Disentangling Language Disorder and Bilingualism in Children with Developmental Language Disorder and Autism Spectrum Disorder: Evidence from Writing.

Twenty-eight Albanian-Greek bilingual children with Developmental Language Disorder and 28 children with Autism Spectrum Disorder but no language impairment, along with 28 typically-developing, age-, Performance IQ- and socioeconomic status-matched bilingual children were asked to produce two expository texts which were coded for spelling (phonological, grammatical, orthographic) errors, stress and punctuation use. The children's expressive vocabulary, current language use and home language history were also measured. The results show that the bilingual children with Developmental Language Disorder were particularly vulnerable to spelling errors, while their bilingual peers with Autism Spectrum Disorder were rather challenged by stress and punctuation. The evidence speaks in favor of distinct patterns of writing impairment across the bilingual children with Developmental Language Disorder and Autism Spectrum Disorder.

Preserved Executive Control in Ageing: The Role of Literacy Experience.

Healthy ageing is commonly accompanied by cognitive decline affecting several domains such as executive control, whereas certain verbal skills remain relatively preserved. Interestingly, recent scientific research has shown that some intellectual activities may be linked to beneficial effects, delaying or even alleviating cognitive decline in the elderly. Thirty young (age: M = 23) and thirty old (age: M = 66) adults were assessed in executive control (switching) and literacy experience (print exposure). First, we tried to confirm whether healthy ageing was generally associated with deficits in switching by looking at mixing cost effects, to then investigate if individual differences in print exposure explained variation in that age-related mixing costs. Both accuracy and reaction times mixing cost indexes demonstrated larger cost in old (but not in young) adults when switching from local to global information. More importantly, this cost effect was not present in old adults with higher print exposure (reaction times). Our findings suggest literacy experience accumulated across the life-span may act as a cognitive reserve proxy to prevent executive control decline.

Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children.

This study provides a preliminary validation of a Greek Sentence Repetition Task (SRT) with a sample of 110 monolingual and bilingual typically developing (TLD) children and examines the test's ability to distinguish between Greek monolingual children and age-matched Albanian-Greek bilinguals using a Receiver Operating Characteristics (ROC) analysis. This is the first study to report on the psychometric evaluation of a Greek SRT and its discriminatory ability with typical populations. Since most language assessments are standardized with monolinguals and bilingual children tend to underperform on these compared to monolinguals, it is essential to establish the level of bilingual TLD children's ability on the same tests before moving on to diagnose language impairment in bilinguals. Results showed that the Greek SRT had very high validity and reliability scores, with Accuracy measures being more reliable than Grammaticality measures. The school-age monolingual and bilingual TLD children reached different cut-off scores on this task.

Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children.

LAY ABSTRACT: Previous research has suggested that bilingualism may improve cognition in children with autism, and that this boost may stem from improvement in executive functions. The Wechsler Intelligence Scales for Children are considered to be reliable and valid measures of intelligence when administered to autistic children. These measures have so far revealed unusual psychometric properties in monolingual autistic children, notably distinctive patterns of strengths and weaknesses and low inter-correlation among verbal and nonverbal IQ subtests. The way bilingualism affects the intellectual functioning of autistic children has not been explored yet. Nor has there been a satisfactory factor structure that explains monolingual and bilingual autistic children's IQ performance in terms of individual factors, such as age and socioeconomic status. The current study examined the intelligence profiles of 316 bilingual and age- and gender-matched monolingual children with autism using the Wechsler Intelligence Scales for Children-Third Edition. The study applied clustering models to extract intelligence subtypes of autism, and mediation analyses to examine potential mediation effects of age and socioeconomic status on the children's verbal and nonverbal IQ performance. The results support the mediational role of the children's socioeconomic status in the association between bilingualism and intelligence. Low-socioeconomic status bilingual autistic children outperformed their monolingual peers on both verbal and nonverbal subtests, while the differences faded in medium-socioeconomic status and high-socioeconomic status children. The findings emphasize the positive effects of bilingualism on low-socioeconomic status autistic children's intelligence and also highlight high-socioeconomic status as a factor that may mitigate discrepant patterns of strengths and weaknesses in monolingual children's IQ performance.

Three-year review of a capacity building pilot for a sustainable regional network on food, nutrition and health systems education in India.

