TY  - JOUR
A1  - Szendrői, Kriszta
A1  - Schumacher, Rebecca
A1  - Fritzsche, Tom
A1  - Höhle, Barbara
T1  - Acquisition of quantifier raising of a universal across an existential
BT  - Evidence from German
JF  - Glossa : a journal of general linguistics
N2  - Our paper reports an act out task with German 5- and 6-year olds and adults involving doubly-quantified sentences with a universal object and an existential subject. We found that 5- and 6-year olds allow inverse scope in such sentences, while adults do not. Our findings contribute to a growing body of research (e.g. Gualmini et al. 2008; Musolino 2009, etc.) showing that children are more flexible in their scopal considerations than initially proposed by the Isomorphism proposal (Lidz & Musolino 2002; Musolino & Lidz 2006). This result provides support for a theory of German, a “no quantifier raising”-language, in terms of soft violable constraints, or global economy terms (Bobaljik & Wurmbrand 2012), rather than in terms of hard inviolable constraints or rules (Frey 1993). Finally, the results are compatible with Reinhart’s (2004) hypothesis that children do not perform global interface economy considerations due to the increased processing associated with it.
KW  - quantifier raising
KW  - language development
KW  - inverse scope reading
KW  - German language
KW  - interface economy
Y1  - 2017
SN  - 2397-1835
VL  - 2
PB  - Open Library of Humanities
CY  - London
ER  - 
TY  - JOUR
A1  - Sun, He
A1  - Ng, Siew Chin
A1  - O'Brien, Beth Ann
A1  - Fritzsche, Tom
T1  - Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages
JF  - Journal of Child Language
N2  - Child characteristics, family factors, and preschool factors are all found to affect the rate of bilingual children's vocabulary development in heritage language (HL). However, what remains unknown is the relative importance of these three sets of factors in HL vocabulary growth. The current study explored the complex issue with 457 Singaporean preschool children who are speaking either Mandarin, Malay, or Tamil as their HL. A series of internal factors (e.g., non-verbal intelligence) and external factors (e.g., maternal educational level) were used to predict children's HL vocabulary growth over a year at preschool with linear mixed effects models. The results demonstrated that external factors (i.e., family and preschool factors) are relatively more important than child characteristics in enhancing bilingual children's HL vocabulary growth. Specifically, children's language input quantity (i.e., home language dominance), input quality (e.g., number of books in HL), and HL input quantity at school (i.e., the time between two waves of tests at preschool) predict the participants' HL vocabulary growth, with initial vocabulary controlled. The relative importance of external factors in bilingual children's HL vocabulary development is attributed to the general bilingual setting in Singapore, where HL is taken as a subject to learn at preschool and children have fairly limited exposure to HL in general. The limited amount of input might not suffice to trigger the full expression of internal resources. Our findings suggest the crucial roles that caregivers and preschools play in early HL education, and the necessity of more parental involvement in early HL learning in particular.
KW  - heritage language maintenance
KW  - child characteristics
KW  - input quantity
KW  - language input-poor setting
Y1  - 2020
U6  - https://doi.org/10.1017/S0305000919000904
SN  - 0305-0009
SN  - 1469-7602
VL  - 47
IS  - 4
SP  - 817
EP  - 843
PB  - Cambridge University Press
CY  - New York
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Müller, Anja
T1  - Children’s Comprehension of Sentences with Focus Particles and the Role of Cognitive Control
BT  - An Eye Tracking Study with German-Learning 4-Year-Olds
JF  - PLoS one
N2  - Children’s interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle ‘nur’ (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with ‘only’ in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for ‘only’ in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children’s performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with ‘only’ in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which–depending on specific task demands–may be masked by immature general cognitive abilities.
KW  - eyes
KW  - sentence processing
KW  - cognition
KW  - cognitive linguistics
KW  - human performance
KW  - syntax
KW  - cognitive psychology
KW  - working memory
Y1  - 2016
U6  - https://doi.org/10.1371/journal.pone.0149870
SN  - 1932-6203
VL  - 11
IS  - 3
SP  - 1
EP  - 27
PB  - PLoS
CY  - Lawrence, Kan.
