Elena Tribushinina - Academia.edu (original) (raw)
Papers by Elena Tribushinina
Usage-Based Approaches to Language Acquisition and Language Teaching, 2017
International Journal of Pediatric Otorhinolaryngology, 2013
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Infrequent word classes in the speech of two-to seven-year-old children with cochlear implants and their normally hearing peers: A longitudinal study of adjective use
Language, Interaction and Acquisition, 2014
This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Du... more This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Dutch, German, French, Hebrew, and Turkish, and by their caregivers. Each adjective token in transcripts of spontaneous speech was coded for semantic class. The development of adjective use in each semantic class was analysed by means of a multilevel logistic regression. The results show that toddlers and their parents use adjectives more often as the child grows older. However, this holds only for semantic classes denoting concrete concepts, such as physical properties, colour, and size. Adjectives denoting more abstract properties are barely used by children and parents throughout the first year of adjective acquisition. The correlations between adjective frequencies in child speech and child-directed speech are very strong at the beginning, but decrease with time as the child develops independent adjective use. The composition of early adjective lexicons is very similar in the five lang...
Linguistics, 2012
This study seeks to establish whether and at what age children's language production reflects rel... more This study seeks to establish whether and at what age children's language production reflects relevant semantic differences between nongradable adjectives, on the one hand, and various classes of gradable adjectives, on the other hand. Quantitative and qualitative analyses of adjectives in spontaneous speech samples from Dutch-speaking children aged 2 to 7 and their caregivers show that children reveal some sensitivity to scalar structures already at age 2. From the outset of adjective production, toddlers use degree markers (comparatives, superlatives, degree adverbs) to modify only gradable, but not nongradable adjectives. By age 4, the proportions of degree markers within the class of gradable adjectives are clearly contingent on the type of scalar structure associated with an adjective. The patterns in child speech reflect frequencies in child-directed speech. However, the frequency of context-dependent adjectives in child speech across all age groups is lower than predicted by the input. Although very few errors were attested in the domain of degree modification, the errors seem to persist until age 6. At this age, the proportion of degree adverbs in child speech reaches the adult level. The results are consonant with the idea that children construe scales through exposure to linguistic input, rather than on the basis of pre-linguistic conceptual distinctions.
First Language, 2013
Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adj... more Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16–36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelated or related to a contrastive term in the preceding context. Results show large differences between children in the growth of adjective production. These differences are strongly related to contrast use. High contrast users not only increase adjective use earlier, but also reach a stable level of adjective production in the investigated period. Average or low contrast users increase their adjective production more slowly and do not reach a plateau in the period covered by this study. Initially there is a strong relation between contrast use...
Journal of Writing Research, 2015
It has been established that in the Netherlands, as in other countries, a majority of students do... more It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement in the way writing is taught in elementary school is clearly required. In order to identify effective instructional practices we conducted a meta-analysis of writing intervention studies aimed at grade 4 to 6 in a regular school setting. Average effect sizes were calculated for ten intervention categories: strategy instruction, text structure instruction, pre-writing activities, peer assistance, grammar instruction, feedback, evaluation, process approach, goal setting, and revision. Five of these categories yielded statistically significant results. Pairwise comparison of these categories revealed that goal setting (ES = 2.03) is the most effective intervention to improve students' writing performance, followed by strategy instruction (ES = .96), text structure instruction (ES = .76), peer assistance (ES = .59), and feedback (ES = .88) respectively. Further research is needed to examine how these interventions can be implemented effectively in classrooms to improve elementary students' writing performance.
Language, Interaction and Acquisition, 2014
This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Du... more This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Dutch, German, French, Hebrew, and Turkish, and by their caregivers. Each adjective token in transcripts of spontaneous speech was coded for semantic class. The development of adjective use in each semantic class was analysed by means of a multilevel logistic regression. The results show that toddlers and their parents use adjectives more often as the child grows older. However, this holds only for semantic classes denoting concrete concepts, such as physical properties, colour, and size. Adjectives denoting more abstract properties are barely used by children and parents throughout the first year of adjective acquisition. The correlations between adjective frequencies in child speech and child-directed speech are very strong at the beginning, but decrease with time as the child develops independent adjective use. The composition of early adjective lexicons is very similar in the five languages under study.
First Language, 2013
ABSTRACT Experimental studies demonstrate that contrast helps toddlers to extend the meanings of ... more ABSTRACT Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16-36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelated or related to a contrastive term in the preceding context. Results show large differences between children in the growth of adjective production. These differences are strongly related to contrast use. High contrast users not only increase adjective use earlier, but also reach a stable level of adjective production in the investigated period. Average or low contrast users increase their adjective production more slowly and do not reach a plateau in the period covered by this study. Initially there is a strong relation between contrast use in child speech and child-directed speech, but this relation diminishes with age.
