@article{WellmannHolzgrefeLangTruckenbrodtetal.2012,
  author    = {Wellmann, Caroline and Holzgrefe-Lang, Julia and Truckenbrodt, Hubert and Wartenburger, Isabell and H{\"o}hle, Barbara},
  title     = {How each prosodic boundary cue matters evidence from German infants},
  series = {Frontiers in psychology},
  volume    = {3},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2012.00580},
  pages     = {13},
  year      = {2012},
  abstract  = {Previous studies have revealed that infants aged 6-10 months are able to use the acoustic correlates of major prosodic boundaries, that is, pitch change, preboundary lengthening, and pause, for the segmentation of the continuous speech signal. Moreover, investigations with American-English- and Dutch-learning infants suggest that processing prosodic boundary markings involves a weighting of these cues. This weighting seems to develop with increasing exposure to the native language and to underlie crosslinguistic variation. In the following, we report the results of four experiments using the headturn preference procedure to explore the perception of prosodic boundary cues in German infants. We presented 8-month-old infants with a sequence of names in two different prosodic groupings, with or without boundary markers. Infants discriminated both sequences when the boundary was marked by all three cues (Experiment 1) and when it was marked by a pitch change and preboundary lengthening in combination (Experiment 2). The presence of a pitch change (Experiment 3) or preboundary lengthening (Experiment 4) as single cues did not lead to a successful discrimination. Our results indicate that pause is not a necessary cue for German infants. Pitch change and preboundary lengthening in combination, but not as single cues, are sufficient. Hence, by 8 months infants only rely on a convergence of boundary markers. Comparisons with adults' performance on the same stimulus materials suggest that the pattern observed with the 8-month-olds is already consistent with that of adults. We discuss our findings with respect to crosslinguistic variation and the development of a language-specific prosodic cue weighting.},
  language  = {en}
}
@phdthesis{Wellmann2023,
  author    = {Wellmann, Caroline},
  title     = {Early sensitivity to prosodic phrase boundary cues: Behavioral evidence from German-learning infants},
  doi       = {10.25932/publishup-57393},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-573937},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xii, 136},
  year      = {2023},
  abstract  = {This dissertation seeks to shed light on the relation of phrasal prosody and developmental speech perception in German-learning infants. Three independent empirical studies explore the role of acoustic correlates of major prosodic boundaries, specifically pitch change, final lengthening, and pause, in infant boundary perception. Moreover, it was examined whether the sensitivity to prosodic phrase boundary markings changes during the first year of life as a result of perceptual attunement to the ambient language (Aslin \& Pisoni, 1980). Using the headturn preference procedure six- and eight-month-old monolingual German-learning infants were tested on their discrimination of two different prosodic groupings of the same list of coordinated names either with or without an internal IPB after the second name, that is, [Moni und Lilli] [und Manu] or [Moni und Lilli und Manu]. The boundary marking was systematically varied with respect to single prosodic cues or specific cue combinations. Results revealed that six- and eight-month-old German-learning infants successfully detect the internal prosodic boundary when it is signaled by all the three main boundary cues pitch change, final lengthening, and pause. For eight-, but not for six-month-olds, the combination of pitch change and final lengthening, without the occurrence of a pause, is sufficient. This mirrors an adult-like perception by eight-months (Holzgrefe-Lang et al., 2016). Six-month-olds detect a prosodic phrase boundary signaled by final lengthening and pause. The findings suggest a developmental change in German prosodic boundary cue perception from a strong reliance on the pause cue at six months to a differentiated sensitivity to the more subtle cues pitch change and final lengthening at eight months. Neither for six- nor for eight-month-olds the occurrence of pitch