ER  - 
TY  - GEN
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Müller, Anja
T1  - Children’s Comprehension of Sentences with Focus Particles and the Role of Cognitive Control
BT  - An Eye Tracking Study with German-Learning 4-Year-Olds
N2  - Children’s interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle ‘nur’ (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with ‘only’ in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for ‘only’ in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children’s performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with ‘only’ in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which–depending on specific task demands–may be masked by immature general cognitive abilities.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 287 
KW  - cognition
KW  - cognitive linguistics
KW  - cognitive psychology
KW  - eyes
KW  - human performance
KW  - sentence processing
KW  - syntax
KW  - working memory
Y1  - 2016
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-90524
ER  - 
TY  - JOUR
A1  - Düring, Sarah
A1  - Lubitz, Anika
A1  - Schnelle, Kirsten
A1  - Klitsch, Julia
A1  - Netzebandt, Jonka
A1  - Fritzsche, Tom
T1  - Interdisziplinäre Zusammenarbeit
BT  - Erfahrungen aus der Praxis und Perspektiven für die Zukunft
JF  - Spektrum Patholinguistik 15
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-572386
SN  - 978-3-86956-542-2
SN  - 1866-9433
SN  - 1866-9085
IS  - 15
SP  - 87
EP  - 106
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Müller, Anja
T1  - of Cognitive Control: An Eye Tracking Study with German-Learning 4-Year-Olds
JF  - PLoS one
N2  - Children’s interpretations of sentences containing focus particles do not seem adult-like until school age. This study investigates how German 4-year-old children comprehend sentences with the focus particle ‘nur’ (only) by using different tasks and controlling for the impact of general cognitive abilities on performance measures. Two sentence types with ‘only’ in either pre-subject or pre-object position were presented. Eye gaze data and verbal responses were collected via the visual world paradigm combined with a sentence-picture verification task. While the eye tracking data revealed an adult-like pattern of focus particle processing, the sentence-picture verification replicated previous findings of poor comprehension, especially for ‘only’ in pre-subject position. A second study focused on the impact of general cognitive abilities on the outcomes of the verification task. Working memory was related to children’s performance in both sentence types whereas inhibitory control was selectively related to the number of errors for sentences with ‘only’ in pre-subject position. These results suggest that children at the age of 4 years have the linguistic competence to correctly interpret sentences with focus particles, which–depending on specific task demands–may be masked by immature general cognitive abilities.
Y1  - 2016
U6  - https://doi.org/10.1371/journal.pone.0149870
SN  - 1932-6203
VL  - 11
PB  - PLoS
CY  - San Fransisco
ER  - 
TY  - GEN
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Meß, Katharina
A1  - Philipp, Mareike
A1  - Gafos, Adamantios I.
T1  - Only the right noise?
BT  - Effects of phonetic and visual input variability on 14-month-olds' minimal pair word learning
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Seminal work by Werker and colleagues (Stager & Werker [1997]Nature, 388, 381-382) has found that 14-month-old infants do not show evidence for learning minimal pairs in the habituation-switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009]Developmental Science, 12, 339-349). The current study further extends these results and assesses how different kinds of input variability affect 14-month-olds' minimal pair learning in the habituation-switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non-acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English-learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech-specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 868 
KW  - acoustic variability
KW  - habituation-switch paradigm
KW  - infant word learning
KW  - minimal pairs
KW  - phonological development
KW  - visual variability
Y1  - 2020
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516674
SN  - 1866-8364
IS  - 5
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Meß, Katharina
A1  - Philipp, Mareike
A1  - Gafos, Adamantios I.
T1  - Only the right noise?
BT  - Effects of phonetic and visual input variability on 14-month-olds' minimal pair word learning
JF  - Developmental Science
N2  - Seminal work by Werker and colleagues (Stager & Werker [1997]Nature, 388, 381-382) has found that 14-month-old infants do not show evidence for learning minimal pairs in the habituation-switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009]Developmental Science, 12, 339-349). The current study further extends these results and assesses how different kinds of input variability affect 14-month-olds' minimal pair learning in the habituation-switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non-acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English-learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech-specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning.
KW  - acoustic variability
KW  - habituation-switch paradigm
KW  - infant word learning
KW  - minimal pairs
KW  - phonological development
KW  - visual variability
Y1  - 2020
U6  - https://doi.org/10.1111/desc.12950
SN  - 1363-755X
SN  - 1467-7687
VL  - 23
IS  - 5
SP  - 1
EP  - 16
PB  - Wiley-Blackwell
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Boll-Avetisyan, Natalie
A1  - Hullebus, Marc
A1  - Gafos, Adamantios I.
