Elisabet Service
Biographic Data
| ID | 3844014 |
|---|---|
| NAME | Elisabet Service |
| GIVEN NAMES | Elisabet |
| FAMILY NAME | Service |
| SIGNATURE | SERVICE E |
| AFFILIATIONS | McMaster University |
| ORCID | 0000-0002-7698-1189 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI)
The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD
Adults' and 8-Year-Olds' Learning in a Foreign Word Repetition Task
Although the significance of age in second language acquisition is one of the most hotly debated issues in the field, very few studies have directly addressed age differences in the language learning process. The present study investigated learning in a foreign-word repetition task. Young Finnish adults and 8-year-olds repeated back Korean words. Some words occurred once whereas others occurred five times. After the session, a surprise old/new re…
Working Memory in Second Language Acquisition
It is a common intuition that learning language is easier for some individuals than others. Empirical evidence from naturalistic and classroom learning contexts confirms that there is great variation in second language (L2) learning outcomes in both children and adults. Furthermore, such individual differences appear somewhat independent of general cognitive abilities. Individual personality and motivation as well as many environmental factors, s…
Children's performance on pseudoword repetition depends on auditory trace quality
This study explored the relation between phonological short-term memory and auditory-sensory processing in 7-9-year-old children. Twenty-four participants performed a pseudoword repetition test. The mismatch-negativity (MMN) component of auditory event-related brain potentials was obtained from 9 participants with the highest and 9 participants with the lowest scores on the test. The MMN indexes short-term auditory-sensory memory, including audit…
Phonological short-term memory and new word learning in children
Phonology, Working Memory, and Foreign-language Learning
Three tasks were used to predict English learning by Finnish children over a three-year period. In the pseudoword repetition task the pupils had to repeat aloud tape-recorded pseudowords sounding like Finnish or English. In the pseudoword copying task the pupils saw strings of letters resembling Finnish or English words and copied them when they had disappeared from view. When comparing syntactic-semantic structures, the pupils had to find the sy…
Phonological short-term memory and new word learning in children
Adults' and 8-Year-Olds' Learning in a Foreign Word Repetition Task
Although the significance of age in second language acquisition is one of the most hotly debated issues in the field, very few studies have directly addressed age differences in the language learning process. The present study investigated learning in a foreign-word repetition task. Young Finnish adults and 8-year-olds repeated back Korean words. Some words occurred once whereas others occurred five times. After the session, a surprise old/new re…
Phonology, Working Memory, and Foreign-language Learning
Three tasks were used to predict English learning by Finnish children over a three-year period. In the pseudoword repetition task the pupils had to repeat aloud tape-recorded pseudowords sounding like Finnish or English. In the pseudoword copying task the pupils saw strings of letters resembling Finnish or English words and copied them when they had disappeared from view. When comparing syntactic-semantic structures, the pupils had to find the sy…
Phonological short-term memory and new word learning in children
Children's performance on pseudoword repetition depends on auditory trace quality
This study explored the relation between phonological short-term memory and auditory-sensory processing in 7-9-year-old children. Twenty-four participants performed a pseudoword repetition test. The mismatch-negativity (MMN) component of auditory event-related brain potentials was obtained from 9 participants with the highest and 9 participants with the lowest scores on the test. The MMN indexes short-term auditory-sensory memory, including audit…
Working Memory in Second Language Acquisition
It is a common intuition that learning language is easier for some individuals than others. Empirical evidence from naturalistic and classroom learning contexts confirms that there is great variation in second language (L2) learning outcomes in both children and adults. Furthermore, such individual differences appear somewhat independent of general cognitive abilities. Individual personality and motivation as well as many environmental factors, s…
Adults' and 8-Year-Olds' Learning in a Foreign Word Repetition Task
Although the significance of age in second language acquisition is one of the most hotly debated issues in the field, very few studies have directly addressed age differences in the language learning process. The present study investigated learning in a foreign-word repetition task. Young Finnish adults and 8-year-olds repeated back Korean words. Some words occurred once whereas others occurred five times. After the session, a surprise old/new re…
Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI)
The project aims to increase our understanding of the multiple interactive risk and protective factors that affect the developing heterogeneous cognitive and behavioral profile of DLD, including factors affecting literacy development. This accumulated knowledge will form a heuristic basis for the development of new interventions targeting linguistic and non-linguistic aspects of DLD
Psychology (6 works) · Reading and Literacy Development (6 works) · Cognition (5 works) · Linguistics (5 works) · Cognitive psychology (4 works) · Language Development and Disorders (4 works) · Developmental psychology (3 works) · Neurobiology of Language and Bilingualism (3 works) · Phonology (3 works) · Computer Science (2 works)