change or final lengthening as single cues is sufficient, similar to what has been observed for adult speakers of German (Holzgrefe-Lang et al., 2016). The present dissertation provides new scientific knowledge on infants' sensitivity to individual prosodic phrase boundary cues in the first year of life. Methodologically, the studies are pathbreaking since they used exactly the same stimulus materials - phonologically thoroughly controlled lists of names - that have also been used with adults (Holzgrefe-Lang et al., 2016) and with infants in a neurophysiological paradigm (Holzgrefe-Lang, Wellmann, H{\"o}hle, \& Wartenburger, 2018), allowing for comparisons across age (six/ eight months and adults) and method (behavioral vs. neurophysiological methods). Moreover, materials are suited to be transferred to other languages allowing for a crosslinguistic comparison. Taken together with a study with similar French materials (van Ommen et al., 2020) the observed change in sensitivity in German-learning infants can be interpreted as a language-specific one, from an initial language-general processing mechanism that primarily focuses on the presence of pauses to a language-specific processing that takes into account prosodic properties available in the ambient language. The developmental pattern is discussed as an interplay of acoustic salience, prosodic typology (prosodic regularity) and cue reliability.},
  language  = {en}
}
@misc{WattendorfFestmanWestermannetal.2012,
  author    = {Wattendorf, Elise and Festman, Julia and Westermann, Birgit and Keil, Ursula and Zappatore, Daniela and Franceschini, Rita and Luedi, Georges and Radue, Ernst-Wilhelm and M{\"u}nte, Thomas F. and Rager, G{\"u}nter and Nitsch, Cordula},
  title     = {Early bilingualism influences early and subsequently later acquired languages in cortical regions representing control functions},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {384},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404092},
  pages     = {19},
  year      = {2012},
  abstract  = {Early acquisition of a second language influences the development of language abilities and cognitive functions. In the present study, we used functional Magnetic Resonance Imaging (fMRI) to investigate the impact of early bilingualism on the organization of the cortical language network during sentence production. Two groups of adult multilinguals, proficient in three languages, were tested on a narrative task; early multilinguals acquired the second language before the age of three years, late multilinguals after the age of nine. All participants learned a third language after nine years of age. Comparison of the two groups revealed substantial differences in language-related brain activity for early as well as late acquired languages. Most importantly, early multilinguals preferentially activated a fronto-striatal network in the left hemisphere, whereas the left posterior superior temporal gyrus (pSTG) was activated to a lesser degree than in late multilinguals. The same brain regions were highlighted in previous studies when a non-target language had to be controlled. Hence the engagement of language control in adult early multilinguals appears to be influenced by the specific learning and acquisition conditions during early childhood. Remarkably, our results reveal that the functional control of early and subsequently later acquired languages is similarly affected, suggesting that language experience has a pervasive influence into adulthood. As such, our findings extend the current understanding of control functions in multilinguals.},
  language  = {en}
}
@article{WattendorfFestmanWestermannetal.2014,
  author    = {Wattendorf, Elise and Festman, Julia and Westermann, Birgit and Keil, Ursula and Zappatore, Daniela and Franceschini, Rita and Luedi, Georges and Radue, Ernst-Wilhelm and Muente, Thomas F. and Rager, Guenter and Nitsch, Cordula},
  title     = {Early bilingualism influences early and subsequently later acquired languages in cortical regions representing control functions},
  series = {International journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior},
  volume    = {18},
  journal   = {International journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior},
  number    = {1},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1367-0069},
  doi       = {10.1177/1367006912456590},
  pages     = {48 -- 66},