BACKGROUND: In Kolkata (India), there are high rates of malnourished children (45.9%) under the age of three, impacting growth, organ development, function, and cognition. Mothers have a major role to play during this crucial development stage, with research showing nutrition knowledge, attitudes and practices (KAP) of mothers are important determinants of childhood malnutrition. AIMS: To document 3 years of capacity building towards a sustainable nutrition education network in Kolkata, India, while assessing the ability to perform data collection in the form of needs assessments, impact assessments and capacity reviews. METHODS: Descriptive review and analysis of engagement and impact from 3 years of work by the NNEdPro Global Centre for Nutrition and Health, initiating locally led nutrition education interventions. Mapping to the Indian National Nutrition Strategy was also performed to review adherence to nationwide priorities surrounding nutrition and determine the wider application potential of the network. RESULTS: Two simultaneous projects were taken forward by a team of local healthcare professionals and student champions. Project 1-medical college workshops for medical student nutrition education with added focus on underserved populations, Project 2-preparation for a 'Mobile Teaching Kitchen' (MTK) in marginalised communities to empower local women as nutrition educators.Data collection methods used for analysing markers of impact and sustainability were semi-structured interviews of the community members, and KAP questionnaires to assess response to educational sessions. CONCLUSION: With local support it is possible to create and sustain fieldwork for an extended period with meaningful outputs and impact. This initiative demonstrates that it is possible to use healthcare professionals, students and volunteers with low-intensity training and a low-cost approach to produce action research with considerable impact and results in rapid, reliable and robust manner.

The cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors?

This study examined whether bilingualism boosts Theory of Mind as measured by a non-verbal false belief (FB) task in children with autism spectrum disorder (ASD), and how this potential boost may stem from improvements in a variety of other domains, namely executive functions (EFs), language, metalinguistic awareness skills, as well as autism severity. One hundred and three children with ASD (7- to 15-year-olds) (43 bilingual and 60 age- and IQ-matched monolingual children) were tested on a nonverbal task of attentional switching, working memory and updating task, and an online, low-verbal first-order FB task. Results showed a clear FB benefit for bilingual children with ASD as compared with their monolingual peers. There were also boosts in EF, however, there is no evidence that these EF boosts drove the FB advantage. Enhanced FB was not explained either by language, metalinguistic skills, or lower autism severity. While the results do not conclusively settle the debate on what triggers the ToM advantage in bilingual children with ASD, the empirical picture of the current study suggests that the ToM component of FB understanding in bilingual children with ASD is enhanced by the bilingual experience per se. LAY SUMMARY: The current study aimed to determine if and how bilingualism may improve the ability to understand others' beliefs in children with autism spectrum disorder (ASD). We assessed their belief reasoning alongside a series of other skills hypothesized to be beneficial for such reasoning, namely understanding, producing, and thinking about language, recalling and switching between information, and the severity of their autistic symptoms. The overall findings highlight advantages for bilingual children with ASD over their monolingual peers for grasping beliefs, thus suggesting that pursuing bilingualism may be beneficial for cognition in ASD. Other boosts were also associated with bilingualism, such as recalling and switching between information, but these boosts were not directly related to belief understanding, highlighting the beneficial role of bilingualism per se.

Automatic extraction of subordinate clauses and its application in second language acquisition research.

Clause subordination is an important linguistic phenomenon that is relevant to research in psycholinguistics, cognitive and behavioral sciences, language acquisition, and computational information retrieval. The paper presents a comprehensive tool called AutoSubClause, which is specifically designed for extracting subordinate clause (SC) information from natural English production. Using dependency parsing, AutoSubClause is able to extract not only information characterizing the three main types of SCs-complement, adverbial, and relative clauses-but also information regarding the internal structure of different clause types and their semantic and structural relations with elements of the main clause. Robustness testing of the system and its underlying dependency parser Stanford CoreNLP showed satisfactory results. To demonstrate the usefulness of AutoSubClause, we used it to analyze a large-scale learner corpus and investigate the effects of first language (L1) on the acquisition of subordination in second language (L2) English. Our analysis shows that learners from an L1 that is typologically different from the L2 in clause subordination tend to have different developmental trajectories from those whose L1 is typologically similar to the L2. Furthermore, the developmental patterns for different types of SCs also vary. This finding suggests the need to approach clausal subordination as a multi-componential construct rather than a unitary one, as is the case in most previous research. Finally, we demonstrate how NLP technology can support research questions that rely on linguistic analysis across various disciplines and help gain new insights with the increasing opportunities for up-scaled analysis.

