Katrin Lindner
Biographic Data
| ID | 3851455 |
|---|---|
| NAME | Katrin Lindner |
| GIVEN NAMES | Katrin |
| FAMILY NAME | Lindner |
| SIGNATURE | LINDNER K |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Cognitive skills differentially influence narrative macrostructure in bilinguals’ L1 and L2
This study explored cognitive effects on narrative macrostructure in both languages of 38 Russian-German bilinguals aged 4;6 to 5;1‚ while controlling for demographic factors (sex, socioeconomic status) and language proficiency. Macrostructure was operationalised as story structure (SS) and story complexity (SC) using the Multilingual Assessment Instrument for Narratives. Nonverbal cognitive subtasks assessing shifting (Figure Ground), visual mem…
Russian–German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation
In error analyses using sentence repetition data, most authors focus on word types of omissions. The current study considers serial order in omission patterns independent of functional categories. Data was collected from Russian and German sentence repetition tasks performed by 53 five-year-old bilingual children. Number and positions of word omissions were analyzed. Serial order effects were found in both languages: medial errors made up the lar…
Space, language, and cognition: New advances in acquisition research
In this introductory chapter to the present special issue about “Space, language and cognition: developmental perspectives”, we introduce some of the main questions that are currently debated concerning the relationships between cognitive and linguistic representations in the domain of space. This collection of papers addresses these questions by bringing together contributions from different disciplines, theoretical perspectives, and methodologi…
Introduction: Concepts of development, learning, and acquisition
Learning', in a very broad sense of cognitive psychology, is defined as ''a relatively permanent change in an organism's potential for responding that results from prior experience or practice'' (Gordon 1989: 6).This special issue will deal with learning in a more narrow sense, with learning in human beings and, more specifically, with language learning.Due to its association with early behaviorism, 'language learning' has long been a frowned upo…
The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment
Article The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment was published on January 10, 2003 in the journal Linguistics (volume 41, issue 2)
Finiteness and children with specific language impairment: An exploratory study
Children with specific language impairment (SLI) are well known for their difficulties in mastering the inflectional paradigms; in the case of learning German they also have problems with the appropriate verb position, in particular with the verb in second position. This paper explores the possibilities of applying a broader concept of finiteness to data from children with SLI in order to put their deficits, or rather their skills, into a wider p…
Overgeneralization Revisited: The Case of German Past Participles
‘Wir sind ja doch alte bekannte’. The use of German ja and doch als modal particles
The development of sentence interpretation strategies: The case of German children
The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment
Article The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment was published on January 10, 2003 in the journal Linguistics (volume 41, issue 2)
‘Wir sind ja doch alte bekannte’. The use of German ja and doch als modal particles
The development of sentence interpretation strategies: The case of German children
Overgeneralization Revisited: The Case of German Past Participles
Finiteness and children with specific language impairment: An exploratory study
Children with specific language impairment (SLI) are well known for their difficulties in mastering the inflectional paradigms; in the case of learning German they also have problems with the appropriate verb position, in particular with the verb in second position. This paper explores the possibilities of applying a broader concept of finiteness to data from children with SLI in order to put their deficits, or rather their skills, into a wider p…
The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment
Article The development of sentence-interpretation strategies in monolingual German-learning children with and without specific language impairment was published on January 10, 2003 in the journal Linguistics (volume 41, issue 2)
Introduction: Concepts of development, learning, and acquisition
Learning', in a very broad sense of cognitive psychology, is defined as ''a relatively permanent change in an organism's potential for responding that results from prior experience or practice'' (Gordon 1989: 6).This special issue will deal with learning in a more narrow sense, with learning in human beings and, more specifically, with language learning.Due to its association with early behaviorism, 'language learning' has long been a frowned upo…
Space, language, and cognition: New advances in acquisition research
In this introductory chapter to the present special issue about “Space, language and cognition: developmental perspectives”, we introduce some of the main questions that are currently debated concerning the relationships between cognitive and linguistic representations in the domain of space. This collection of papers addresses these questions by bringing together contributions from different disciplines, theoretical perspectives, and methodologi…
Russian–German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation
In error analyses using sentence repetition data, most authors focus on word types of omissions. The current study considers serial order in omission patterns independent of functional categories. Data was collected from Russian and German sentence repetition tasks performed by 53 five-year-old bilingual children. Number and positions of word omissions were analyzed. Serial order effects were found in both languages: medial errors made up the lar…
Cognitive skills differentially influence narrative macrostructure in bilinguals’ L1 and L2
This study explored cognitive effects on narrative macrostructure in both languages of 38 Russian-German bilinguals aged 4;6 to 5;1‚ while controlling for demographic factors (sex, socioeconomic status) and language proficiency. Macrostructure was operationalised as story structure (SS) and story complexity (SC) using the Multilingual Assessment Instrument for Narratives. Nonverbal cognitive subtasks assessing shifting (Figure Ground), visual mem…
Linguistics (9 works) · Psychology (7 works) · German (6 works) · Language Development and Disorders (6 works) · Philosophy (6 works) · Reading and Literacy Development (5 works) · Cognition (3 works) · Computer Science (3 works) · Mathematics (3 works) · Neurobiology of Language and Bilingualism (3 works)