Dorota Gaskins
Biographic Data
| ID | 3531427 |
|---|---|
| NAME | Dorota Gaskins |
| GIVEN NAMES | Dorota |
| FAMILY NAME | Gaskins |
| SIGNATURE | GASKINS D |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0003-2605-8932 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Metaphor in Early Monolingual and Bilingual Development
Aims: This conceptual review of the recent literature on metaphor acquisition aims to highlight the directions for future impact-oriented work with young monolingual and bilingual children. Approach: The latest work in metaphor development is discussed in light of two main issues which need addressing through empirical research: (a) the need for longitudinal studies which can capture metaphor learning as a continuous and dynamic process, and (b) …
Metaphor comprehension in the acquisition of Arabic
Metaphors are key to how children conceptualise the world around them and how they engage socially and educationally. This study investigated metaphor comprehension in typically developing Arabic-speaking children aged 3;01-6;07. Eighty-seven children were administered a newly developed task containing 20 narrated stories and were asked to point at pictures that best illustrated the metaphoric expression. The results were examined through a mixed…
Frequency-based salience of dual meanings in conventional metaphor acquisition
This study investigates claims that metaphor acquisition is rooted in the words’ concrete meanings: to be able to use metaphors and other non-literal languages, the child needs to ‘go beyond’ meanings that are conventional and so presumably concrete (e.g., Falkum, 2022: 97). To test if metaphor-related words emerge via their concrete senses and how this reflects child-directed speech, I examined 594 hours of interactional data for three English-s…
A usage-based approach to metaphor identification and analysis in child speech
This paper presents a usage-based method for investigating metaphor acquisition in the speech of children aged two and above. The method draws on the strengths of the established tools for metaphor identification such as Metaphor Identification Procedure (MIP), and Metaphor Identification Procedure VU University Amsterdam (MIP-VU), and adapts them for coding and analysing metaphors in the corpora of naturalistic interactions between children and …
Embodiment in directive sequences
Aims: This study provides a multimodal conversation analytic account of directive sequences used in the presence of a child aged 1;8-2;4 growing up in an English-dominant environment and acquiring Polish as a heritage language. Design: The video recorded data are drawn from naturally occurring interactions, in which the child is present when one caregiver produces a directive turn (request, proposal, or suggestion) and another one carries it out …
Towards a usage-based model of early code-switching
Usage-based studies trace children’s early language back to slot-and-frame patterns which dominate spontaneous language use. We apply the Traceback method to data from three bilingual children with English as one of their languages and Polish, German, or Finnish as the other to examine what these children’s code-switching has in common and how it differs in light of the genealogical distance between the languages used. Their bilingual constructio…
A gateway to complexity
Objectives: This study investigates monolingual and code-mixed utterances in four bilingual children with different language combinations (German–English, English–Polish, Finnish–English, and French–Russian) in terms of utterance lengths (MLUs) and complexities offering a usage-based (UB) explanation based on cognitive mechanisms. Methodology: Utterances from four different child bilingual corpora were extracted and coded for individual monolingu…
A Crosslinguistic Study of Child Code-Switching within the Noun Phrase
This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children's speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children…
Input-output effects in the bilingual first language acquisition of English and Polish
This diary study looks at the acquisition of early words in two bilingual sisters (0;9–2;03.22 and 0;9–1;09.13) exposed to English and Polish from birth. It examines whether their parents’ input recorded on video can explain the proportions of different types of words learnt. Their bias for social words is explained by these words being heard in isolation; that for nouns by competitive proportions of noun types heard in the input. Contrarily, the…
Slot-and-Frame Schemas in the Language of a Polish- and English-Speaking Child
How does the bilingual child assemble her first multiword constructions? Can switch placement in bilingual combinations be explained by language usage? This study traces the emergence of frozen and semi-productive patterns throughout the diary collection period (0;10.10-2;2.00) to document the acquisition of constructions. Subsequently the focus falls on most frequently produced monolingual and bilingual combinations captured through 30 video rec…
Slot-and-Frame Schemas in the Language of a Polish- and English-Speaking Child
How does the bilingual child assemble her first multiword constructions? Can switch placement in bilingual combinations be explained by language usage? This study traces the emergence of frozen and semi-productive patterns throughout the diary collection period (0;10.10-2;2.00) to document the acquisition of constructions. Subsequently the focus falls on most frequently produced monolingual and bilingual combinations captured through 30 video rec…