  year      = {2014},
  abstract  = {Early acquisition of a second language influences the development of language abilities and cognitive functions. In the present study, we used functional Magnetic Resonance Imaging (fMRI) to investigate the impact of early bilingualism on the organization of the cortical language network during sentence production. Two groups of adult multilinguals, proficient in three languages, were tested on a narrative task; early multilinguals acquired the second language before the age of three years, late multilinguals after the age of nine. All participants learned a third language after nine years of age. Comparison of the two groups revealed substantial differences in language-related brain activity for early as well as late acquired languages. Most importantly, early multilinguals preferentially activated a fronto-striatal network in the left hemisphere, whereas the left posterior superior temporal gyrus (pSTG) was activated to a lesser degree than in late multilinguals. The same brain regions were highlighted in previous studies when a non-target language had to be controlled. Hence the engagement of language control in adult early multilinguals appears to be influenced by the specific learning and acquisition conditions during early childhood. Remarkably, our results reveal that the functional control of early and subsequently later acquired languages is similarly affected, suggesting that language experience has a pervasive influence into adulthood. As such, our findings extend the current understanding of control functions in multilinguals.},
  language  = {en}
}
@misc{Verissimo2017,
  author    = {Verissimo, Jo{\~a}o Marques},
  title     = {Sensitive periods in both L1 and L2},
  series = {Bilingualism : language and cognition},
  volume    = {21},
  journal   = {Bilingualism : language and cognition},
  number    = {5},
  publisher = {Cambridge Univ. Press},
  address   = {New York},
  issn      = {1366-7289},
  doi       = {10.1017/S1366728918000275},
  pages     = {932 -- 933},
  year      = {2017},
  abstract  = {The keynote article (Mayberry \& Kluender, 2017) makes an important contribution to questions concerning the existence and characteristics of sensitive periods in language acquisition. Specifically, by comparing groups of non-native L1 and L2 signers, the authors have been able to ingeniously disentangle the effects of maturation from those of early language exposure. Based on L1 versus L2 contrasts, the paper convincingly argues that L2 learning is a less clear test of sensitive periods. Nevertheless, we believe Mayberry and Kluender underestimate the evidence for maturational factors in L2 learning, especially that coming from recent research.},
  language  = {en}
}
@phdthesis{Unger2023,
  author    = {Unger, Annika},
  title     = {Fr{\"u}he Wortsegmentierung im monolingualen und bilingualen Spracherwerb},
  doi       = {10.25932/publishup-58297},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582970},
  school      = {Universit{\"a}t Potsdam},
  pages     = {VIII, 132},
  year      = {2023},
  abstract  = {Die vorgelegte Dissertation befasst sich mit der fr{\"u}hen Wortsegmentierung im monolingualen und bilingualen Spracherwerb. Die Wortsegmentierung stellt eine der wesentlichen Herausforderungen f{\"u}r S{\"a}uglinge im Spracherwerb dar, da gesprochene Sprache kontinuierlich ist und Wortgrenzen nicht zuverl{\"a}ssig durch akustische Pausen markiert werden. Zahlreiche Studien konnten f{\"u}r mehrere Sprachen zeigen, dass sich Segmentierungsf{\"a}higkeiten von monolingualen S{\"a}uglingen zwischen dem 6. und 12. Lebensmonat herausbilden (z. B. Englisch: Jusczyk, Houston \& Newsome, 1999; Franz{\"o}sisch: Nazzi, Mersad, Sundara, Iakimova \& Polka, 2014; Deutsch: H{\"o}hle \& Weissenborn, 2003; Bartels, Darcy \& H{\"o}hle, 2009). Fr{\"u}he Wortsegmentierungsf{\"a}higkeiten sind sprachspezifisch (Polka \& Sundara, 2012). Crosslinguistische Studien zeigten, dass eine sprach{\"u}bergreifende Segmentierung f{\"u}r einsprachig aufwachsende S{\"a}uglinge nur erfolgreich bew{\"a}ltigt wird, wenn die nicht-native Sprache rhythmische Eigenschaften mit ihrer Muttersprache teilt (Houston, Jusczyk, Kuijpers, Coolen \& Cutler, 2000; H{\"o}hle, 2002; Polka \& Sundara, 2012). In vier Studien dieser Dissertation wurden mit behavioralen (Headturn Preference Paradigma) und elektrophysiologischen Untersuchungen (Elektroenzephalografie) monolingual Deutsch aufwachsende und bilingual Deutsch-Franz{\"o}sisch aufwachsende S{\"a}uglinge im Alter von 9 Monaten untersucht. Dabei wurde der Frage nachgegangen, ob monolingual Deutsch aufwachsende S{\"a}uglinge im Alter von 9 Monaten in der Lage sind, ihre Muttersprache Deutsch und die rhythmisch un{\"a}hnliche Sprache Franz{\"o}sisch zu segmentieren. Mit anderen Worten: K{\"o}nnen monolinguale S{\"a}uglinge im Alter von 9 Monaten ihre Segmentierungsprozeduren modifizieren bzw. von ihrer bevorzugten Segmentierung abweichen, um auch nicht-muttersprachlichen Input erfolgreich zu segmentieren? Bezogen auf die bilingualen Sprachlerner wurde der Frage nachgegangen, ob zweisprachig aufwachsende S{\"a}uglinge vergleichbare Segmentierungsf{\"a}higkeiten wie monolingual aufwachsende S{\"a}uglinge aufweisen und ob sich zudem ein Einfluss der Sprachdominanz auf die Entwicklung der Wortsegmentierungsf{\"a}higkeiten in einer bilingualen Population zeigt. Durch die gew{\"a}hlten Methoden konnten sowohl Verhaltenskorrelate als auch elektrophysiologische Korrelate zur Beantwortung der Fragestellungen herangezogen werden. Dar{\"u}ber hinaus erm{\"o}glichte das EEG durch ereigniskorrelierte Potenziale (EKPs) einen Einblick in Lern- und Verarbeitungsprozesse, die mit Verhaltensmethoden nicht erfassbar waren. Die Ergebnisse zeigen, dass monolingual Deutsch aufwachsende S{\"a}uglinge im Alter von 9 Monaten sowohl ihre Muttersprache als auch die nicht-native Sprache Franz{\"o}sisch erfolgreich segmentieren. Die F{\"a}higkeit zur Segmentierung der nicht-nativen Sprache Franz{\"o}sisch wird jedoch beeinflusst von der Muttersprache: monolinguale S{\"a}uglinge, die mit Franz{\"o}sisch zuerst getestet wurden, segmentierten sowohl das Franz{\"o}sische als auch das im Anschluss pr{\"a}sentierte deutsche Sprachmaterial. Monolinguale S{\"a}uglinge die zuerst mit Deutsch und anschließend mit Franz{\"o}sisch getestet wurden, segmentierten die deutschen Stimuli, jedoch nicht das franz{\"o}sische Sprachmaterial. Bilingual Deutsch-Franz{\"o}sisch aufwachsende S{\"a}uglinge segmentieren im Alter von 9 Monaten beide Muttersprachen erfolgreich. Die Ergebnisse deuten zudem auf einen Einfluss der Sprachdominanz auf die Wortsegmentierungsf{\"a}higkeiten von zweisprachig aufwachsenden S{\"a}uglingen. Die balancierten Bilingualen segmentieren beide Muttersprachen erfolgreich, die unbalancierten Bilingualen zeigen nur f{\"u}r die jeweils dominante Sprache eine erfolgreiche Segmentierung. Zusammenfassend liefert diese Arbeit erstmals Evidenz f{\"u}r eine erfolgreiche sprach{\"u}bergreifende Segmentierung in prosodisch differenten Sprachen unterschiedlicher Rhythmusklassen in einer monolingualen Population. Dar{\"u}ber hinaus liefern die Studien dieser Arbeit Evidenz daf{\"u}r, dass bilingual aufwachsende S{\"a}uglinge bezogen auf die Wortsegmentierungsf{\"a}higkeiten eine vergleichbare Entwicklung wie einsprachig aufwachsende Sprachlerner zeigen. Dieses Ergebnis erweitert die Datenlage bisheriger Studien, die f{\"u}r verschiedene Entwicklungsschritte im Spracherwerb keine Verz{\"o}gerung, sondern eine zu monolingual aufwachsenden S{\"a}uglingen vergleichbare Entwicklung innerhalb einer bilingualen Population nachweisen konnten (Sprachdiskrimination: Byers-Heinlein, Burns \& Werker, 2010; Bosch \& Sebastian-Galles, 1997; Phonemdiskrimination: Albareda-Castellot, Pons \& Sebasti{\´a}n-Gall{\´e}s, 2011; Wahrnehmung rhythmischer Eigenschaften: Bijeljac-Babic, H{\"o}hle \& Nazzi, 2016).},
  language  = {de}
}
@phdthesis{Trautwein2019,
  author    = {Trautwein, Jutta},
  title     = {The Mental lexicon in acquisition},
  doi       = {10.25932/publishup-43431},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-434314},
  school      = {Universit{\"a}t Potsdam},
  pages     = {IV, 177},
  year      = {2019},
