TY  - CONF
AU  - Spasić, Ivana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5699
AB  - Ово кратко излагање бавиће се доприносом који је проф. Сретен Петровић дао нашој социологији као институционализованој дисциплини. Осим што је оставио дубок траг као аутор великог броја књига и чланака из области социологије културе и уметности, ваља скренути пажњу на два конкретна доприноса проф. Петровића настави социологије у ужем смислу. Најпре, био је коаутор уџбеника за средње школе који је био у употреби готово двадесет година, све од повратка социологије као наставног предмета у све профиле средњошколског образовања почетком деведесетих година 20. века. Затим, више деценија је предавао студентима социологије, као гостујући професор Филозофског факултета у Београду. Управо на том облику деловања проф. Петровића биће нагласак у овом излагању, које ће се пре свега темељити на личним реминисценцијама ауторке која је похађала наставу из Социологије уметности у другој половини осамдесетих година. Особена посвећеност проф. Петровића наставном раду огледала се како у преданости предавачкој улози, у ширини дијапазона тема које су покретане и којима су часови обогаћивани мимо строго дефинисаног плана и програма, тако и у неисцрпном стрпљењу за дуге и живе дискусије, у којима су студенти третирани као равноправни саговорници. Та посвећеност тумачи се као својеврсна „етика позива“ и указује се на њен значај за формирање генерација студената социологије и дубоко везивање многих међу њима за област социологије уметности.
PB  - Univerzitet u Beogradu – Filološki fakultet
C3  - Књига резимеа: Национални научни скуп посвећен сећању на проф. Сретена Петровића "Егзистенција и стваралаштво"
T1  - Етика позива: сећање на Сретена Петровића као наставника
EP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_reff_5699
ER  - 

@conference{
editor = "Savić, Maja, Beljić, Izabela",
author = "Spasić, Ivana",
year = "2023",
abstract = "Ово кратко излагање бавиће се доприносом који је проф. Сретен Петровић дао нашој социологији као институционализованој дисциплини. Осим што је оставио дубок траг као аутор великог броја књига и чланака из области социологије културе и уметности, ваља скренути пажњу на два конкретна доприноса проф. Петровића настави социологије у ужем смислу. Најпре, био је коаутор уџбеника за средње школе који је био у употреби готово двадесет година, све од повратка социологије као наставног предмета у све профиле средњошколског образовања почетком деведесетих година 20. века. Затим, више деценија је предавао студентима социологије, као гостујући професор Филозофског факултета у Београду. Управо на том облику деловања проф. Петровића биће нагласак у овом излагању, које ће се пре свега темељити на личним реминисценцијама ауторке која је похађала наставу из Социологије уметности у другој половини осамдесетих година. Особена посвећеност проф. Петровића наставном раду огледала се како у преданости предавачкој улози, у ширини дијапазона тема које су покретане и којима су часови обогаћивани мимо строго дефинисаног плана и програма, тако и у неисцрпном стрпљењу за дуге и живе дискусије, у којима су студенти третирани као равноправни саговорници. Та посвећеност тумачи се као својеврсна „етика позива“ и указује се на њен значај за формирање генерација студената социологије и дубоко везивање многих међу њима за област социологије уметности.",
publisher = "Univerzitet u Beogradu – Filološki fakultet",
journal = "Књига резимеа: Национални научни скуп посвећен сећању на проф. Сретена Петровића "Егзистенција и стваралаштво"",
title = "Етика позива: сећање на Сретена Петровића као наставника",
pages = "15",
url = "https://hdl.handle.net/21.15107/rcub_reff_5699"
}

Savić, M., Beljić, I.,& Spasić, I.. (2023). Етика позива: сећање на Сретена Петровића као наставника. in Књига резимеа: Национални научни скуп посвећен сећању на проф. Сретена Петровића "Егзистенција и стваралаштво"
Univerzitet u Beogradu – Filološki fakultet..
https://hdl.handle.net/21.15107/rcub_reff_5699

Savić M, Beljić I, Spasić I. Етика позива: сећање на Сретена Петровића као наставника. in Књига резимеа: Национални научни скуп посвећен сећању на проф. Сретена Петровића "Егзистенција и стваралаштво". 2023;:null-15.
https://hdl.handle.net/21.15107/rcub_reff_5699 .

Savić, Maja, Beljić, Izabela, Spasić, Ivana, "Етика позива: сећање на Сретена Петровића као наставника" in Књига резимеа: Национални научни скуп посвећен сећању на проф. Сретена Петровића "Егзистенција и стваралаштво" (2023),
https://hdl.handle.net/21.15107/rcub_reff_5699 .