A Crosslinguistic Study of Child Code-Switching within the Noun Phrase
This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children's speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children…
Slot-and-Frame Schemas in the Language of a Polish- and English-Speaking Child
How does the bilingual child assemble her first multiword constructions? Can switch placement in bilingual combinations be explained by language usage? This study traces the emergence of frozen and semi-productive patterns throughout the diary collection period (0;10.10-2;2.00) to document the acquisition of constructions. Subsequently the focus falls on most frequently produced monolingual and bilingual combinations captured through 30 video rec…
Input-output effects in the bilingual first language acquisition of English and Polish
This diary study looks at the acquisition of early words in two bilingual sisters (0;9–2;03.22 and 0;9–1;09.13) exposed to English and Polish from birth. It examines whether their parents’ input recorded on video can explain the proportions of different types of words learnt. Their bias for social words is explained by these words being heard in isolation; that for nouns by competitive proportions of noun types heard in the input. Contrarily, the…
Towards a usage-based model of early code-switching
Usage-based studies trace children’s early language back to slot-and-frame patterns which dominate spontaneous language use. We apply the Traceback method to data from three bilingual children with English as one of their languages and Polish, German, or Finnish as the other to examine what these children’s code-switching has in common and how it differs in light of the genealogical distance between the languages used. Their bilingual constructio…
A gateway to complexity
Objectives: This study investigates monolingual and code-mixed utterances in four bilingual children with different language combinations (German–English, English–Polish, Finnish–English, and French–Russian) in terms of utterance lengths (MLUs) and complexities offering a usage-based (UB) explanation based on cognitive mechanisms. Methodology: Utterances from four different child bilingual corpora were extracted and coded for individual monolingu…
A Crosslinguistic Study of Child Code-Switching within the Noun Phrase
This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children's speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children…
Embodiment in directive sequences
Aims: This study provides a multimodal conversation analytic account of directive sequences used in the presence of a child aged 1;8-2;4 growing up in an English-dominant environment and acquiring Polish as a heritage language. Design: The video recorded data are drawn from naturally occurring interactions, in which the child is present when one caregiver produces a directive turn (request, proposal, or suggestion) and another one carries it out …
A usage-based approach to metaphor identification and analysis in child speech
This paper presents a usage-based method for investigating metaphor acquisition in the speech of children aged two and above. The method draws on the strengths of the established tools for metaphor identification such as Metaphor Identification Procedure (MIP), and Metaphor Identification Procedure VU University Amsterdam (MIP-VU), and adapts them for coding and analysing metaphors in the corpora of naturalistic interactions between children and …
Metaphor comprehension in the acquisition of Arabic
Metaphors are key to how children conceptualise the world around them and how they engage socially and educationally. This study investigated metaphor comprehension in typically developing Arabic-speaking children aged 3;01-6;07. Eighty-seven children were administered a newly developed task containing 20 narrated stories and were asked to point at pictures that best illustrated the metaphoric expression. The results were examined through a mixed…
Frequency-based salience of dual meanings in conventional metaphor acquisition
This study investigates claims that metaphor acquisition is rooted in the words’ concrete meanings: to be able to use metaphors and other non-literal languages, the child needs to ‘go beyond’ meanings that are conventional and so presumably concrete (e.g., Falkum, 2022: 97). To test if metaphor-related words emerge via their concrete senses and how this reflects child-directed speech, I examined 594 hours of interactional data for three English-s…
Metaphor in Early Monolingual and Bilingual Development
Aims: This conceptual review of the recent literature on metaphor acquisition aims to highlight the directions for future impact-oriented work with young monolingual and bilingual children. Approach: The latest work in metaphor development is discussed in light of two main issues which need addressing through empirical research: (a) the need for longitudinal studies which can capture metaphor learning as a continuous and dynamic process, and (b) …
Linguistics (9 works) · Psychology (8 works) · Computer Science (7 works) · Artificial Intelligence (6 works) · Language Development and Disorders (5 works) · Language, Metaphor, and Cognition (5 works) · Cognitive psychology (4 works) · Metaphor (4 works) · Natural language processing (4 works) · Code-switching (3 works)