  abstract  = {The individual's mental lexicon comprises all known words as well related infor-mation on semantics, orthography and phonology. Moreover, entries connect due to simi-larities in these language domains building a large network structure. The access to lexical information is crucial for processing of words and sentences. Thus, a lack of information in-hibits the retrieval and can cause language processing difficulties. Hence, the composition of the mental lexicon is essential for language skills and its assessment is a central topic of lin-guistic and educational research. In early childhood, measurement of the mental lexicon is uncomplicated, for example through parental questionnaires or the analysis of speech samples. However, with growing content the measurement becomes more challenging: With more and more words in the mental lexicon, the inclusion of all possible known words into a test or questionnaire be-comes impossible. That is why there is a lack of methods to assess the mental lexicon for school children and adults. For the same reason, there are only few findings on the courses of lexical development during school years as well as its specific effect on other language skills. This dissertation is supposed to close this gap by pursuing two major goals: First, I wanted to develop a method to assess lexical features, namely lexicon size and lexical struc-ture, for children of different age groups. Second, I aimed to describe the results of this method in terms of lexical development of size and structure. Findings were intended to help understanding mechanisms of lexical acquisition and inform theories on vocabulary growth. The approach is based on the dictionary method where a sample of words out of a dictionary is tested and results are projected on the whole dictionary to determine an indi-vidual's lexicon size. In the present study, the childLex corpus, a written language corpus for children in German, served as the basis for lexicon size estimation. The corpus is assumed to comprise all words children attending primary school could know. Testing a sample of words out of the corpus enables projection of the results on the whole corpus. For this purpose, a vocabulary test based on the corpus was developed. Afterwards, test performance of virtual participants was simulated by drawing different lexicon sizes from the corpus and comparing whether the test items were included in the lexicon or not. This allowed determination of the relation between test performance and total lexicon size and thus could be transferred to a sample of real participants. Besides lexicon size, lexical content could be approximated with this approach and analyzed in terms of lexical structure. To pursue the presented aims and establish the sampling method, I conducted three consecutive studies. Study 1 includes the development of a vocabulary test based on the childLex corpus. The testing was based on the yes/no format and included three versions for different age groups. The validation grounded on the Rasch Model shows that it is a valid instrument to measure vocabulary for primary school children in German. In Study 2, I estab-lished the method to estimate lexicon sizes and present results on lexical development dur-ing primary school. Plausible results demonstrate that lexical growth follows a quadratic function starting with about 6,000 words at the beginning of school and about 73,000 words on average for young adults. Moreover, the study revealed large interindividual differences. Study 3 focused on the analysis of network structures and their development in the mental lexicon due to orthographic similarities. It demonstrates that networks possess small-word characteristics and decrease in interconnectivity with age. Taken together, this dissertation provides an innovative approach for the assessment and description of the development of the mental lexicon from primary school onwards. The studies determine recent results on lexical acquisition in different age groups that were miss-ing before. They impressively show the importance of this period and display the existence of extensive interindividual differences in lexical development. One central aim of future research needs to address the causes and prevention of these differences. In addition, the application of the method for further research (e.g. the adaptation for other target groups) and teaching purposes (e.g. adaptation of texts for different target groups) appears to be promising.},
  language  = {en}
}
@article{TelkemeyerRossiNierhausetal.2011,
  author    = {Telkemeyer, Silke and Rossi, Sonja and Nierhaus, Till and Steinbrink, Jens and Obrig, Hellmuth and Wartenburger, Isabell},
  title     = {Acoustic processing of temporally modulated sounds in infants evidence from a combined near-infrared spectroscopy and EEG study},
  series = {Frontiers in psychology},
  volume    = {2},
  journal   = {Frontiers in psychology},