'Bhavishya Shakti: Empowering the Future': establishing and evaluating a pilot community mobile teaching kitchen as an innovative model, training marginalised women to become nutrition champions and culinary health educators in Kolkata, India.

BACKGROUND: Malnutrition is a global emergency, creating an overlapping burden on individual, public and economic health. The double burden of malnutrition affects approximately 2.3 billion adults worldwide. Following 3 years of capacity building work in Kolkata, with assistance of local volunteers and organisations, we established an empowering nutrition education model in the form of a 'mobile teaching kitchen (MTK)' with the aim of creating culinary health educators from lay slum-dwelling women. AIMS: To evaluate the piloting of a novel MTK nutrition education platform and its effects on the participants, alongside data collection feasibility. METHODS: Over 6 months, marginalised (RG Kar and Chetla slums) women underwent nutrition training using the MTK supported by dietitians, doctors and volunteers. Preintervention and postintervention assessments of knowledge, attitudes and practices (KAP), as well as anthropometric and clinical nutritional status of both the women and their children were recorded. The education was delivered by a 'See One, Do One, Teach One' approach with a final assessment of teaching delivery performed in the final session. RESULTS: Twelve women were trained in total, six from each slum. Statistically significant improvements were noted in sections of KAP, with improvements in nutrition knowledge (+4.8) and practices (+0.8). In addition, statistically significant positive changes were seen in 'understanding of healthy nutrition for their children' (p=0.02), 'sources of protein rich food' (p=0.02) and 'not skipping meals if a child is ill' (p≤0.001). CONCLUSION: The MTK as a public health intervention managed to educate, empower and upskill two groups of lay marginalised women into MTK Champions from the urban slums of Kolkata, India. Improvements in their nutrition KAP demonstrate just some of the effects of this programme. By the provision of healthy meals and nutritional messages, the MTK Champions are key drivers nudging improvements in nutrition and health related awareness with a ripple effect across the communities that they serve. There is potential to upscale and adapt this programme to other settings, or developing into a microenterprise model, that can help future MTK Champions earn a stable income.

Bilingualism Effects on the Cognitive Flexibility of Autistic Children: Evidence From Verbal Dual-Task Paradigms.

The deficit in cognitive flexibility (i.e., the ability to adapt cognitive behavior to changing contexts) is one of the most prominent characteristics of autistic individuals. Inflexibility may manifest in restricted interests and increased susceptibility to the effects of misinformation either through inefficient inhibition of non-target information or deficient recall of correct information. Bilingualism has been shown to enhance executive functions in both typically developing children and autistic children; yet, the effect of bilingualism on cognitive flexibility in autism remains underexplored. In this study, we used verbal dual-tasks to compare cognitive flexibility across 50 monolingual autistic and 50 bilingual autistic children, and 50 monolingual and 50 bilingual typically developing children. The children were also administered language ability tests and a nonverbal global-local cognitive flexibility task, in order to investigate whether performance in the dual-tasks would be modulated by the children's language and executive function skills. The bilingual autistic children outperformed their monolingual autistic peers in the dual-tasks. The strength of the bilingualism effect, however, was modulated by the type of language processing that interfered with the target information in each dual-task, which suggests that the bilingual autistic children calibrated their processing resources and efficiently adapted them to the changing demands of the dual-task only to the extent that the task did not exceed their language abilities. Bilingual autistic children relied on their executive functions rather than on their language abilities while performing in the dual-tasks. The overall results show that bilingualism compensates for the reduced cognitive flexibility in autism.

Cognitive and Affective Aspects of Theory of Mind in Greek-Speaking Children with Autism Spectrum Disorders.

Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and their performance was compared to 24 age-, gender- and language-matched typically developing controls. Results showed that ASD children's performance was selectively impaired in both ToM aspects, supporting the distinction between ToM components. This is the first study of ToM abilities among Greek-speaking children with ASD, and the findings confirm that children with ASD are experiencing difficulties with socio-emotional understanding across languages and cultures.

Categorical and Dimensional Diagnoses of Dyslexia: Are They Compatible?