TY  - JOUR
AU  - Anđelković, Darinka
AU  - Savić, Maja
AU  - Tutnjević, Slavica
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4629
AB  - Parents’ reports are accepted in practice and can be a valid and reliable source of information
in research on children’s communicative development and any delays in this. Nevertheless,
parents’ reports may have important limitations that need to be considered: parental positive
bias; parents’ understanding of the child language comprehension; and parents’ education and
limited linguistic knowledge. In this paper, we take the stance that parents are most interested
in an adequate assessment, and obtaining reliable input from them is certainly important. We
amplify the voice of parents by synthesizing their experiences with a parental report inventory
as a method based on the usage of the adapted version of the MacArthur-Bates Communicative
Development Inventory. With that aim, we conducted a qualitative inductive thematic analysis
of focus group discussions and additional open-ended validation questions. Six emerging
themes and sub-themes were identified and presented with illustrative quotations. Results
revealed that the adaptation of original CDIs to languages with radically different morphosyntactic
structures may produce items that are hard to recognize and understand without a context. We bring to light parent-specific difficulties in performing this task and provide a
critical understanding of parents’ reports as a method of language development assessment. We
discuss potential solutions to parents’ dilemmas that inevitably arise when reporting on their
child’s communication, as well as answers to researchers’/practitioners’ dilemmas regarding the
validity and reliability of parental reporting.
PB  - Institute for Educational Research
T2  - Journal of the Institute for Educational Research
T1  - Parents' perspective in the evaluation of a parental report inventory for the assessment of child communication development
EP  - 142
IS  - 1
SP  - 113
VL  - 55
DO  - 10.2298/ZIPI2301113A
ER  - 

@article{
author = "Anđelković, Darinka and Savić, Maja and Tutnjević, Slavica",
year = "2023",
abstract = "Parents’ reports are accepted in practice and can be a valid and reliable source of information
in research on children’s communicative development and any delays in this. Nevertheless,
parents’ reports may have important limitations that need to be considered: parental positive
bias; parents’ understanding of the child language comprehension; and parents’ education and
limited linguistic knowledge. In this paper, we take the stance that parents are most interested
in an adequate assessment, and obtaining reliable input from them is certainly important. We
amplify the voice of parents by synthesizing their experiences with a parental report inventory
as a method based on the usage of the adapted version of the MacArthur-Bates Communicative
Development Inventory. With that aim, we conducted a qualitative inductive thematic analysis
of focus group discussions and additional open-ended validation questions. Six emerging
themes and sub-themes were identified and presented with illustrative quotations. Results
revealed that the adaptation of original CDIs to languages with radically different morphosyntactic
structures may produce items that are hard to recognize and understand without a context. We bring to light parent-specific difficulties in performing this task and provide a
critical understanding of parents’ reports as a method of language development assessment. We
discuss potential solutions to parents’ dilemmas that inevitably arise when reporting on their
child’s communication, as well as answers to researchers’/practitioners’ dilemmas regarding the
validity and reliability of parental reporting.",
publisher = "Institute for Educational Research",
journal = "Journal of the Institute for Educational Research",
title = "Parents' perspective in the evaluation of a parental report inventory for the assessment of child communication development",
pages = "142-113",
number = "1",
volume = "55",
doi = "10.2298/ZIPI2301113A"
}

Anđelković, D., Savić, M.,& Tutnjević, S.. (2023). Parents' perspective in the evaluation of a parental report inventory for the assessment of child communication development. in Journal of the Institute for Educational Research
Institute for Educational Research., 55(1), 113-142.
https://doi.org/10.2298/ZIPI2301113A

Anđelković D, Savić M, Tutnjević S. Parents' perspective in the evaluation of a parental report inventory for the assessment of child communication development. in Journal of the Institute for Educational Research. 2023;55(1):113-142.
doi:10.2298/ZIPI2301113A .

Anđelković, Darinka, Savić, Maja, Tutnjević, Slavica, "Parents' perspective in the evaluation of a parental report inventory for the assessment of child communication development" in Journal of the Institute for Educational Research, 55, no. 1 (2023):113-142,
https://doi.org/10.2298/ZIPI2301113A . .

