A5057017995- Language Development and Disorders
- Phonetics and Phonology Research
- Reading and Literacy Development
- Child and Animal Learning Development
- Speech and dialogue systems
- Hearing Impairment and Communication
- Infant Health and Development
- Early Childhood Education and Development
- Neurobiology of Language and Bilingualism
Utrecht University
2012-2021
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, infancy researchers in particular face specific challenges replicability: For example, high-powered studies are difficult conduct, testing conditions vary across labs, different labs access infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of single theoretically important phenomenon (b)...
This study tests the hypothesis that developmental dyslexia is (partly) caused by a deficit in implicit sequential learning, investigating whether infants at familial risk of can track non-adjacent dependencies an artificial language. An learning would hinder detection such dependencies, which mark grammatical relations (e.g. between 'is' and '-ing' 'she happily singing'). In head-turn experiment with aged 1;6, family typically developing were exposed to one two novel languages containing...
Our aim was to investigate perceptual attunement (PA) in vowel perception of Dutch-learning infants (6-8-10-month-olds) using the hybrid visual fixation paradigm (Houston et al., 2007). Infants were habituated one phoneme and subsequently tested on items which a token alternated with either another same phoneme, or from phonemic category. Habituation involved tokens multiple speakers. native (/aː/-/eː/) non-native (/ɛ/-/æ/) contrast. The 6-month-olds (n = 38), 8-month-olds 44) 10-month-olds...
Deficiencies in discriminating and identifying speech sounds have been widely attested individuals with dyslexia as well young children at family risk (FR) of dyslexia. A perception deficit has hypothesized to be causally related reading spelling difficulties. So far, however, early FR infants not assessed different ages within a single experimental design. Furthermore, combination group- individual-based analyses made. In this cross-sectional study, vowel discrimination 6-, 8-, 10-month-old...