TY - JOUR A1 - Gökgöz, Kübra A1 - Gagarina, Natalia A1 - Klassert, Annegret T1 - Kasuserwerb in der Erstsprache Türkisch BT - eine Untersuchung zur Akkusativ- und Dativproduktion von bilingual türkisch-deutschsprachigen Kindern BT - an investigation of accusative and dative production in bilingual Turkish-German children JF - Sprache, Stimme, Gehör : Zeitschrift für Kommunikationsstörungen N2 - Während für den monolingualen Erwerb des Türkischen ausreichend Evidenzen vorliegen, dass Kasus innerhalb der ersten drei Lebensjahre erworben wird und Erwerbsprobleme ein sicherer Indikator für SSES sind, ist dies für den bilingualen Erwerb nicht ausreichend geklärt. Die vorliegende Studie untersucht in longitudinalen Daten von ungestörten 18 zwei- bis vierjährigen bilingual türkisch-deutsch-sprachigen Kindern die Korrektheitswerte, Entwicklungsmuster und Fehlertypen in einem Elizitierungstest für Akkusativ und Dativ in der Erstsprache Türkisch. Auch nach dem vierten Lebensjahr sind die getesteten Bereiche nicht von allen Kindern vollständig erworben. Der Kasus ist demnach unter bilingualen Erwerbsbedingungen ein vulnerabler Bereich und als alleiniger Marker nicht geeignet, um zwischen gestörter und ungestörter bilingualer Sprachentwicklung zu unterscheiden. Das häufige Ausweichen auf pronominale Reaktionen und andere Wörter auf Grund lexikalischer Unsicherheiten, verdeutlicht die Notwendigkeit von erstsprachlichen Kompetenzen bei der Beurteilung der Korrektheit der Reaktionen. N2 - While there is sufficient evidence that, in monolingual acquisition of Turkish, case is acquired within the first three years of life and that problems with case are an indicator of SLI, this is not sufficiently clear when it comes to bilingual acquisition. The present study examines correctness, developmental patterns, and error types in a dative and accusative elicitation test in L1 Turkish in longitudinal data of 18 typically developing 2- to 4-year-old bilingual Turkish-German children. Even after the age of four, the phenomena tested areas are not fully acquired by all children. Therefore, case is a vulnerable area in bilingual acquisition and not suitable as a sole marker for distinguishing between impaired and unimpaired language development. The need for first language competencies of the tester becomes apparent, because children frequently produce pronominal responses and non-target words due to lexical problems. T2 - Case morphology in the first language Turkish KW - bilingualer Spracherwerb KW - Kasusmorphologie KW - türkisch KW - Elizitierungsaufgabe Y1 - 2020 U6 - https://doi.org/10.1055/a-0641-4467 SN - 0342-0477 SN - 1439-1260 VL - 44 IS - 1 SP - 49 EP - 56 PB - Thieme CY - Stuttgart ER - TY - JOUR A1 - Czapka, Sophia A1 - Wotschack, Christiane A1 - Klassert, Annegret A1 - Festman, Julia T1 - A path to the bilingual advantage BT - pairwise matching of individuals JF - Bilingualism : language and cognition 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. KW - executive functions KW - bilingualism KW - interference inhibition KW - pairwise KW - matching KW - primary school children KW - background variables KW - lexicon size Y1 - 2019 U6 - https://doi.org/10.1017/S1366728919000166 SN - 1366-7289 SN - 1469-1841 VL - 23 IS - 2 SP - 344 EP - 354 PB - Cambridge Univ. Press CY - Cambridge ER - TY - JOUR A1 - Wotschack, Christiane A1 - Klassert, Annegret A1 - Festman, Julia T1 - Rapid Automatized Writing (RAW) BT - Ein neuer Test zum Schreiberwerb JF - Spektrum Patholinguistik Band 9. Schwerpunktthema: Lauter Laute: Phonologische Verarbeitung und Lautwahrnehmung in der Sprachtherapie N2 - 1. Die Effizienz der Handschrift, RAN und RAW, 2. Methode, 3. Ergebnisse, 4. Diskussion, 5. Ausblick, 6. Literatur Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-99081 SN - 1866-9085 SN - 1866-9433 IS - 9 SP - 195 EP - 206 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Czapka, Sophia A1 - Klassert, Annegret T1 - Fehleranalyse Schreiben (FeSCH) BT - Bi- und monolinguale Kinder im Vergleich JF - Spektrum Patholinguistik (Band 8) - Schwerpunktthema: Besonders behandeln? : Sprachtherapie im Rahmen primärer Störungsbilder KW - Patholinguistik KW - Sprachtherapie KW - geistige Behinderung KW - primär progessive Aphasie KW - patholinguistics KW - speech therapy KW - mental deficiency KW - primary progessive aphasia Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-79857 SP - 201 EP - 208 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Gerth, Sabrina A1 - Klassert, Annegret A1 - Dolk, Thomas A1 - Fliesser, Michael A1 - Fischer, Martin H. A1 - Nottbusch, Guido A1 - Festman, Julia T1 - Is Handwriting Performance Affected by the Writing Surface? BT - Comparing Preschoolers', Second Graders', and Adults' Writing Performance on a Tablet vs. Paper JF - Frontiers in psychology N2 - Due to their multifunctionality, tablets offer tremendous advantages for research on handwriting dynamics or for interactive use of learning apps in schools. Further, the widespread use of tablet computers has had a great impact on handwriting in the current generation. But, is it advisable to teach how to write and to assess handwriting in pre- and primary schoolchildren on tablets rather than on paper? Since handwriting is not automatized before the age of 10 years, children's handwriting movements require graphomotor and visual feedback as well as permanent control of movement execution during handwriting. Modifications in writing conditions, for instance the smoother writing surface of a tablet, might influence handwriting performance in general and in particular those of non-automatized beginning writers. In order to investigate how handwriting performance is affected by a difference in friction of the writing surface, we recruited three groups with varying levels of handwriting automaticity: 25 preschoolers, 27 second graders, and 25 adults. We administered three tasks measuring graphomotor abilities, visuomotor abilities, and handwriting performance (only second graders and adults). We evaluated two aspects of handwriting performance: the handwriting quality with a visual score and the handwriting dynamics using online handwriting measures [e.g., writing duration, writing velocity, strokes and number of inversions in velocity (NIV)]. In particular, NIVs which describe the number of velocity peaks during handwriting are directly related to the level of handwriting automaticity. In general, we found differences between writing on paper compared to the tablet. These differences were partly task-dependent. The comparison between tablet and paper revealed a faster writing velocity for all groups and all tasks on the tablet which indicates that all participants—even the experienced writers—were influenced by the lower friction of the tablet surface. Our results for the group-comparison show advancing levels in handwriting automaticity from preschoolers to second graders to adults, which confirms that our method depicts handwriting performance in groups with varying degrees of handwriting automaticity. We conclude that the smoother tablet surface requires additional control of handwriting movements and therefore might present an additional challenge for learners of handwriting. KW - handwriting KW - movement kinematics KW - writing acquisition KW - children KW - graphomotor control KW - tablet Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.01308 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Gerth, Sabrina A1 - Klassert, Annegret A1 - Dolk, Thomas A1 - Fliesser, Michael A1 - Fischer, Martin H. A1 - Nottbusch, Guido A1 - Festman, Julia T1 - Is Handwriting Performance Affected by the Writing Surface? BT - Comparing Preschoolers', Second Graders', and Adults' Writing Performance on a Tablet vs. Paper N2 - Due to their multifunctionality, tablets offer tremendous advantages for research on handwriting dynamics or for interactive use of learning apps in schools. Further, the widespread use of tablet computers has had a great impact on handwriting in the current generation. But, is it advisable to teach how to write and to assess handwriting in pre- and primary schoolchildren on tablets rather than on paper? Since handwriting is not automatized before the age of 10 years, children's handwriting movements require graphomotor and visual feedback as well as permanent control of movement execution during handwriting. Modifications in writing conditions, for instance the smoother writing surface of a tablet, might influence handwriting performance in general and in particular those of non-automatized beginning writers. In order to investigate how handwriting performance is affected by a difference in friction of the writing surface, we recruited three groups with varying levels of handwriting automaticity: 25 preschoolers, 27 second graders, and 25 adults. We administered three tasks measuring graphomotor abilities, visuomotor abilities, and handwriting performance (only second graders and adults). We evaluated two aspects of handwriting performance: the handwriting quality with a visual score and the handwriting dynamics using online handwriting measures [e.g., writing duration, writing velocity, strokes and number of inversions