Vantage Theory by Elena Tribushinina
2013. Ed. by Adam Głaz, Marnie L. Moist and Elena Tribushinina. The book is concerned with Vanta... more 2013. Ed. by Adam Głaz, Marnie L. Moist and Elena Tribushinina.
The book is concerned with Vantage Theory, a model of categorization proposed by the American linguist, anthropologist, and cognitive scientist, Robert E. MacLaury (1944-2004). It consists of three of his previously unpublished studies and five chapters by other authors.
Vantage Theory (VT) views categorization as a process of vantage (point of view) construction by analogy to the way humans orient themselves in space-time. Originating in the domain of color, the theory was extended to cover other aspects of cognition and language. The chapters authored by MacLaury introduce the model, discuss the details of the analogy between space-time and categorization, and present four cases studies.
The remaining chapters present an overview of the existing literature on VT, locate the model against the broader background of psychological and cognitive research, and propose its application to novel data.
Adam Głaz, Assistant Professor at Marie Curie-Skłodowska University, Lublin, Poland, is interested in linguistic categorization and point of view in language and linguistics.
Marnie L. Moist, Associate Professor of Psychology at Saint Francis University, USA, researches in teaching pedagogy, culture and categorization, and service-learning assessment.
Elena Tribushinina, Assistant Professor at Utrecht Institute of Linguistics, the Netherlands, deals with cross-linguistic aspects of language acquisition and cognitive semantics.
“Mastering and applying Vantage Theory takes careful reading and thought. It employs a notation system which has been designed to capture the relationships among the object of categorization and the mental vantages which define it. But the study is well worth it, and scholars in many areas will benefit from taking the time to understand the nuances of both the underlying premises of Vantage Theory and its notation. The papers in this volume help both the novice and those already acquainted with MacLaury's work with grasping the theory and finding their own areas of application. The broad range of topics makes it clear that it is a theory which can be applied in many arenas, at the least: anthropological, linguistic, literary, and cultural. As such, it should serve as an inspiration for the further exploration of mental vantages and their role in better understanding cognitive function and, in particular, categorization.”
- Margaret E. Winters, Wayne State University.
Usage-Based Approaches to Language Acquisition and Language Teaching, 2017
International Journal of Pediatric Otorhinolaryngology, 2013
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Infrequent word classes in the speech of two-to seven-year-old children with cochlear implants and their normally hearing peers: A longitudinal study of adjective use
Language, Interaction and Acquisition, 2014
This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Du... more This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Dutch, German, French, Hebrew, and Turkish, and by their caregivers. Each adjective token in transcripts of spontaneous speech was coded for semantic class. The development of adjective use in each semantic class was analysed by means of a multilevel logistic regression. The results show that toddlers and their parents use adjectives more often as the child grows older. However, this holds only for semantic classes denoting concrete concepts, such as physical properties, colour, and size. Adjectives denoting more abstract properties are barely used by children and parents throughout the first year of adjective acquisition. The correlations between adjective frequencies in child speech and child-directed speech are very strong at the beginning, but decrease with time as the child develops independent adjective use. The composition of early adjective lexicons is very similar in the five lang...
Linguistics, 2012
This study seeks to establish whether and at what age children's language production reflects rel... more This study seeks to establish whether and at what age children's language production reflects relevant semantic differences between nongradable adjectives, on the one hand, and various classes of gradable adjectives, on the other hand. Quantitative and qualitative analyses of adjectives in spontaneous speech samples from Dutch-speaking children aged 2 to 7 and their caregivers show that children reveal some sensitivity to scalar structures already at age 2. From the outset of adjective production, toddlers use degree markers (comparatives, superlatives, degree adverbs) to modify only gradable, but not nongradable adjectives. By age 4, the proportions of degree markers within the class of gradable adjectives are clearly contingent on the type of scalar structure associated with an adjective. The patterns in child speech reflect frequencies in child-directed speech. However, the frequency of context-dependent adjectives in child speech across all age groups is lower than predicted by the input. Although very few errors were attested in the domain of degree modification, the errors seem to persist until age 6. At this age, the proportion of degree adverbs in child speech reaches the adult level. The results are consonant with the idea that children construe scales through exposure to linguistic input, rather than on the basis of pre-linguistic conceptual distinctions.
