Fabio Trecca
Dados Biográficos
| ID | 1016708 |
|---|---|
| NOME | Fabio Trecca |
| PRENOMES | Fabio |
| SOBRENOME | Trecca |
| ASSINATURA | TRECCA F |
| AFILIAÇÕES | Aarhus University |
| ORCID | 0000-0002-5900-7616 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Greater Sharing of Child Autobiographical Memories at Age 4 Anticipates Decreasing Parent Elaborations at Age 6
The present study examined longitudinal bidirectional associations from ages 4–6 between parent elaborations and child autobiographical memories in a parent-child reminiscing context. Danish-speaking parent-child dyads ( N = 179) participated twice in a shared reminiscing task, when children were, on average, 4.2 and 6.3 years old. Video recordings were transcribed and coded for parent elaborative utterances and child autobiographical memories. D…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
Measuring the semantic priming effect across many languages
Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children
Parenting self-efficacy has been tied to myriad child outcomes during middle childhood and adolescence, directly and indirectly through parenting practices. The present study examines contemporaneous associations between parenting self-efficacy, parenting practices, and child outcomes during the preschool years in a community sample of 1455 Danish parents (76.7 % mothers) of 3-5-year-old children (49 % girls). Parents (M = 39.2 years old) complet…
We need a comparative approach to language acquisition
The study by Kidd and Garcia is long overdue. Their analyses of published research on language acquisition highlight the lack of typological diversity in studies of how children acquire their native tongue. We concur with their conclusion that more research on understudied languages is urgently needed. However, we argue that what the field needs is not just wider cross-linguistic coverage but a systematic comparative approach to language acquisit…
Danish as a Window Onto Language Processing and Learning
It is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related languages, Danish has an unusually reduced phonetic structure, which seemingly delays Danish-learning chil…
When Too Many Vowels Impede Language Processing
Research has suggested that Danish-learning children lag behind in early language acquisition. The phenomenon has been attributed to the opaque phonetic structure of Danish, which features an unusually large number of non-consonantal sounds (i.e., vowels and semivowels/glides). The large number of vocalic sounds in speech is thought to provide fewer cues to word segmentation and to make language processing harder, thus hindering the acquisition p…
Segmentation of Highly Vocalic Speech Via Statistical Learning
Research has shown that contoids (phonetically defined consonants) may provide more robust and reliable cues to syllable and word boundaries than vocoids (phonetically defined vowels). Recent studies of Danish, a language characterized by frequent long sequences of vocoids in speech, have suggested that the reduced occurrence of contoids may make speech in it intrinsically harder to segment than in closely related languages such as Norwegian. We …
Segmentation of Highly Vocalic Speech Via Statistical Learning
Research has shown that contoids (phonetically defined consonants) may provide more robust and reliable cues to syllable and word boundaries than vocoids (phonetically defined vowels). Recent studies of Danish, a language characterized by frequent long sequences of vocoids in speech, have suggested that the reduced occurrence of contoids may make speech in it intrinsically harder to segment than in closely related languages such as Norwegian. We …
When Too Many Vowels Impede Language Processing
Research has suggested that Danish-learning children lag behind in early language acquisition. The phenomenon has been attributed to the opaque phonetic structure of Danish, which features an unusually large number of non-consonantal sounds (i.e., vowels and semivowels/glides). The large number of vocalic sounds in speech is thought to provide fewer cues to word segmentation and to make language processing harder, thus hindering the acquisition p…
Segmentation of Highly Vocalic Speech Via Statistical Learning
Research has shown that contoids (phonetically defined consonants) may provide more robust and reliable cues to syllable and word boundaries than vocoids (phonetically defined vowels). Recent studies of Danish, a language characterized by frequent long sequences of vocoids in speech, have suggested that the reduced occurrence of contoids may make speech in it intrinsically harder to segment than in closely related languages such as Norwegian. We …
When Too Many Vowels Impede Language Processing
Research has suggested that Danish-learning children lag behind in early language acquisition. The phenomenon has been attributed to the opaque phonetic structure of Danish, which features an unusually large number of non-consonantal sounds (i.e., vowels and semivowels/glides). The large number of vocalic sounds in speech is thought to provide fewer cues to word segmentation and to make language processing harder, thus hindering the acquisition p…
Danish as a Window Onto Language Processing and Learning
It is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related languages, Danish has an unusually reduced phonetic structure, which seemingly delays Danish-learning chil…
Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children
Parenting self-efficacy has been tied to myriad child outcomes during middle childhood and adolescence, directly and indirectly through parenting practices. The present study examines contemporaneous associations between parenting self-efficacy, parenting practices, and child outcomes during the preschool years in a community sample of 1455 Danish parents (76.7 % mothers) of 3-5-year-old children (49 % girls). Parents (M = 39.2 years old) complet…
We need a comparative approach to language acquisition
The study by Kidd and Garcia is long overdue. Their analyses of published research on language acquisition highlight the lack of typological diversity in studies of how children acquire their native tongue. We concur with their conclusion that more research on understudied languages is urgently needed. However, we argue that what the field needs is not just wider cross-linguistic coverage but a systematic comparative approach to language acquisit…
Greater Sharing of Child Autobiographical Memories at Age 4 Anticipates Decreasing Parent Elaborations at Age 6
The present study examined longitudinal bidirectional associations from ages 4–6 between parent elaborations and child autobiographical memories in a parent-child reminiscing context. Danish-speaking parent-child dyads ( N = 179) participated twice in a shared reminiscing task, when children were, on average, 4.2 and 6.3 years old. Video recordings were transcribed and coded for parent elaborative utterances and child autobiographical memories. D…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
Measuring the semantic priming effect across many languages
Psychology (7 obras) · Linguistics (4 obras) · Computer Science (3 obras) · Danish (3 obras) · Developmental psychology (3 obras) · Early Childhood Education and Development (3 obras) · Language Development and Disorders (3 obras) · Child and Adolescent Psychosocial and Emotional Development (2 obras) · Cognitive psychology (2 obras) · Neurobiology of Language and Bilingualism (2 obras)