in velocity (NIV)]. In particular, NIVs which describe the number of velocity peaks during handwriting are directly related to the level of handwriting automaticity. In general, we found differences between writing on paper compared to the tablet. These differences were partly task-dependent. The comparison between tablet and paper revealed a faster writing velocity for all groups and all tasks on the tablet which indicates that all participants—even the experienced writers—were influenced by the lower friction of the tablet surface. Our results for the group-comparison show advancing levels in handwriting automaticity from preschoolers to second graders to adults, which confirms that our method depicts handwriting performance in groups with varying degrees of handwriting automaticity. We conclude that the smoother tablet surface requires additional control of handwriting movements and therefore might present an additional challenge for learners of handwriting. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 308 KW - children KW - graphomotor control KW - handwriting KW - movement kinematics KW - tablet KW - writing acquisition Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-100384 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 - JOUR A1 - Nousair, Iman A1 - Klassert, Annegret A1 - Wellmann, Caroline T1 - Phonologieerwerb in der Erstsprache Arabisch BT - Diagnostik der Aussprache bei arabisch-deutsch bilingualen Kindern JF - Spektrum Patholinguistik Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-469600 SN - 978-3-86956-479-1 SN - 1866-9085 SN - 1866-9433 IS - 12 SP - 197 EP - 209 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Klassert, Annegret T1 - Wortschatz und Wortfindung bilingualer Kinder: Fallstricke bei der Diagnostik von Sprachentwicklungsstörungen JF - Spektrum Patholinguistik Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474929 SN - 978-3-86956-488-3 SN - 1866-9433 SN - 1869-3822 VL - 2020 IS - 13 SP - 73 EP - 86 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Klassert, Annegret A1 - Bormann, Sarah A1 - Festman, Julia A1 - Gerth, Sabrina T1 - Primary School Children’s Spelling of Consonant Clusters and Morphological Awareness T1 - Rechtschreibung von Konsonantenclustern und morphologische Bewusstheit bei Grundschüler_innen JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie N2 - Die vorliegenden Studien untersuchen die Entwicklung der Rechtschreibfähigkeit für finale Konsonantencluster im Deutschen und die ihr zugrundeliegenden Strategien bei Erst- bis Drittklässler_innen (N = 209). Dazu wurde der Einfluss der morphologischen Komplexität (poly- vs. monomorphematische Cluster) auf die Rechtschreibung qualitativ und quantitativ analysiert, sowie mit einer Messung zur morphologischen Bewusstheit korreliert. Von der ersten Klasse an zeigt sich eine hohe Korrektheit in der Schreibung und somit eine sprachspezifisch schnelle Entwicklung der alphabetischen Rechtschreibstrategie für finale Konsonantencluster. Der Einfluss morphologischer Verarbeitungsprozesse wurde allerdings erst für die Drittklässler_innen gefunden. Obwohl bereits die Erstklässler_innen gut entwickelte morphologische Bewusstheit zeigten, scheinen sie noch nicht in der Lage zu sein, diese bei der Rechtschreibung anzuwenden. Die Ergebnisse werden im Kontrast zu den umfangreicher vorliegenden Befunden für die englische Sprache diskutiert. N2 - The present studies investigate the development of the ability to spelt final consonant clusters in German and its underlying strategies in first- to third-graders (N = 209). In these studies, the influence of morphological complexity (poly- vs. monomorphemic clusters) was analyzed qualitatively and quantitatively, and correlated with a measure of morphological awareness. From the first grade onwards, we found a high spelling accuracy and therefore a language-specific early development of the alphabetic spelling strategy for final consonant clusters. However, the influence of morphological processing mechanisms was only found for third graders. Although even first graders showed a well-developed morphological awareness, they did not seem to be able to use it during spelling. The results are discussed in contrast to extensive previous research in English. KW - spelling KW - final consonant clusters KW - morphological awareness KW - German KW - Rechtsschreibung KW - finale Konsonantencluster KW - morphologische Bewusstheit KW - Deutsch Y1 - 2018 U6 - https://doi.org/10.1026/0049-8637/a000193 SN - 0049-8637 SN - 2190-6262 VL - 50 IS - 3 SP - 115 EP - 125 PB - Hogrefe CY - Göttingen ER -