Laura de Ruiter
Dados Biográficos
| ID | 5134239 |
|---|---|
| NOME | Laura de Ruiter |
| PRENOMES | Laura |
| SOBRENOME | de Ruiter |
| ASSINATURA | DE RUITER L |
| AFILIAÇÕES | Tufts University |
| ORCID | 0000-0002-6590-4073 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 1 |
Linguistic Indicators for Text Complexity in Picture Books for Young Chinese Children Learning English as a Foreign Language
We examined the linguistic features of texts in twenty-nine picture books used in an early English as a Foreign Language program in China. We used the software CLAN to automatically extract indices of linguistic complexity that are typically used to analyze child-directed speech and tested if these indices aligned with expert judgments on the books’ appropriate grade level (Kindergarten-1 through Kindergarten-3). Of the eleven characteristics inv…
A burden or a boost
We examined the effect of learning English as a foreign language in early childhood on children’s later English and Chinese achievement and attitude toward English learning in mainland China. A total of 892 children were divided into two groups according to whether they had any English learning experience before they entered elementary school. To reduce self-selection bias in children’s early English learning experience, we employed propensity sc…
Input effects in the acquisition of verb inflection
This study investigates the acquisition of the Imperfective verb inflection paradigm in Emirati Arabic (EA), to determine whether the learning process is sensitive to the phonological and typological properties of the input. We collected data from 48 participants aged 2;7 to 5;9 years, using an elicited production paradigm. Input frequencies of inflectional contexts, verb types and tokens were obtained from corpora of child-directed and adult EA.…
Learning to code and the acquisition of computational thinking by young children
Structural and interactional aspects of adverbial sentences in English mother-child interactions
We analysed both structural and functional aspects of sentences containing the four adverbials “after”, “before”, “because”, and “if” in two dense corpora of parent-child interactions from two British English-acquiring children (2;00–4;07). In comparing mothers’ and children's usage we separate out the effects of frequency, cognitive complexity and pragmatics in explaining the course of acquisition of adverbial sentences. We also compare these us…
Interactions between givenness and clause order in children’s processing of complex sentences
Understanding complex sentences that contain multiple clauses referring to events in the world and the relations between them is an important development in children's language learning. A number of theoretical positions have suggested that factors like syntactic structure (clause order), iconicity (whether the order of clauses reflects the order of events), and givenness (whether information is shared between speakers) affect ease of comprehensi…
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Information status marking in spontaneous vs. read speech in story-telling tasks - Evidence from intonation analysis using GToBI
How German children use intonation to signal information status in narrative discourse
Recent research on adult German suggests that speakers use particular pitch accent types to signal the information status of discourse referents. This study investigates to what extent German five- and seven-year-olds have acquired this mapping. Semi-natural speech data was obtained from a picture-elicited narration task in which the information status was systematically varied. Surprisingly, data from an adult control group were inconsistent wit…
The prosodic marking of topical referents in the German “Vorfeld” by children and adults
This article reports on the analysis of prosodic marking of topical referents in the German prefield by 5- and 7-year-old children and adults. Natural speech data was obtained from a picture-elicited narration task. The data was analyzed both phonologically and phonetically. In line with previous findings, adult speakers realized topical referents predominantly with the accents L+H* and L*+H, but H* accents and unaccented items were also observed…
The prosodic marking of topical referents in the German “Vorfeld” by children and adults
This article reports on the analysis of prosodic marking of topical referents in the German prefield by 5- and 7-year-old children and adults. Natural speech data was obtained from a picture-elicited narration task. The data was analyzed both phonologically and phonetically. In line with previous findings, adult speakers realized topical referents predominantly with the accents L+H* and L*+H, but H* accents and unaccented items were also observed…
How German children use intonation to signal information status in narrative discourse
Recent research on adult German suggests that speakers use particular pitch accent types to signal the information status of discourse referents. This study investigates to what extent German five- and seven-year-olds have acquired this mapping. Semi-natural speech data was obtained from a picture-elicited narration task in which the information status was systematically varied. Surprisingly, data from an adult control group were inconsistent wit…
Information status marking in spontaneous vs. read speech in story-telling tasks - Evidence from intonation analysis using GToBI
Interactions between givenness and clause order in children’s processing of complex sentences
Understanding complex sentences that contain multiple clauses referring to events in the world and the relations between them is an important development in children's language learning. A number of theoretical positions have suggested that factors like syntactic structure (clause order), iconicity (whether the order of clauses reflects the order of events), and givenness (whether information is shared between speakers) affect ease of comprehensi…
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Learning to code and the acquisition of computational thinking by young children
Structural and interactional aspects of adverbial sentences in English mother-child interactions
We analysed both structural and functional aspects of sentences containing the four adverbials “after”, “before”, “because”, and “if” in two dense corpora of parent-child interactions from two British English-acquiring children (2;00–4;07). In comparing mothers’ and children's usage we separate out the effects of frequency, cognitive complexity and pragmatics in explaining the course of acquisition of adverbial sentences. We also compare these us…
Linguistic Indicators for Text Complexity in Picture Books for Young Chinese Children Learning English as a Foreign Language
We examined the linguistic features of texts in twenty-nine picture books used in an early English as a Foreign Language program in China. We used the software CLAN to automatically extract indices of linguistic complexity that are typically used to analyze child-directed speech and tested if these indices aligned with expert judgments on the books’ appropriate grade level (Kindergarten-1 through Kindergarten-3). Of the eleven characteristics inv…
A burden or a boost
We examined the effect of learning English as a foreign language in early childhood on children’s later English and Chinese achievement and attitude toward English learning in mainland China. A total of 892 children were divided into two groups according to whether they had any English learning experience before they entered elementary school. To reduce self-selection bias in children’s early English learning experience, we employed propensity sc…
Input effects in the acquisition of verb inflection
This study investigates the acquisition of the Imperfective verb inflection paradigm in Emirati Arabic (EA), to determine whether the learning process is sensitive to the phonological and typological properties of the input. We collected data from 48 participants aged 2;7 to 5;9 years, using an elicited production paradigm. Input frequencies of inflectional contexts, verb types and tokens were obtained from corpora of child-directed and adult EA.…
Psychology (10 obras) · Language Development and Disorders (8 obras) · Linguistics (7 obras) · Reading and Literacy Development (5 obras) · Computer Science (3 obras) · German (3 obras) · Language acquisition (3 obras) · Mathematics education (3 obras) · Phonetics and Phonology Research (3 obras) · Cognitive psychology (2 obras)