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Co rodzice wiedzą o zasobie słownictwa swoich dzieci? Kwestionariuszowe badanie rozwoju słownika dzieci 2–6-letnich

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Haman E., Fronczyk K., Girtler I.
Psychologia Rozwojowa
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2009
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vol. 14
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issue 2
PL
What do parents know about their children’s vocabulary? A questionnaire/checklist study of lexical development in children aged 2–6The paper presents a study on lexical development of Polish children aged 2–6. Three tools were constructed for this purpose: “The Child Lexicon Development Questionnaire/Checklist”, “The Questionnaire: Communication and Family Routines“ and a personal questionnaire. All were filled in by children’s parents. The first tool comprised nouns, verbs and adjectives drawn in a layered drawing from the Frequency List of Polish Language Corpus (PWN, 2004). The next two consisted of questions related to interactions in the family, social environment and family SES. Data from 148 children were analyzed. Results revealed non-linear lexical growth with age, positive impact of diversified interactions with parents as well as of a number of different games/play situations with peers on children’s vocabulary. Interactions with parents mainly affected noun and adjective vocabulary, while the number of plays with peers affected verb vocabulary.
2
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Ocena zasobu słownictwa u dzieci w wieku przedszkolnym – nowe narzędzie testowe

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Haman E., Fronczyk K., Miękisz A.
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2010
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vol. 15
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issue 1
PL
Assessment of vocabulary size – a new tool for testing preschool childrenThe paper presents the first phase of research aimed at the construction of Picture Vocabulary Test (part I – Comprehension; OTS-R). Development of a mental lexicon is one of the basic components of linguistic and communicative competence (Michnick-Golinkoff et al., 2000; Hall and Waxman, 2004). Vocabulary size affects other aspects of language acquisition e.g. grammar (Dale et al., 2000; Dionne et al., 2003). Presented measure aims at the assessing word comprehension in preschool Polish children. In this phase of research, 351 children (age 2–6) took part in the study. Word comprehension was assessed by a picture choice task. Children were presented with a series of four pictures charts, each containing pictures depicting a target word (noun, verb, or adjective) and three distractors related to the target word phonetically, semantically, and thematically. Results show a gradual increase of vocabulary with age, better understanding of verbs over nous and adjectives, and a greater proportion of semantic errors over the other two types of errors. The study enabled the preparation of a new version of assessment tool which is going to be used in the subsequent phase of the research (norming study).
3
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Teoria umysłu i jej pomiar u dzieci w wieku 4–6 lat: Test Refleksji nad Myśleniem

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Białecka-Pikul M., Szpak M., Haman E., Mieszkowska K.
Psychologia Rozwojowa
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2018
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vol. 23
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issue 1
41-68
EN
The paper presents Test Refleksji nad Myśleniem (TRM, Reflection on Thinking Test), designed to investigate the development of reflection on thinking in children above 4 years of age. TRM is composed of nine tasks in the form of illustrated stories. The tasks assess child’s understanding of the 1st order beliefs (Unexpected Transfer Test and Deceptive Box Test), understanding of deception, ambiguity and interpretation, understanding of surprise and the 2nd order beliefs. In order to evaluate basic psychometric properties of TRM, data gathered from 259 Polish monolingual children aged 4 to 6 were analyzed. The test correctly differentiates the scores of 4-, 5- and 6-year-olds and displays appropriate measurement invariance. The TRM results are positively correlated with results of tests measuring general cognitive and linguistic abilities in children. Additionally, in accordance with our predictions, the typically developing children obtained significantly higher results than children with specific language impairment. The results confirm that TRM is a reliable and valid instrument that can be used in basic research.
4
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Coining Compounds and Derivations - A Crosslinguistic Elicitation Study of Word-Formation Abilities of Preschool Children and Adults in Polish and English

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Haman E., Zevenbergen A., Andrus M., Chmielewska M.
Polish Psychological Bulletin
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2009
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issue 4
21-37
EN
This paper examines word-formation abilities in coining compounds and derivatives in preschool children and adult speakers of two languages (English and Polish) differing in overall word-formation productivity and in favoring of particular word-formation patterns (compounding vs. derivation). An elicitation picture naming task was designed to assess these abilities across a range of word-formation categories. Adult speakers demonstrated well-developed word-formation skills in patterns both typical and non-typical for their native language. In contrast with adult results, preschool children predominantly coined innovations conforming to the general pattern of their language: Polish children favoring derivation and American children favoring compounding. The results show that although children are improving their wordformation skills during the preschool years, they need much more experience to come to the mature proficiency in using the variety of word-formation patterns available in their language.
5
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Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy

52%
Otwinowska A., Banasik N., Białecka-Pikul M., Kiebzak-Mandera D., Kuś K., Miękisz A., Szewczyk J., Cywińska M., Kacprzak A., Karwala M., Kołak J., Łuniewska M., Mieszkowska K., Wodniecka Z., Haman E.
Neofilolog
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2012
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issue 39/1
7-29
EN
The paper describes a Polish research project which aims at creating a cognitive and linguistic profile of the Polish-English bilingual child at the school entrance age. With the increase in the number of bilingual children due to economic migrations, researchers, educators and practitioners are often faced with diagnostic dilemmas which arise from similarities in bilingual language acquisition in natural settings and Specific Language Impairment (SLI). The study, which aims at disentangling the effects of bilingualism from those of SLI, is a part of European cooperation programme COST Action IS0408/Bi-SLI. The aim of the Polish team is to create and test a set of tools which can be used for developing norms of typical bilingual development for Polish-English children entering school education.
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