  number    = {2},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2011.00062},
  pages     = {14},
  year      = {2011},
  abstract  = {Speech perception requires rapid extraction of the linguistic content from the acoustic signal. The ability to efficiently process rapid changes in auditory information is important for decoding speech and thereby crucial during language acquisition. Investigating functional networks of speech perception in infancy might elucidate neuronal ensembles supporting perceptual abilities that gate language acquisition. Interhemispheric specializations for language have been demonstrated in infants. How these asymmetries are shaped by basic temporal acoustic properties is under debate. We recently provided evidence that newborns process non-linguistic sounds sharing temporal features with language in a differential and lateralized fashion. The present study used the same material while measuring brain responses of 6 and 3 month old infants using simultaneous recordings of electroencephalography (EEG) and near-infrared spectroscopy (NIRS). NIRS reveals that the lateralization observed in newborns remains constant over the first months of life. While fast acoustic modulations elicit bilateral neuronal activations, slow modulations lead to right-lateralized responses. Additionally, auditory-evoked potentials and oscillatory EEG responses show differential responses for fast and slow modulations indicating a sensitivity for temporal acoustic variations. Oscillatory responses reveal an effect of development, that is, 6 but not 3 month old infants show stronger theta-band desynchronization for slowly modulated sounds. Whether this developmental effect is due to increasing fine-grained perception for spectrotemporal sounds in general remains speculative. Our findings support the notion that a more general specialization for acoustic properties can be considered the basis for lateralization of speech perception. The results show that concurrent assessment of vascular based imaging and electrophysiological responses have great potential in the research on language acquisition.},
  language  = {en}
}
@phdthesis{Siegmueller2008,
  author    = {Siegm{\"u}ller, Julia},
  title     = {Der Gebrauch lexikalischer Erwerbsbeschr{\"a}nkungen bei Kindern mit Williams-Beuren-Syndrom},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-18889},
  school      = {Universit{\"a}t Potsdam},
  year      = {2008},
  abstract  = {In der vorliegenden Arbeit wird eine Studie zum mentalen Lexikon bei Kindern mit Williams-Beuren-Syndrom (WBS) pr{\"a}sentiert. Das Lexikon junger WBS-Kinder entwickelt sich verz{\"o}gert (Mervis \& Robinson, 2000). Trotzdem gilt das Lexikon jugendlicher WBS-Probanden im Vergleich zu Probanden mit anderen Syndromen als elaboriert (Wang et al. 1995). Dies k{\"o}nnte auf sich sp{\"a}t entwickelnde Sprachf{\"a}higkeiten hindeuten. Es wird vermutet, dass ab 11 Jahren Ver{\"a}nderungen stattfinden, durch die das typische Profil des WBS erst entsteht (Rossen et al. 1996). Ziel der vorliegenden Arbeit ist es, sich der Aufholphase zu n{\"a}hern, indem die lexikalischen F{\"a}higkeiten vor dem kritischen Alter untersucht werden. Dazu werden zwei lexical constraints untersucht, die Markman (1989) f{\"u}r den ungest{\"o}rten Lexikonerwerb postuliert. Whole object constraint (WOC): Das Kind nimmt an, dass sich ein unfamili{\"a}res Wort auf ein ganzes Objekt bezieht. Mutual exclusivity constraint (MEC): Das Kind nimmt eine beidseitig exklusive Beziehung zwischen Wortform und Referenten an. Zum WBS gibt es eine einzige Studie zu den constraints (Stevens \& Karmiloff-Smith 1997). Die WBS-Probanden sind zu alt (7;5 bis 31;5), um Aussagen {\"u}ber die Sprachf{\"a}higkeiten in der Zeit des Spurts machen zu k{\"o}nnen. Markman postuliert die constraints als Teil des universalen Wissens von Kindern. Dementsprechend ist die Hypothese, dass die constraints auch bei WBS-Kindern aktiv sind und in experimentellen Situationen zur Anwendung kommen. Zentral f{\"u}r die Hypothese ist die Untersuchung von Vorschulalkindern. Es werden 5 WBS-Kinder (3;2-7;0) und 98 chronologisch gematchte Kontrollkinder im WOC bzw. 97 im MEC untersucht. Es wird jeweils ein Versuch zum WOC (n=9) und zum MEC (n=12) durchgef{\"u}hrt. Beim WOC-Versuch w{\"a}hlen WBS-Kinder und Kontrollkinder am h{\"a}ufigsten das Zielitem. Die WBS-Kinder w{\"a}hlen h{\"a}ufig das Teilablenkerbild. Im Einzelfallvergleich sind 4 der 5 