Dyslexia is often assessed using categorical diagnoses, and subtypes of dyslexia are also recognized in a categorical fashion. Children may meet the criteria for dyslexia, and they may more specifically meet the criteria for a subtype of it, and thus get a diagnosis. This approach to diagnosis clashes with the actual distribution of reading performance in children (which is normal and continuous), and it has received criticism. This article offers a conceptual framework for conciliating these two positions. In short, the proposal is to use a set of multicomponent continuous assessments of reading, rather than thresholds. The proposal is explained using original data obtained from a sample of 30 children (age 7 to 11), tested in the United Kingdom. Using an assessment based on categorical-thresholds, only five children in our sample qualify for extra assistance, and only one may get a diagnosis of dyslexia, while with the mixed system proposed, a few additional children in the gray area would receive attention. This approach would not discard previous categorical approaches such as those distinguishing between surface and phonological dyslexia, but it would rather see these subtypes of dyslexia as the instance of a lower score on the continuum obtained on a single component of the multicomponent assessment.

Effects of executive attention on sentence processing in aphasia.

BACKGROUND: In the recent years there has been increasing interest in the effects of attentional control on syntactic comprehension, as measured in garden path sentence resolution. Persons with aphasia (PWA) experience greater penalties in garden path sentences compared to language-unimpaired adults but the origin of this deficit remains a controversial issue. One of the possible deficits has been claimed to be disambiguation of lexical cues in the sentence. However, in languages such as English with little morphological variation this connection is hard to establish. To test this hypothesis we used garden path sentences in a morphologically rich language, Greek, where morphological cues may resolve garden path at the lexical level. We further tested whether domain-general attentional control abilities and in particular shifts in attentional control predict garden path resolution in PWA and age- and education-matched controls. AIM: This study aimed to determine whether PWA were able to integrate disambiguating morphological (Case) cues while processing garden path sentences. In addition, we tested whether domain-general attentional control and in particular attentional shift from global to local and local to global information (as defined by Navon, 1977) correlates directly with garden path resolution in PWA and healthy controls. METHODS & PROCEDURE: Fifteen participants with non-fluent/agrammatic aphasia along with fifteen age- and education-matched language-unimpaired adults performed an online self-paced reading and grammaticality judgment task that included object/subject ambiguous sentences. Syntactic ambiguity was created by the optional transitivity of verbs, while the garden path effect was resolved by morphological Case. The individuals' executive attention skills were tested through an online non-verbal global-local attention shifting task that measured costs stemming from shifting attention from the global to the local level, and vice versa. OUTCOMES & RESULTS: PWA were slower and more erroneous than controls in integrating Case cues to disambiguate garden path sentences as manifested in the self-paced reading and grammaticality judgment task. In the global local task, PWA exhibited greater global-to-local (vs. local-to-global) attention shifting costs, while controls did not exhibit dissociation. In the regression analysis, garden path resolution in PWA was significantly predicted by global-to-local attention shifting costs, while controls' garden path resolution was significantly predicted by local-to-global attention shift costs. CONCLUSIONS: The present study showed for the first time that morphological cues can shed light in sentence comprehension deficits exhibited by PWA. Furthermore, domain-general attentional control abilities were significantly associated with sentence comprehension abilities in both healthy controls and PWA.

The impact of bilingualism on the narrative ability and the executive functions of children with autism spectrum disorders.

While there is ample evidence that monolingual children with Autism Spectrum Disorders (ASD) face difficulties with narrative story-telling and executive functions (EF), there is considerable uncertainty about how bilingualism impacts these skills in autism. The current study explores the effect of bilingualism on the narrative and EF skills of forty 7-to-12-year-old bilingual and monolingual children with ASD, as well as forty age-matched bilingual and monolingual children of typical development (TD). Narrative production data were elicited using the Edmonton Narrative Norms Instrument (ENNI; Schneider et al., 2005), which was developed to measure narrative production at a microstructural and macrostructural level. The same children were administered two EF tasks, namely, a global-local visual attention task and a 2-back working memory task. In story-telling, bilingual children with ASD achieved higher scores than monolingual children with ASD on story structure complexity and use of adverbial clauses, and they tended to use significantly fewer ambiguous referential forms than their monolingual peers with ASD. In the global-local task, bilingual children with ASD were faster and more accurate in global trials than monolingual children with ASD, who tended to be more susceptible to interference from locally presented information than the other experimental groups. Higher accuracy and faster response times were also observed for bilingual children with ASD in the 2-back task. Further correlation analyses between the story-telling and EF tasks revealed that bilingual children with ASD drew on a broader range of EF in narrative production than their monolingual peers. The overall findings reveal that bilingual children with ASD outperformed their monolingual peers with ASD in both the microstructure and macrostructure of their narrative production, as well as in their visual attention and working memory skills.

