TY - GEN A1 - von Hagen, Alexa A1 - Kohnen, Saskia A1 - Stadie, Nicole T1 - Foreign language attainment of children/adolescents with poor literacy skills BT - a systematic review and meta-analysis T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers:n = 404; control participants:n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 847 KW - poor literacy KW - dyslexia KW - foreign language KW - bilingualism KW - meta-analysis Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-539772 SN - 1866-8364 IS - 2 ER - TY - GEN A1 - Offrede, Tom F. A1 - Jacobi, Jidde A1 - Rebernik, Teja A1 - de Jong, Lisanne A1 - Keulen, Stefanie A1 - Veenstra, Pauline A1 - Noiray, Aude A1 - Wieling, Martijn T1 - The impact of alcohol on L1 versus L2 T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Alcohol intoxication is known to affect many aspects of human behavior and cognition; one of such affected systems is articulation during speech production. Although much research has revealed that alcohol negatively impacts pronunciation in a first language (L1), there is only initial evidence suggesting a potential beneficial effect of inebriation on articulation in a non-native language (L2). The aim of this study was thus to compare the effect of alcohol consumption on pronunciation in an L1 and an L2. Participants who had ingested different amounts of alcohol provided speech samples in their L1 (Dutch) and L2 (English), and native speakers of each language subsequently rated the pronunciation of these samples on their intelligibility (for the L1) and accent nativelikeness (for the L2). These data were analyzed with generalized additive mixed modeling. Participants' blood alcohol concentration indeed negatively affected pronunciation in L1, but it produced no significant effect on the L2 accent ratings. The expected negative impact of alcohol on L1 articulation can be explained by reduction in fine motor control. We present two hypotheses to account for the absence of any effects of intoxication on L2 pronunciation: (1) there may be a reduction in L1 interference on L2 speech due to decreased motor control or (2) alcohol may produce a differential effect on each of the two linguistic subsystems. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 848 KW - acute alcohol consumption KW - articulation KW - speech KW - bilingualism Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-540955 SN - 1866-8364 IS - 3 ER - TY - GEN A1 - Czapka, Sophia A1 - Wotschack, Christiane A1 - Klassert, Annegret A1 - Festman, Julia T1 - A path to the bilingual advantage BT - pairwise matching of individuals T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Matching participants (as suggested by Hope, 2015) may be one promising option for research on a potential bilingual advantage in executive functions (EF). In this study we first compared performances in three EF-tasks of a naturally heterogeneous sample of monolingual (n = 69, age = 9.0 y) and multilingual children (n = 57, age = 9.3 y). Secondly, we meticulously matched participants pairwise to obtain two highly homogeneous groups to rerun our analysis and investigate a potential bilingual advantage. The initally disadvantaged multilinguals (regarding socioeconomic status and German lexicon size) performed worse in updating and response inhibition, but similarly in interference inhibition. This indicates that superior EF compensate for the detrimental effects of the background variables. After matching children pairwise on age, gender, intelligence, socioeconomic status and German lexicon size, performances became similar except for interference inhibition. Here, an advantage for multilinguals in the form of globally reduced reaction times emerged, indicating a bilingual executive processing advantage. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 688 KW - executive functions KW - bilingualism KW - interference inhibition KW - pairwise matching KW - primary school children KW - background variables KW - lexicon size Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-469736 SN - 1866-8364 IS - 688 ER - TY - GEN A1 - Czapka, Sophia A1 - Klassert, Annegret A1 - Festman, Julia T1 - Executive Functions and Language BT - Their Differential Influence on Mono- vs. Multilingual Spelling in Primary School T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - We aimed at unveiling the role of executive functions (EFs) and language-related skills in spelling for mono- versus multilingual primary school children. We focused on EF and language-related skills, in particular lexicon size and phonological awareness (PA), because these factors were found to predict spelling in studies predominantly conducted with monolinguals, and because multilingualism can modulate these factors. There is evidence for (a) a bilingual advantage in EF due to constant high cognitive demands through language control, (b) a smaller mental lexicon in German and (c) possibly better PA. Multilinguals in Germany show on average poorer German language proficiency, what can influence performance on language-based tasks negatively. Thus, we included two spelling tasks to tease apart spelling based on lexical knowledge (i.e., word spelling) from spelling based on non-lexical strategies (i.e., non-word spelling). Our sample consisted of heterogeneous third graders from Germany: 69 monolinguals (age: M = 108 months) and 57 multilinguals (age: M = 111 months). On less language-dependent tasks (e.g., non-word spelling, PA, intelligence, short-term memory (STM) and three EF tasks testing switching, inhibition, and working memory) performance of both groups did not differ significantly. However, multilinguals performed significantly more poorly on tasks measuring German lexicon size and word spelling than monolinguals. Regression analyses revealed that for multilinguals, inhibition was related to spelling, whereas switching was the only EF component to influence word spelling in monolinguals and non-word spelling performance in both groups. By adding lexicon size and other language-related factors to the regression models, the influence of switching was reduced to insignificant effects, but inhibition remained significant for multilinguals. Language-related skills best predicted spelling and both language groups shared those variables: PA for word spelling, and STM for non-word spelling. Additionally, multilinguals’ word spelling performance was also predicted by their German lexicon size, and non-word spelling performance by PA. This study offers an in-depth look at spelling acquisition at a certain point of literacy development. Mono- and multilinguals have the predominant factors for spelling in common, but probably due to superior language knowledge, monolinguals were already able to make use of EF during spelling. For multilinguals, German lexicon size was more important for spelling than EF. For multilinguals’ spelling these functions might come into play only at a later stage. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 537 KW - bilingualism KW - spelling KW - literacy acquisition KW - executive functions KW - lexicon size KW - primary school Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-424935 SN - 1866-8364 IS - 537 ER - TY - GEN A1 - Clahsen, Harald A1 - Jessen, Anna T1 - Do bilingual children lag behind? BT - A study of morphological encoding using ERPs T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The current study investigates how bilingual children encode and produce morphologically complex words. We employed a silent-production-plus-delayed-vocalization paradigm in which event-related brain potentials (ERPs) were recorded during silent encoding of inflected words which were subsequently cued to be overtly produced. The bilingual children's spoken responses and their ERPs were compared to previous datasets from monolingual children on the same task. We found an enhanced negativity for regular relative to irregular forms during silent production in both bilingual children's languages, replicating the ERP effect previously obtained from monolingual children. Nevertheless, the bilingual children produced more morphological errors (viz. over-regularizations) than monolingual children. We conclude that mechanisms of morphological encoding (as measured by ERPs) are parallel for bilingual and monolingual children, and that the increased over-regularization rates are due to their reduced exposure to each of the two languages (relative to monolingual children). T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 682 KW - morphology KW - event-related brain potentials KW - bilingualism Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-469727 SN - 1866-8364 IS - 682 ER -