Karolina Muszyńska
Biographic Data
| ID | 4609660 |
|---|---|
| NAME | Karolina Muszyńska |
| GIVEN NAMES | Karolina |
| FAMILY NAME | Muszyńska |
| SIGNATURE | MUSZYŃSKA K |
| AFFILIATIONS | University of Warsaw |
| ORCID | 0000-0003-3750-0749 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Bilingual children reach early language milestones at the same age as monolingual peers
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0 – 24 months), matched on sex, age at study entry, duration of parental reporting, and parental educat…
Searching for words: Picture Naming Errors and Contributing Factors in Bilingual and Monolingual Children Aged 3–7 Years
To investigate how children organise their vocabularies, we can analysethe errors they make when unable to retrieve a word. Analysis ofnaming errors has not been sufficiently explored in the first language (L1) of bilingual children. We employed a picture naming task toinvestigate the types of errors made by 142 bilingual and 119monolingual children aged 3-7 years. Children named actions andobjects in their L1 (Polish). We categorised children’s …
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: Evidence from Polish-English bilinguals
Bilingual children’s total vocabulary in each of their languages is oftensmaller than that of monolinguals. In their seminal study, Bialystok et al.(2010. ‘Receptive vocabulary differences in monolingual and bilingualchildren.’ Bilingualism: Language and Cognition 13 (4): 525-531) dividedchildren’s vocabulary into ‘home’ and ‘school’ words and found nodifferences in bilinguals’ knowledge of ‘school’ words compared tomonolinguals. In Study 1, we a…
Both L1 and L2 proficiency impact ToM reasoning in children aged 4 to 6. Painting a more nuanced picture of the relation between bilingualism and ToM
Previous studies that contrasting bilinguals with monolinguals on Theory of Mind (ToM) have shown mixed results. We present a relatively large ( N = 102) study comparing Polish–English sequential bilinguals living in the UK with Polish monolinguals living in Poland. Going beyond a simple group comparison, we explored the role of language proficiency and input in ToM abilities. A battery of eight tasks was used to measure ToM, and the groups were …
Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children
Purpose: Previous research on bilingual vocabulary has focussed largely on words for imaginable objects and actions (e.g., ‘apple’, ‘write’), but did not consider abstract words. We looked for a disproportion across two languages (a cross-language gap) in bilingual children’s knowledge of concrete verbs (e.g., ‘jump’, ‘drink’) and metacognitive verbs (e.g., ‘think’, ‘know’). We also investigated the effects of language exposure and age on bilingu…
Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties
Word knowledge and the speed of word processing in monolingual children and adults are influenced by word properties, such as the age of acquisition (AoA), imageability, and frequency. Understanding how different properties of words contribute to the ease of processing by bilingual children is a critical step for establishing models of childhood bilingualism. However, a joint impact of these properties has not been so far assessed in bilingual ch…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Retelling a model story improves the narratives of Polish-English bilingual children
Reading and telling stories to children improves their narrative skills, which is well-documented for monolinguals, but not for bilinguals. We investigated whether bilingual narratives improve when the child is provided with a model story. We studied the narratives of Polish-English bilingual children (n = 75, mean age 5;7 years; months) raised in the UK. We elicited narratives through picture stories in two modes: told spontaneously and retold a…
Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-lingui…
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Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-lingui…
Retelling a model story improves the narratives of Polish-English bilingual children
Reading and telling stories to children improves their narrative skills, which is well-documented for monolinguals, but not for bilinguals. We investigated whether bilingual narratives improve when the child is provided with a model story. We studied the narratives of Polish-English bilingual children (n = 75, mean age 5;7 years; months) raised in the UK. We elicited narratives through picture stories in two modes: told spontaneously and retold a…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties
Word knowledge and the speed of word processing in monolingual children and adults are influenced by word properties, such as the age of acquisition (AoA), imageability, and frequency. Understanding how different properties of words contribute to the ease of processing by bilingual children is a critical step for establishing models of childhood bilingualism. However, a joint impact of these properties has not been so far assessed in bilingual ch…
Both L1 and L2 proficiency impact ToM reasoning in children aged 4 to 6. Painting a more nuanced picture of the relation between bilingualism and ToM
Previous studies that contrasting bilinguals with monolinguals on Theory of Mind (ToM) have shown mixed results. We present a relatively large ( N = 102) study comparing Polish–English sequential bilinguals living in the UK with Polish monolinguals living in Poland. Going beyond a simple group comparison, we explored the role of language proficiency and input in ToM abilities. A battery of eight tasks was used to measure ToM, and the groups were …
Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children
Purpose: Previous research on bilingual vocabulary has focussed largely on words for imaginable objects and actions (e.g., ‘apple’, ‘write’), but did not consider abstract words. We looked for a disproportion across two languages (a cross-language gap) in bilingual children’s knowledge of concrete verbs (e.g., ‘jump’, ‘drink’) and metacognitive verbs (e.g., ‘think’, ‘know’). We also investigated the effects of language exposure and age on bilingu…
Searching for words: Picture Naming Errors and Contributing Factors in Bilingual and Monolingual Children Aged 3–7 Years
To investigate how children organise their vocabularies, we can analysethe errors they make when unable to retrieve a word. Analysis ofnaming errors has not been sufficiently explored in the first language (L1) of bilingual children. We employed a picture naming task toinvestigate the types of errors made by 142 bilingual and 119monolingual children aged 3-7 years. Children named actions andobjects in their L1 (Polish). We categorised children’s …
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: Evidence from Polish-English bilinguals
Bilingual children’s total vocabulary in each of their languages is oftensmaller than that of monolinguals. In their seminal study, Bialystok et al.(2010. ‘Receptive vocabulary differences in monolingual and bilingualchildren.’ Bilingualism: Language and Cognition 13 (4): 525-531) dividedchildren’s vocabulary into ‘home’ and ‘school’ words and found nodifferences in bilinguals’ knowledge of ‘school’ words compared tomonolinguals. In Study 1, we a…
Bilingual children reach early language milestones at the same age as monolingual peers
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0 – 24 months), matched on sex, age at study entry, duration of parental reporting, and parental educat…
Linguistics (9 works) · Psychology (9 works) · Language Development and Disorders (8 works) · Neuroscience of multilingualism (6 works) · Reading and Literacy Development (6 works) · Developmental psychology (4 works) · Mathematics education (4 works) · Cognition (3 works) · Multilingual Education and Policy (3 works) · Neurobiology of Language and Bilingualism (3 works)