Robin Klaus Segerer
Biographic Data
| ID | 3531368 |
|---|---|
| NAME | Robin Klaus Segerer |
| GIVEN NAMES | Robin Klaus |
| FAMILY NAME | Segerer |
| SIGNATURE | SEGERER R K |
| AFFILIATIONS | University of Basel |
| ORCID | 0000-0002-9044-3985 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
How to juggle languages
This study investigates how dual language learning preschooler’s code-switching relates to their linguistic and cognitive strengths and challenges. Utilizing a cross-sectional approach, we examined preschool-aged children in Switzerland and Germany acquiring a societal language (German or French) together with a heritage language (Italian or Turkish). We hypothesized that age-related maturation in verbal short-term memory, alongside language abil…
A Cross-Language Investigation of Stimulus- and Person-Level Characteristics That Determine Phonemic Processing in Monolingual French- and German-Speaking Preschoolers
Phonemic processing is largely influenced by how stimulus-specific characteristics of a language are computed, but person-level variables represent important moderators as well. The current study investigates how such characteristics, in parallel, affect receptive-level phonemic processing across the preschool age, and whether these effects are comparable across different languages. Using a child-friendly 'odd-man-out' discrimination task, we exa…
Language proficiency predictors of code-switching behavior in dual-language-learning children
Code-switching, switching between different languages within the same conversation, is a prominent feature in bilingual communication. This study aimed to elucidate to what extent the linguistic abilities and age of dual-language-learning preschoolers influence the frequency and purposes of code-switching ( compensatory , to bridge linguistic gaps; preferential , to express content as fluently as possible; pragmatic , to phrase something appropri…
Parental Acculturation Attitudes
The goal of the present study was to investigate the relationship between parental acculturation attitudes and second language (L2) skills and acquisition in immigrant children and to identify the mechanisms that potentially mediate between parental acculturation attitudes and children’s L2 skills and acquisition. Our longitudinal study is based on a sample of 252 children with German as L2 (age t1: M = 41 months; t2: M = 57 months) and their par…
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a…
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Parental Acculturation Attitudes
The goal of the present study was to investigate the relationship between parental acculturation attitudes and second language (L2) skills and acquisition in immigrant children and to identify the mechanisms that potentially mediate between parental acculturation attitudes and children’s L2 skills and acquisition. Our longitudinal study is based on a sample of 252 children with German as L2 (age t1: M = 41 months; t2: M = 57 months) and their par…
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a…
Language proficiency predictors of code-switching behavior in dual-language-learning children
Code-switching, switching between different languages within the same conversation, is a prominent feature in bilingual communication. This study aimed to elucidate to what extent the linguistic abilities and age of dual-language-learning preschoolers influence the frequency and purposes of code-switching ( compensatory , to bridge linguistic gaps; preferential , to express content as fluently as possible; pragmatic , to phrase something appropri…
How to juggle languages
This study investigates how dual language learning preschooler’s code-switching relates to their linguistic and cognitive strengths and challenges. Utilizing a cross-sectional approach, we examined preschool-aged children in Switzerland and Germany acquiring a societal language (German or French) together with a heritage language (Italian or Turkish). We hypothesized that age-related maturation in verbal short-term memory, alongside language abil…
A Cross-Language Investigation of Stimulus- and Person-Level Characteristics That Determine Phonemic Processing in Monolingual French- and German-Speaking Preschoolers
Phonemic processing is largely influenced by how stimulus-specific characteristics of a language are computed, but person-level variables represent important moderators as well. The current study investigates how such characteristics, in parallel, affect receptive-level phonemic processing across the preschool age, and whether these effects are comparable across different languages. Using a child-friendly 'odd-man-out' discrimination task, we exa…
Linguistics (4 works) · Psychology (4 works) · German (3 works) · Language Development and Disorders (3 works) · Reading and Literacy Development (3 works) · Code-switching (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Multilingual Education and Policy (2 works) · Parental Involvement in Education (2 works)