Russian-German Five-Year-Olds: What Omissions in Sentence Repetition Tell Us about Linguistic Knowledge, Memory Skills and Their Interrelation

Autor/inn/en	Stadtmiller, Elizabeth; Lindner, Katrin; Süss, Assunta; Gagarina, Natalia
Titel	Russian-German Five-Year-Olds: What Omissions in Sentence Repetition Tell Us about Linguistic Knowledge, Memory Skills and Their Interrelation
Quelle	In: Journal of Child Language, 49 (2022) 5, S.869-896 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stadtmiller, Elizabeth) ORCID (Süss, Assunta) ORCID (Gagarina, Natalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000325
Schlagwörter	Russian; German; Language Acquisition; Error Analysis (Language); Error Patterns; Sentences; Task Analysis; Preschool Children; Bilingualism; Serial Ordering; Short Term Memory; Scores; Verbal Ability; Visual Perception; Second Language Learning; Receptive Language; Contrastive Linguistics; Correlation; Child Language + Suchen Sie Ihr Suchwort? Russisch; Deutscher; Sprachaneignung; Spracherwerb; Error analysis; Language; Fehleranalyse; Fehlertyp; Sentence analysis; Satzanalyse; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Ordnen; Ordnungsstruktur; Ordnungssystem; Kurzzeitgedächtnis; Mündliche Leistung; Visuelle Wahrnehmung; Zweitsprachenerwerb; Rezeptive Kommunikationsfähigkeit; Linguistics; Kontrastive Linguistik; Korrelation; 'Children''s language'; Kindersprache
Abstract	In error analyses using sentence repetition data, most authors focus on word types of omissions. The current study considers serial order in omission patterns independent of functional categories. Data was collected from Russian and German sentence repetition tasks performed by 53 five-year-old bilingual children. Number and positions of word omissions were analyzed. Serial order effects were found in both languages: medial errors made up the largest percentage of errors. Then, the position of omissions was compared to visuo-verbal n-back working memory and non-verbal visual forward short-term memory scores using stepwise hierarchical linear regression models, taking into account demographic variables and receptive language. The interaction differed between languages: there was a significant negative association between omissions in the medial position in German and the final position in Russian and the visuo-verbal n-back memory score. Our study contributes to the understanding of how working memory and language are intertwined in sentence repetition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01