WBS-Kinder im Vergleich zu ihrer Kontrollgruppe auff{\"a}llig. Im MEC-Versuch zeigen die ungest{\"o}rten Kinder signifikant h{\"a}ufiger auf das Bild mit dem phonologischen Ablenker als die WBS-Kinder. In der Einzelfallanalyse liegen 4 von 5 WBS-Kindern bei der Auswahl des Zielitems oberhalb des Mittelwertes ihrer Kontrollgruppe. Insgesamt ergeben sich durch das Verhalten der WBS-Kinder in den Versuchen eher Hinweise auf defizit{\"a}re perzeptuelle Einfl{\"u}sse auf die Anwendung der lexikalischen constraints als auf ihr Fehlen. Als Ursache f{\"u}r das Verhalten der WBS-Kinder wird die Detailpr{\"a}ferenzhypothese postuliert. Majerus et al.s (2003)Hypothese wird um die visuelle Verarbeitung erweitert. Diese findet lokal statt und kann nur bedingt Gattungsbegriffe aufbauen. Den {\"u}berspezifizierten Wortformen stehen Teilrepr{\"a}sentationen gegen{\"u}ber. Die entstehenden semantischen Repr{\"a}sentationen sind an konkreten Erfahrungen orientiert und verbleiben auf einer {\"u}berspezifizierten Form. Mit der Hypothese der generellen Detailpr{\"a}ferenz wird zum ersten Mal eine einheitliche Wurzel f{\"u}r das Verhalten von WBS-Kindern im Vorschulalter in verschiedenen psychologischen Fakult{\"a}ten aufgestellt. Majerus, S., Van der Linden, M., Mulder, L., Meulemans, T., \& Peters, F. (2003). Verbal short-term memory reflects the sublexical organization of the phonological language network: evidence from an incidental phonotactic learning paradigm. Journal of Memory and Language, 51, 297-306. Markman, E. (1989). Categorization and naming in children. Cambridge MA: MIT Press. Mervis, C. B. \& Robinson, B. F. (2000). Expressive vocabulary ability of toddlers with Williams syndrome or Down syndrome: a comparison. Developmental Neuropsychology, 17, 11-126. Rossen, M., Klima, E., Bellugi, U., Bihrle, A., \& Jones, W. (1996). Interaction between language and cognition: evidence from Williams syndrome. In J. H. Beitchman, N. Cohen, M. Konstantareas, \& R. Tannock (Eds.), Language, learning and behavior disorders: developmental, biological, and clinical perspectives. (367-392). New York: Cambridge University Press. Stevens, T. \& Karmiloff-Smith, A. (1997). Word learning in a special population: do individuals with Williams syndrome obey lexical constraints? Journal of Child Language, 24, 737-765. Wang, P. P., Doherty, S., Rourke, S. B., \& Bellugi, U. (1995). Unique profile of visuo-perceptual skills in a genetic syndrome. Brain and Cognition, 29, 54-65.},
  language  = {de}
}
@misc{SchroederGrimmSchulzetal.2017,
  author    = {Schr{\"o}der, Astrid and Grimm, Angela and Schulz, Petra and Heide, Judith and Frank, Ulrike and Wahl, Michael and Lampe, Leonie and Fieder, Nora and Krajenbrink, Trudy and Nickels, Lyndsey and Bykova, Ksenia and Wilzek, Alexa and van den Engl-Hoek, Lenie and Huckabee, Maggie-Lee and Balzer, Julia and Ebert, Susanne and Kaps, Hella and Matteschk, Maria and Tzsch{\"o}ckel, Katharina Andrea and Dressel, Katharina and Kr{\"o}ger, Bernd J. and Diwoky, Laura Cassandra and Breitenstein, Sarah and Bruno, Giulia and Lassotta, Romy and Adani, Flavia and Ferchland, Lisa and Baatz, Charlotte and Netzebandt, Jonka and Heyde, Cornelia J. and Cleland, Joanne and Scobbie, James M. and Roxburgh, Zoe and Schmidt, Jessica},
  title     = {Spektrum Patholinguistik Band 10. Schwerpunktthema: Panorama Patholinguistik: Sprachwissenschaft trifft Sprachtherapie},
  number    = {10},
  editor    = {Adelt, Anne and Yetim, {\"O}zlem and Otto, Constanze and Fritzsche, Tom},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  organization    = {Verband f{\"u}r Patholinguistik e. V. (vpl)},
  isbn      = {978-3-86956-404-3},
  issn      = {1866-9085},
  doi       = {10.25932/publishup-39701},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-397019},
  pages     = {vii, 225 S.},
  year      = {2017},
  abstract  = {Das 10. Herbsttreffen Patholinguistik mit dem Schwerpunktthema »Panorama Patholinguistik: Sprachwissenschaft trifft Sprachtherapie« fand am 19.11.2016 in Potsdam statt. Das Herbsttreffen wird seit 2007 j{\"a}hrlich vom Verband f{\"u}r Patholinguistik e.V. (vpl) durchgef{\"u}hrt. Der vorliegende Tagungsband beinhaltet die vier Hauptvortr{\"a}ge zum Schwerpunktthema sowie Beitr{\"a}ge zu den Kurzvortr{\"a}gen »Patholinguistik im Fokus« und der Posterpr{\"a}sentationen zu weiteren Themen aus der sprachtherapeutischen Forschung und Praxis.},
  language  = {de}
}