and open-ended survey questions. Results reveale…
Analysis of Content About Infant Development From Formal Parent Education Sources in Different World Regions
This study evaluated information shared with parents about infant development through formal sources in five countries and international organizations (i.e., regions). Consistent findings among regions were: (1) Tendency to format information as developmental milestones; (2) Sharing primarily information about motor development, but most often repeating recommendations for advancing language development; (3) Variability in specific information sh…
Object exploration is facilitated by the physical and social environment in center-based child care
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social, and parallel). Participants were 61 children…
Comparing Different Methods That Measure Bilingual Children's Language Environment
The quantity of language input is a relevant predictor of children's language development and is frequently used as a variable in child bilingualism research. Studies use various methods to measure bilingual language input quantity, but it is currently unknown what the optimal method is. We investigated the bilingual language input estimates of 31 Turkish-Dutch and 21 Polish-Dutch 3- to 5-year-old bilingual children, obtained via the questionnair…
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
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…
Social Robots for Language Learning
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…
Cross-cultural differences in parental beliefs about infant motor development
The present study explored cultural differences in parental beliefs about motor development across 2 Western cultures: Israel and the Netherlands. Can 2 cultural models be distinguished regarding infant motor development in Israel and the Netherlands or are parental beliefs about motor development similar across these cultures? Using a questionnaire containing closed and open questions, beliefs of 206 Israeli and 198 Dutch parents of first-born c…
Guidelines for Designing Social Robots as Second Language Tutors
Young children’s exploration of the indoor playroom space in center-based childcare
Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language
The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and language at later ages. However, evidence linking these milestones with the development of spatial langua…
Guidelines for Designing Social Robots as Second Language Tutors
Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language
The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and language at later ages. However, evidence linking these milestones with the development of spatial langua…
Comparing Different Methods That Measure Bilingual Children's Language Environment
The quantity of language input is a relevant predictor of children's language development and is frequently used as a variable in child bilingualism research. Studies use various methods to measure bilingual language input quantity, but it is currently unknown what the optimal method is. We investigated the bilingual language input estimates of 31 Turkish-Dutch and 21 Polish-Dutch 3- to 5-year-old bilingual children, obtained via the questionnair…
Cross-cultural differences in parental beliefs about infant motor development
The present study explored cultural differences in parental beliefs about motor development across 2 Western cultures: Israel and the Netherlands. Can 2 cultural models be distinguished regarding infant motor development in Israel and the Netherlands or are parental beliefs about motor development similar across these cultures? Using a questionnaire containing closed and open questions, beliefs of 206 Israeli and 198 Dutch parents of first-born c…
Young children’s exploration of the indoor playroom space in center-based childcare
Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language
The embodied-cognition approach views cognition and language as grounded in daily sensorimotor child-environment interactions. Therefore, the attainment of motor milestones is expected to play a role in cognitive-linguistic development. Early attainment of unsupported sitting and independent walking indeed predict better spatial cognition and language at later ages. However, evidence linking these milestones with the development of spatial langua…
Young children’s exploration of the indoor playroom space in center-based childcare
Cross-cultural differences in parental beliefs about infant motor development
The present study explored cultural differences in parental beliefs about motor development across 2 Western cultures: Israel and the Netherlands. Can 2 cultural models be distinguished regarding infant motor development in Israel and the Netherlands or are parental beliefs about motor development similar across these cultures? Using a questionnaire containing closed and open questions, beliefs of 206 Israeli and 198 Dutch parents of first-born c…
Guidelines for Designing Social Robots as Second Language Tutors
Social Robots for Language Learning
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…
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
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…
Comparing Different Methods That Measure Bilingual Children's Language Environment
The quantity of language input is a relevant predictor of children's language development and is frequently used as a variable in child bilingualism research. Studies use various methods to measure bilingual language input quantity, but it is currently unknown what the optimal method is. We investigated the bilingual language input estimates of 31 Turkish-Dutch and 21 Polish-Dutch 3- to 5-year-old bilingual children, obtained via the questionnair…
Fathers’ beliefs about infant motor development
Parents’ daily practices can affect infant motor development and reflect specific culturally-influenced beliefs. We examined fathers’ beliefs about their role in shaping infant motor development and related advice-seeking behaviors in the United States (US), the Netherlands (NL), and Israel (IL). Beliefs of 89 US, 50 NL, and 85 IL fathers of 1.1- to 8.9-month-old infants were assessed using closed- and open-ended survey questions. Results reveale…
Analysis of Content About Infant Development From Formal Parent Education Sources in Different World Regions
This study evaluated information shared with parents about infant development through formal sources in five countries and international organizations (i.e., regions). Consistent findings among regions were: (1) Tendency to format information as developmental milestones; (2) Sharing primarily information about motor development, but most often repeating recommendations for advancing language development; (3) Variability in specific information sh…
Object exploration is facilitated by the physical and social environment in center-based child care
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social, and parallel). Participants were 61 children…
To mix or not to mix? The relation between parental language mixing and bilingual children’s language outcomes
Language mixing is a common phenomenon in the language input of bilingual children. However, the relation between the frequency of parental language mixing and children’s language development remains unclear. The present study investigates the relation between language mixing as observed in daylong audio recordings (LENA) and as reported by parents in the questionnaire for Quantifying Bilingual Experience (Q-BEx) and children’s language outcomes …
Language mixing in young multilingual children and its correlates
We reviewed studies on social, linguistic and cognitive factors and language mixing. • The social context plays an important role in children’s language mixing. • Children mix more in their less proficient and non-dominant language. • Studies on cognitive factors are scarce and inconclusive. • Research can benefit from a greater focus on interrelations between various factors. Globally, numerous children are raised in multilingual environments, m…
Psychology (10 works) · Computer Science (7 works) · Developmental psychology (7 works) · Language Development and Disorders (6 works) · Linguistics (6 works) · Child and Animal Learning Development (5 works) · Child development (4 works) · Social Robot Interaction and HRI (4 works) · Sociology (4 works) · Artificial Intelligence (3 works)