First Language, 2013
Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adj... more Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16–36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelated or related to a contrastive term in the preceding context. Results show large differences between children in the growth of adjective production. These differences are strongly related to contrast use. High contrast users not only increase adjective use earlier, but also reach a stable level of adjective production in the investigated period. Average or low contrast users increase their adjective production more slowly and do not reach a plateau in the period covered by this study. Initially there is a strong relation between contrast use...
Journal of Writing Research, 2015
It has been established that in the Netherlands, as in other countries, a majority of students do... more It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement in the way writing is taught in elementary school is clearly required. In order to identify effective instructional practices we conducted a meta-analysis of writing intervention studies aimed at grade 4 to 6 in a regular school setting. Average effect sizes were calculated for ten intervention categories: strategy instruction, text structure instruction, pre-writing activities, peer assistance, grammar instruction, feedback, evaluation, process approach, goal setting, and revision. Five of these categories yielded statistically significant results. Pairwise comparison of these categories revealed that goal setting (ES = 2.03) is the most effective intervention to improve students' writing performance, followed by strategy instruction (ES = .96), text structure instruction (ES = .76), peer assistance (ES = .59), and feedback (ES = .88) respectively. Further research is needed to examine how these interventions can be implemented effectively in classrooms to improve elementary students' writing performance.
Language, Interaction and Acquisition, 2014
This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Du... more This paper is a longitudinal investigation of adjective use by children aged 1;8−2;8, speaking Dutch, German, French, Hebrew, and Turkish, and by their caregivers. Each adjective token in transcripts of spontaneous speech was coded for semantic class. The development of adjective use in each semantic class was analysed by means of a multilevel logistic regression. The results show that toddlers and their parents use adjectives more often as the child grows older. However, this holds only for semantic classes denoting concrete concepts, such as physical properties, colour, and size. Adjectives denoting more abstract properties are barely used by children and parents throughout the first year of adjective acquisition. The correlations between adjective frequencies in child speech and child-directed speech are very strong at the beginning, but decrease with time as the child develops independent adjective use. The composition of early adjective lexicons is very similar in the five languages under study.
First Language, 2013
ABSTRACT Experimental studies demonstrate that contrast helps toddlers to extend the meanings of ... more ABSTRACT Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16-36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelated or related to a contrastive term in the preceding context. Results show large differences between children in the growth of adjective production. These differences are strongly related to contrast use. High contrast users not only increase adjective use earlier, but also reach a stable level of adjective production in the investigated period. Average or low contrast users increase their adjective production more slowly and do not reach a plateau in the period covered by this study. Initially there is a strong relation between contrast use in child speech and child-directed speech, but this relation diminishes with age.
2013. Ed. by Adam Głaz, Marnie L. Moist and Elena Tribushinina. The book is concerned with Vanta... more 2013. Ed. by Adam Głaz, Marnie L. Moist and Elena Tribushinina.
The book is concerned with Vantage Theory, a model of categorization proposed by the American linguist, anthropologist, and cognitive scientist, Robert E. MacLaury (1944-2004). It consists of three of his previously unpublished studies and five chapters by other authors.
Vantage Theory (VT) views categorization as a process of vantage (point of view) construction by analogy to the way humans orient themselves in space-time. Originating in the domain of color, the theory was extended to cover other aspects of cognition and language. The chapters authored by MacLaury introduce the model, discuss the details of the analogy between space-time and categorization, and present four cases studies.
The remaining chapters present an overview of the existing literature on VT, locate the model against the broader background of psychological and cognitive research, and propose its application to novel data.
Adam Głaz, Assistant Professor at Marie Curie-Skłodowska University, Lublin, Poland, is interested in linguistic categorization and point of view in language and linguistics.
Marnie L. Moist, Associate Professor of Psychology at Saint Francis University, USA, researches in teaching pedagogy, culture and categorization, and service-learning assessment.
Elena Tribushinina, Assistant Professor at Utrecht Institute of Linguistics, the Netherlands, deals with cross-linguistic aspects of language acquisition and cognitive semantics.
“Mastering and applying Vantage Theory takes careful reading and thought. It employs a notation system which has been designed to capture the relationships among the object of categorization and the mental vantages which define it. But the study is well worth it, and scholars in many areas will benefit from taking the time to understand the nuances of both the underlying premises of Vantage Theory and its notation. The papers in this volume help both the novice and those already acquainted with MacLaury's work with grasping the theory and finding their own areas of application. The broad range of topics makes it clear that it is a theory which can be applied in many arenas, at the least: anthropological, linguistic, literary, and cultural. As such, it should serve as an inspiration for the further exploration of mental vantages and their role in better understanding cognitive function and, in particular, categorization.”
- Margaret E. Winters, Wayne State University.