@article{KuehlWohninsland2022,
  author    = {K{\"u}hl, Tim and Wohninsland, Patrizia},
  title     = {Learning with the interactive whiteboard in the classroom},
  series = {Education and information technologies : the official journal of the IFIP Technical Committee on Education},
  volume    = {27},
  journal   = {Education and information technologies : the official journal of the IFIP Technical Committee on Education},
  number    = {7},
  publisher = {Springer},
  address   = {Dordrecht [u.a.]},
  issn      = {1360-2357},
  doi       = {10.1007/s10639-022-11004-9},
  pages     = {10387 -- 10404},
  year      = {2022},
  abstract  = {When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed.},
  language  = {en}
}
@misc{KrauseBoschClahsen2015,
  author    = {Krause, Helena and Bosch, Sina and Clahsen, Harald},
  title     = {Morphosyntax in the bilingual mental lexicon},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {520},
  doi       = {10.25932/publishup-41443},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414431},
  pages     = {25},
  year      = {2015},
  abstract  = {Although morphosyntax has been identified as a major source of difficulty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affix-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker's lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language.},
  language  = {en}
}
@misc{KrauseBoschClahsen2015,
  author    = {Krause, Helena and Bosch, Sina and Clahsen, Harald},
  title     = {Morphosyntax in the bilingual mental lexicon},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {528},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-41547},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415478},
  pages     = {25},
  year      = {2015},
  abstract  = {Although morphosyntax has been identified as a major source of difficulty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affix-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker's lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language.},
  language  = {en}
}
@phdthesis{Jovanovic2018,
  author    = {Jovanovic, Nenad},
  title     = {The comprehension of the passive voice by different populations and the effects of structural priming on this process},
  doi       = {10.25932/publishup-47590},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-475900},
  school      = {Universit{\"a}t Potsdam},
  pages     = {viii, 164},
  year      = {2018},
  abstract  = {This thesis investigates the comprehension of the passive voice in three distinct populations. First, the comprehension of passives by adult German speakers was studied, followed by an examination of how German-speaking children comprehend the structure. Finally, bilingual Mandarin-English speakers were tested on their comprehension of the passive voice in English, which is their L2. An integral part of testing the comprehension in all three populations is the use of structural priming. In each of the three distinct parts of the research, structural priming was used for a specific reason. In the study involving adult German speakers, productive and receptive structural priming was directly compared. The goal was to see the effect the two priming modalities have on language comprehension. In the study on German-acquiring children, structural priming was an important tool in answering the question regarding the delayed acquisition of the passive voice. Finally, in the study on the bilingual population, cross-linguistic priming was used to investigate the importance of word order in the priming effect, since Mandarin and English have different word orders in passive voice sentences.},
  language  = {en}
}
@misc{HoehleHoernigWeskottetal.2014,
  author    = {H{\"o}hle, Barbara and H{\"o}rnig, Robin and Weskott, Thomas and Knauf, Selene and Kr{\"u}ger, Agnes},
  title     = {Effects of focus and definiteness on children's word order},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {511},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-41569},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415695},
  pages     = {31},
  year      = {2014},
  abstract  = {Two experiments tested how faithfully German children aged 4; 5 to 5; 6 reproduce ditransitive sentences that are unmarked or marked with respect to word order and focus (Exp1) or definiteness (Exp2). Adopting an optimality theory (OT) approach, it is assumed that in the German adult grammar word order is ranked lower than focus and definiteness. Faithfulness of children's reproductions decreased as markedness of inputs increased; unmarked structures were reproduced most faithfully and unfaithful outputs had most often an unmarked form. Consistent with the OT proposal, children were more tolerant against inputs marked for word order than for focus; in conflict with the proposal, children were less tolerant against inputs marked for word order than for definiteness. Our results suggest that the linearization of objects in German double object constructions is affected by focus and definiteness, but that prosodic principles may have an impact on the position of a focused constituent.},
  language  = {en}
}
@misc{BergerHoehle2012,
  author    = {Berger, Frauke and H{\"o}hle, Barbara},
  title     = {Restrictions on addition},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {509},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-41491},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414911},
  pages     = {28},
  year      = {2012},
  abstract  = {Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive than for additive particles. We argue that this asymmetry is an effect of the presuppositional status of the proposition triggered by the additive particle. We tested this in two experiments with German-learning three-and four-year-olds using a method that made the exploitation of the information provided by the particles highly relevant for completing the task. Three-year-olds already performed remarkably well with sentences both with auch 'also' and with nur 'only'. Thus, children can consider the presuppositional contribution of the additive particle in their sentence interpretation and can exploit the restrictive particle as a marker of exhaustivity.},
  language  = {en}
}
@misc{AdaniForgiariniGuastietal.2014,
  author    = {Adani, Flavia and Forgiarini, Matteo and Guasti, Maria Teresa and Van der Lely, Heather K. J.},
  title     = {Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {525},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-41545},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415453},
  pages     = {811 -- 841},
  year      = {2014},
  abstract  = {This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject-and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12; 11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabulary, respectively. All groups were more accurate on subject-extracted relative clauses than object-extracted ones and, crucially, they all showed greater accuracy for sentences with dissimilar number features (i.e., one singular, one plural) on the head noun and the embedded DP. These findings are interpreted in the light of current psycholinguistic models of sentence comprehension in TD children and provide further insight into the linguistic nature of G-SLI.},
  language  = {en}
}