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1.
  • Fyndanis, Valantis, et al. (författare)
  • Cross-linguistic adaptations of The Comprehensive Aphasia Test : Challenges and solutions
  • 2017
  • Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 0269-9206 .- 1464-5076. ; 31:7-9, s. 697-710
  • Tidskriftsartikel (refereegranskat)abstract
    • Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material.
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2.
  • Håkansson, Gisela, et al. (författare)
  • A case study of a quadrilingual child : The influence of exposure and cognates when developing multiple languages
  • 2021
  • Ingår i: Language Impairment in Multilingual Settings. - Amsterdam : John Benjamins Publishing Company. ; 29, s. 78-97
  • Bokkapitel (refereegranskat)abstract
    • This paper reports on a case study of a quadrilingual child, Stefan, born and raised in Sweden and exposed to four languages before his first birthday: English, French, Russian and Swedish. We examine his vocabularies in these languages by the Cross-Linguistic Lexical Tasks (Haman, Łuniewska, & Pomiechowska, 2015), designed to measure vocabulary in monolingual and multilingual children. Stefan’s scores on comprehension and production reveal proficiency in all his languages, to varying degrees, and with comprehension exceeding production. While highlighting direct and indirect exposure as explanation for the variation in proficiency, we also discuss cognate vocabulary as an important factor for multilingual language development. In the production tasks, Stefan demonstrates not only vocabulary knowledge but also language-specific use of morphosyntax.
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