Cognitive Mechanisms of Monolingual and Bilingual Children in Monoliterate Educational Settings: Evidence From Sentence Repetition.

Sentence repetition (SR) tasks have been extensively employed to assess bilingual children's linguistic and cognitive resources. The present study examined whether monoliterate bilingual children differ from their monolingual (and monoliterate) peers in SR accuracy and cognitive tasks, and investigated links between vocabulary, updating, verbal and visuospatial working memory and SR performance in the same children. Participants were two groups of 35 children, 8-12 years of age: one group consisted of Albanian-Greek monoliterate bilingual children and the other of Greek monolingual children attending a monolingual-Greek educational setting. The findings demonstrate that the two groups performed similarly in the grammaticality scores of the SR. However, monolinguals outperformed the monoliterate bilinguals in SR accuracy, as well as in the visuospatial working memory and updating tasks. The findings did not indicate any bilingual advantage in cognitive performance. The results also demonstrate that updating and visuospatial working memory significantly predicted monolingual children's SR accuracy scores, whereas Greek vocabulary predicted the performance of our monoliterate bilingual children in the same task. We attribute this outcome to the fact that monoliterate bilingual children do not rely on their fluid cognitive resources to perform the task, but instead rely on language proficiency (indicated by expressive vocabulary) while performing the SR.

Reading as a Predictor of Complex Syntax. The Case of Relative Clauses.

BACKGROUND: The current study aims at better characterizing the role of reading skills as a predictor of comprehension of relative clauses. Well-established cross-linguistic evidence shows that children are more accurate in the comprehension of subject-extracted relative clauses in comparison to the object-extracted counterpart. Children with reading difficulties are known to perform less accurately on object relatives at the group level compared to typically developing children. Given that children's performance on reading tasks is shown to shape as a continuum, in the current study we attempted to use reading skills as a continuous variable to predict performance on relative clauses. METHODS: We examined the comprehension of relative clauses in a group of 30 English children (7-11 years) with varying levels of reading skills. Reading skills varied on a large spectrum, from poor readers to very skilled readers, as assessed by the YARC standardized test. The experimental task consisted of a picture-matching task. Children were presented with subject and object relative clauses and they were asked to choose one picture - out of four - that would best represent the sentence they heard. At the same time, we manipulated whether the subject and object nouns were either matching (both singular or both plural) or mismatching (one singular, the other plural) in number. RESULTS: Our analysis of accuracy shows that subject relatives were comprehended more accurately overall than object relatives, that responses to sentences with noun phrases mismatching in number were more accurate overall than the ones with matching noun phrases and that performance improved as a function of reading skills. Within the match subset, while the difference in accuracy between subject and object relatives is large in poor readers, the difference is reduced with better reading skills, almost disappearing in very skilled readers. DISCUSSION: Beside replicating the well-established findings on the subject-object asymmetry, number facilitation in the comprehension of relative clauses, and a better overall performance by skilled readers, these results indicate that strong reading skills may determine a reduction of the processing difficulty associated with the hardest object relative clause condition (i.e., match), causing a reduction of the subject-object asymmetry.

Morphophonology and compensation in Specific Language Impairment: Evidence from Standard Modern Greek and Cypriot Greek.

The current study investigates the role of the morphophonological realisation of grammatical features as a compensatory mechanism for morphosyntactic deficits in specific language impairment (SLI). The phenomenon examined is past tense formation in Standard Modern Greek (SMG) and Cypriot Greek (CG) as it manifests a distinction in morphophonological salience realisation in the two linguistic varieties via differential use of a stress shift and stressed syllabic augment [é] required for past tense rule formation. Participants were pre-schoolers with typical language development (TD) and children with SLI. Subjects produced real verb (RV) and pseudo-verb stimuli (PV) in sentence completion tasks. Results indicated that morphophonological properties of past tense formation affected SLI but not TD performance. We attribute the results to the difference in the status of the augment in each variety and the effects it has on its realisation at the phonetic interface. Furthermore, verb contractibility appeared to pose particular difficulties in the performance of all groups.

Syntactic and Story Structure Complexity in the Narratives of High- and Low-Language Ability Children with Autism Spectrum Disorder.