T1  - Respect the surroundings
BT  - effects of phonetic context variability on infants' learning of minimal pairs
JF  - JASA Express Letters
N2  - Fourteen-month-olds' ability to distinguish a just learned word, /bu?k/, from its minimally different word, /du?k/, was assessed under two pre-exposure conditions: one where /b, d/-initial forms occurred in a varying vowel context and another where the vowel was fixed but the final consonant varied. Infants in the experiments benefited from the variable vowel but not from the variable final consonant context, suggesting that vowel variability but not all kinds of variability are beneficial. These results are discussed in the context of time-honored observations on the vowel-dependent nature of place of articulation cues for consonants.
Y1  - 2021
U6  - https://doi.org/10.1121/10.0003574
SN  - 2691-1191
VL  - 1
IS  - 2
PB  - AIP Publ.
CY  - Melville
ER  - 
TY  - JOUR
A1  - Tan, Sarah
A1  - Düring, Sarah
A1  - Wilde, Alina
A1  - Hamburger, Lara
A1  - Fritzsche, Tom
A1  - Felsing, Ulrike
A1  - Lauer, Norina
A1  - Corsten, Sabine
A1  - Ostermann, Frank
A1  - Nonn, Kerstin
A1  - Nerz, Verena
A1  - Neumann, Sandra
A1  - Zauke, Svenja
A1  - Sandrieser, Patricia
A1  - Steinberg, Romy Simone
A1  - Thurmann, Anika
A1  - Dörr, Fiona
A1  - Bilda, Kerstin
A1  - Kluth, Alicia
A1  - Lemire-Tremblay, Marilyne
A1  - Jamey, Kevin
A1  - Dalla Bella, Simone
A1  - Falk, Simone
A1  - Kleingünther, Constanze
A1  - Gabler, Katrin
A1  - Elligsen, Chiara
A1  - Weiland, Katharina
A1  - Wiehe, Lea
A1  - Wahl, Michael
A1  - Binczyk, Sarah
A1  - Staebel, Cornelia
A1  - Jung, Stefanie
A1  - Eikerling, Maren
A1  - Czok, Clara
A1  - Sallat, Stephan
A1  - Collasius, Valerie
A1  - Grahovac, Tena
ED  - Tan, Sarah
ED  - Düring, Sarah
ED  - Wilde, Alina
ED  - Hamburger, Lara
ED  - Fritzsche, Tom
T1  - Spektrum Patholinguistik Band 16. Schwerpunktthema: Schnittstelle Alltag: Transfer und Teilhabe in der Sprachtherapie
N2  - Das 16. Herbsttreffen Patholinguistik mit dem Schwerpunktthema »Schnittstelle Alltag: Transfer und Teilhabe in der Sprachtherapie« fand am 19.11.2022 als Online-Veranstaltung statt. Das Herbsttreffen wird seit 2007 jährlich vom Verband für Patholinguistik e.V. (vpl), seit 2021 vom Deutschen Bundesverband für akademische Sprachtherapie und Logopädie (dbs) in Kooperation mit der Universität Potsdam durchgeführt. Der vorliegende Tagungsband beinhaltet die Vorträge zum Schwerpunktthema sowie die Posterpräsentationen zu weiteren Themen aus der sprachtherapeutischen Forschung und Praxis.
N2  - The Sixteenth Autumn Meeting Patholinguistics with its main topic »Interface everyday life: Transfer and participation in speech/language therapy« took place online on the 19th of November 2022. This annual meeting has been organised since 2007 by the Association for Patholinguistics (vpl), since 2021 by the German Federal Association for Academic Speech/Language Therapy and Logopaedics (dbs) in cooperation with the University of Potsdam. The present proceedings feature the presentations on the main topic as well as articles from the poster session covering a broad range of areas in research and practice of speech/language therapy.
T3  - Spektrum Patholinguistik - 16 
KW  - Patholinguistik
KW  - Sprachtherapie
KW  - Transfer
KW  - Teilhabe
KW  - patholinguistics
KW  - speech/language therapy
KW  - transfer
KW  - participation
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-590433
SN  - 978-3-86956-559-0
SN  - 1866-9433
SN  - 1869-3822
IS  - 16
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -