Eeva Leinonen
Biographic Data
| ID | 3838656 |
|---|---|
| NAME | Eeva Leinonen |
| GIVEN NAMES | Eeva |
| FAMILY NAME | Leinonen |
| SIGNATURE | LEINONEN E |
| AFFILIATIONS | University of Hertfordshire |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Interrelatedness of false-belief reasoning, structural language, and pragmatic communication in typically developing 4- to 6-year-old children
This study investigated the complex relationship between false-belief (FB) understanding, structural language and pragmatic communication in typically developing children. A total of 78 Finnish children, aged from 4 to 6 years, including an equal number of boys and girls, participated in this study. In the first instance, the study explored the relationship between children’s structural language skills and their understanding in FB tasks. The chi…
Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children
Effective communication is a fundamental aspect of children’s daily living, enabling interaction with adults and peers. A rich literature suggests that communicative abilities develop with age, while little is known about cross-cultural differences and similarities. This study presents a comparison of the communicative performance of Finnish ( n = 147) and Italian ( n = 147) typically developing children, aged 4–8 years old, as assessed by the wi…
Social-pragmatic contextual comprehension in Italian preschool and school-aged children
Efficient communication requires the interplay of linguistic, cognitive and social skills, including the ability to make contextual inferences and to understand others’ intentions and emotions. The capacity to effectively use language in specific contexts (i.e., pragmatic ability) develops with age, and an assessment of this ability is important for understanding both typical and atypical development. The Pragma test was originally developed and …
The development of narrative productivity, syntactic complexity, referential cohesion and event content in four- to eight-year-old Finnish children
This study focuses on the development of narrative structure and the relationship between narrative productivity and event content. A total of 172 Finnish children aged between four and eight participated. Their picture-elicited narrations were analysed for productivity, syntactic complexity, referential cohesion and event content. Each measure showed a developmental trend. Concerning consecutive age groups, significant differences were observed …
Pragmatic Language Development in Language Impaired and Typically Developing Children
Children with Specific Language Impairment in Finnish
Children with specific language impairment (SLI) vary widely in their ability to use tense/agreement inflections depending on the type of language being acquired, a fact that current accounts of SLI have tried to explain. Finnish provides an important test case for these accounts because: (1) verbs in the first and second person permit null subjects whereas verbs in the third person do not; and (2) tense and agreement inflections are agglutinatin…
Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children
Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children This study explores the comprehension of simple ironic utterances in 210 Finnish children aged from 3 to 9 years. If the child answered the question correctly, he/she was asked to explain correct answers. The results indicated that there was large individual variation within age groups both in answers and explanations. In terms of correct answers there…
Answering Questions and Explaining Answers
This research explores, within the framework of Relevance Theory, how children's ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their …
Development of pragmatic language comprehension in Finnish-speaking children
This research explores the development of pragmatic comprehension within the framework of relevance theory. Participants were 210 typically developing Finnish children aged from 3 to 9 years. The children were asked questions targeting the pragmatic processes of reference assignment, enrichment and implicature, as proposed by relevance theory. Results indicate that increasing ability to use contextual information in comprehension is related to ag…
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
The use of context in pragmetic comprehension by specifically language-impaired and control children
The purpose of this paper is to explore how a theory of pragmatic comprehension, relevance theory (Sperber and Wilson 1995), can be used to examine contextual processing in pragmatic comprehension
What constitutes pragmatic impairment
With growing interest in pragmatic development as a component of child language acquisition, there has also been recognition that pragmatic skills may be impaired in some children. The question of criteria for diagnosis of pragmatic impairment is one which is currently being asked by researchers and other speech-language professionals. In fact, we need to ask first whether such impairment exists at all, and if it does, in what fonn. This paper re…
It takes at least two to tango
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
The use of context in pragmetic comprehension by specifically language-impaired and control children
The purpose of this paper is to explore how a theory of pragmatic comprehension, relevance theory (Sperber and Wilson 1995), can be used to examine contextual processing in pragmatic comprehension
Pragmatic Language Development in Language Impaired and Typically Developing Children
Answering Questions and Explaining Answers
This research explores, within the framework of Relevance Theory, how children's ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their …
It takes at least two to tango
What constitutes pragmatic impairment
With growing interest in pragmatic development as a component of child language acquisition, there has also been recognition that pragmatic skills may be impaired in some children. The question of criteria for diagnosis of pragmatic impairment is one which is currently being asked by researchers and other speech-language professionals. In fact, we need to ask first whether such impairment exists at all, and if it does, in what fonn. This paper re…
Use of Context in Question Answering by 3-, 4- and 5-Year-Old Children
The use of context in pragmetic comprehension by specifically language-impaired and control children
The purpose of this paper is to explore how a theory of pragmatic comprehension, relevance theory (Sperber and Wilson 1995), can be used to examine contextual processing in pragmatic comprehension
Development of pragmatic language comprehension in Finnish-speaking children
This research explores the development of pragmatic comprehension within the framework of relevance theory. Participants were 210 typically developing Finnish children aged from 3 to 9 years. The children were asked questions targeting the pragmatic processes of reference assignment, enrichment and implicature, as proposed by relevance theory. Results indicate that increasing ability to use contextual information in comprehension is related to ag…
Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children
Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children This study explores the comprehension of simple ironic utterances in 210 Finnish children aged from 3 to 9 years. If the child answered the question correctly, he/she was asked to explain correct answers. The results indicated that there was large individual variation within age groups both in answers and explanations. In terms of correct answers there…
Answering Questions and Explaining Answers
This research explores, within the framework of Relevance Theory, how children's ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their …
Children with Specific Language Impairment in Finnish
Children with specific language impairment (SLI) vary widely in their ability to use tense/agreement inflections depending on the type of language being acquired, a fact that current accounts of SLI have tried to explain. Finnish provides an important test case for these accounts because: (1) verbs in the first and second person permit null subjects whereas verbs in the third person do not; and (2) tense and agreement inflections are agglutinatin…
The development of narrative productivity, syntactic complexity, referential cohesion and event content in four- to eight-year-old Finnish children
This study focuses on the development of narrative structure and the relationship between narrative productivity and event content. A total of 172 Finnish children aged between four and eight participated. Their picture-elicited narrations were analysed for productivity, syntactic complexity, referential cohesion and event content. Each measure showed a developmental trend. Concerning consecutive age groups, significant differences were observed …
Pragmatic Language Development in Language Impaired and Typically Developing Children
Social-pragmatic contextual comprehension in Italian preschool and school-aged children
Efficient communication requires the interplay of linguistic, cognitive and social skills, including the ability to make contextual inferences and to understand others’ intentions and emotions. The capacity to effectively use language in specific contexts (i.e., pragmatic ability) develops with age, and an assessment of this ability is important for understanding both typical and atypical development. The Pragma test was originally developed and …
Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children
Effective communication is a fundamental aspect of children’s daily living, enabling interaction with adults and peers. A rich literature suggests that communicative abilities develop with age, while little is known about cross-cultural differences and similarities. This study presents a comparison of the communicative performance of Finnish ( n = 147) and Italian ( n = 147) typically developing children, aged 4–8 years old, as assessed by the wi…
Interrelatedness of false-belief reasoning, structural language, and pragmatic communication in typically developing 4- to 6-year-old children
This study investigated the complex relationship between false-belief (FB) understanding, structural language and pragmatic communication in typically developing children. A total of 78 Finnish children, aged from 4 to 6 years, including an equal number of boys and girls, participated in this study. In the first instance, the study explored the relationship between children’s structural language skills and their understanding in FB tasks. The chi…
Psychology (11 works) · Linguistics (10 works) · Language Development and Disorders (9 works) · Developmental psychology (8 works) · Computer Science (6 works) · Reading and Literacy Development (6 works) · Child and Animal Learning Development (5 works) · Comprehension (5 works) · Philosophy (5 works) · Cognitive psychology (4 works)