Although language impairment is commonly associated with the autism spectrum disorder (ASD), the Diagnostic Statistical Manual no longer includes language impairment as a necessary component of an ASD diagnosis (American Psychiatric Association, 2013). However, children with ASD and no comorbid intellectual disability struggle with some aspects of language whose precise nature is still outstanding. Narratives have been extensively used as a tool to examine lexical and syntactic abilities, as well as pragmatic skills in children with ASD. This study contributes to this literature by investigating the narrative skills of 30 Greek-speaking children with ASD and normal non-verbal IQ, 16 with language skills in the upper end of the normal range (ASD-HL), and 14 in the lower end of the normal range (ASD-LL). The control group consisted of 15 age-matched typically-developing (TD) children. Narrative performance was measured in terms of both microstructural and macrostructural properties. Microstructural properties included lexical and syntactic measures of complexity such as subordinate vs. coordinate clauses and types of subordinate clauses. Macrostructure was measured in terms of the diversity in the use of internal state terms (ISTs) and story structure complexity, i.e., children's ability to produce important units of information that involve the setting, characters, events, and outcomes of the story, as well as the characters' thoughts and feelings. The findings demonstrate that high language ability and syntactic complexity pattern together in ASD children's narrative performance and that language ability compensates for autistic children's pragmatic deficit associated with the production of Theory of Mind-related ISTs. Nevertheless, both groups of children with ASD (high and low language ability) scored lower than the TD controls in the production of Theory of Mind-unrelated ISTs, modifier clauses and story structure complexity.

Processing Coordinate Subject-Verb Agreement in L1 and L2 Greek.

The present study examines the processing of subject-verb (SV) number agreement with coordinate subjects in pre-verbal and post-verbal positions in Greek. Greek is a language with morphological number marked on nominal and verbal elements. Coordinate SV agreement, however, is special in Greek as it is sensitive to the coordinate subject's position: when pre-verbal, the verb is marked for plural while when post-verbal the verb can be in the singular. We conducted two experiments, an acceptability judgment task with adult monolinguals as a pre-study (Experiment 1) and a self-paced reading task as the main study (Experiment 2) in order to obtain acceptance as well as processing data. Forty adult monolingual speakers of Greek participated in Experiment 1 and a hundred and forty one in Experiment 2. Seventy one children participated in Experiment 2: 30 Albanian-Greek sequential bilingual children and 41 Greek monolingual children aged 10-12 years. The adult data in Experiment 1 establish the difference in acceptability between singular VPs in SV and VS constructions reaffirming our hypothesis. Meanwhile, the adult data in Experiment 2 show that plural verbs accelerate processing regardless of subject position. The child online data show that sequential bilingual children have longer reading times (RTs) compared to the age-matched monolingual control group. However, both child groups follow a similar processing pattern in both pre-verbal and post-verbal constructions showing longer RTs immediately after a singular verb when the subject was pre-verbal indicating a grammaticality effect. In the post-verbal coordinate subject sentences, both child groups showed longer RTs on the first subject following the plural verb due to the temporary number mismatch between the verb and the first subject. This effect was resolved in monolingual children but was still present at the end of the sentence for bilingual children indicating difficulties to reanalyze and integrate information. Taken together, these findings demonstrate that (a) 10-12 year-old sequential bilingual children are sensitive to number agreement in SV coordinate constructions parsing sentences in the same way as monolingual children even though their vocabulary abilities are lower than that of age-matched monolingual peers and (b) bilinguals are slower in processing overall.

Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?

We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugric languages). Adult native speakers reported the age at which they had learned each word. We present a comparison of the AoA ratings across all languages by contrasting them in pairs. This comparison shows a consistency in the orders of ratings across the 25 languages. The data were then analyzed (1) to ascertain how the demographic characteristics of the participants influenced AoA estimations and (2) to assess differences caused by the exact form of the target question (when did you learn vs. when do children learn this word); (3) to compare the ratings obtained in our study to those of previous studies; and (4) to assess the validity of our study by comparison with quasi-objective AoA norms derived from the MacArthur-Bates Communicative Development Inventories (MB-CDI). All 299 words were judged as being acquired early (mostly before the age of 6 years). AoA ratings were associated with the raters' social or language status, but not with the raters' age or education. Parents reported words as being learned earlier, and bilinguals reported learning them later. Estimations of the age at which children learn the words revealed significantly lower ratings of AoA. Finally, comparisons with previous AoA and MB-CDI norms support the validity of the present estimations. Our AoA ratings are available for research or other purposes.