TY  - JOUR
AU  - Anđelković, Darinka
AU  - Savić, Maja
AU  - Popović, Maša
AU  - Jakić Šimšić, Milena
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4597
AB  - Although   words   for   human   body   parts   appear   early   in   children’s   vocabulary,   relatively  little  is  known  about  the  conceptual  and  semantic  development  related  to  the  body  part  words  in  preschool  and  early  school  ages.  In  this  paper,  we  examine  how  children  at  ages  5,  7  and  9  use  words  and  expressions  to  refer  to  the  human  body and its parts, and how these correspond to the segmentation and lexicalization of  the  body  part  terms  in  adults.  Participants  were  asked  to  name  the  body  parts  that  were  depicted  in  the  drawings  showing  the  whole  body  (front  or  back)  and  the  face,  with  a  red  dot  marking  the  specific  part.  The  results  of  the  comparison  between  children  and  adults  indicate  that  for  the  most  parts  of  arms,  legs,  and  face  there is a gradual conceptual segmentation of body with age, reflected in a decrease in  the  use  of  holonyms  and  an  increase  in  the  use  of  meronyms  in  naming  parts.  However,  such  hierarchical  organization  could  not  be  confirmed  for  other  parts  (trunk,  shoulders,  neck,  head,  some  parts  of  the  face),  revealing  different  pathways  in the acquisition of words. Children of all ages, especially 7– and 9-year-olds, seek alternative solutions for naming the body parts for which labels are missing in their vocabulary. In such cases, they name adjacent body parts, internal organs, and parts of  the  skeleton,  or  use  prepositional  phrases  to  refer  to  the  surrounding  areas.  The  results  are  compared  with  the  findings  of  the  previous  studies,  while  the  lexical-semantic  change  in  the  body  parts  terms  and  the  hierarchical  organization  of  the  body part lexicon in child language are discussed.The  results  were  compared  in  light  of  previous  findings  of  the  developmental  studies,  on  the  lexical-semantic  change,  and  the  hierarchical  organization  of  the  body part lexicon in child language.
AB  - Iako se nazivi za delove ljudskog tela pojavljuju rano u dečijem rečniku, relativno  malo  se  zna  o  pojmovnom  i  semantičkom  razvoju  u  ovom  domenu  na  predškolskom i ranom školskom uzrastu. Istraživali smo kako deca uzrasta 5, 7 i 9 godina koriste reči i izraze za označavanje delove ljudskog tela i koliko se oni po-klapaju  sa  segmentacijom  tela  i  leksemama  za  delove  tela  kod  odraslih.  Ispitanici  su  zamoljeni  da,  na  crtežu  koji  prikazuju  celo  telo  (prednju  ili  zadnju  stranu)  ili  lice,  imenuju  deo  označen  crvenom  tačkom.  Rezultati  poređenja  odgovora  izme-đu  dece  i  odraslih  pokazuju  da  se  sa  uzrastom  povećava  upotreba  meronima,  a  smanjuje upotreba holonima za imenovanje delova tela, što ukazuje na povećanje segmentacije tela na pojmovnom i leksičko-semantičkom planu sa uzrastom. Me-đutim, ovakva hijerarhijska organizacija nije mogla biti potvrđena za druge delove (trup, ramena, vrat, glava, pojedini delovi lica), otkrivajući različite razvojne puta-nje tokom usvajanja reči. Deca svih uzrasta, a posebno deca od 7 i 9 godina, traže alternativna rešenja za imenovanje delova tela za koje im nedostaju reči. U takvim slučajevima  koriste  nazive  za  susedne  delove,  unutrašnje  organe  i  delove  skeleta,  ili  upućuju  na  okolna  područja  koristeći  predloške  fraze.  Rezultati  su  poređeni  sa  prethodnim  nalazima  razvojnih  studija,  a  diskutovane  su  leksičko-semantičke  promene reči za označavanje delova tela i pitanje njihove hijerarhijske organizacije u leksikonu dece.
PB  - Univerzitet u Beogradu  Filozofski fakultet, Institut za psihologiju
T2  - Psihološka istraživanja
T1  - Lexical-semantic representation of body parts in Serbian child language
T1  - Leksičko-semantička reprezentacija delova tela kod dece u srpskom jeziku
EP  - 190
IS  - 1
SP  - 155
VL  - 26
DO  - doi.org/10.5937/psistra26-44308
ER  - 

@article{
author = "Anđelković, Darinka and Savić, Maja and Popović, Maša and Jakić Šimšić, Milena",
year = "2023",
abstract = "Although   words   for   human   body   parts   appear   early   in   children’s   vocabulary,   relatively  little  is  known  about  the  conceptual  and  semantic  development  related  to  the  body  part  words  in  preschool  and  early  school  ages.  In  this  paper,  we  examine  how  children  at  ages  5,  7  and  9  use  words  and  expressions  to  refer  to  the  human  body and its parts, and how these correspond to the segmentation and lexicalization of  the  body  part  terms  in  adults.  Participants  were  asked  to  name  the  body  parts  that  were  depicted  in  the  drawings  showing  the  whole  body  (front  or  back)  and  the  face,  with  a  red  dot  marking  the  specific  part.  The  results  of  the  comparison  between  children  and  adults  indicate  that  for  the  most  parts  of  arms,  legs,  and  face  there is a gradual conceptual segmentation of body with age, reflected in a decrease in  the  use  of  holonyms  and  an  increase  in  the  use  of  meronyms  in  naming  parts.  However,  such  hierarchical  organization  could  not  be  confirmed  for  other  parts  (trunk,  shoulders,  neck,  head,  some  parts  of  the  face),  revealing  different  pathways  in the acquisition of words. Children of all ages, especially 7– and 9-year-olds, seek alternative solutions for naming the body parts for which labels are missing in their vocabulary. In such cases, they name adjacent body parts, internal organs, and parts of  the  skeleton,  or  use  prepositional  phrases  to  refer  to  the  surrounding  areas.  The  results  are  compared  with  the  findings  of  the  previous  studies,  while  the  lexical-semantic  change  in  the  body  parts  terms  and  the  hierarchical  organization  of  the  body part lexicon in child language are discussed.The  results  were  compared  in  light  of  previous  findings  of  the  developmental  studies,  on  the  lexical-semantic  change,  and  the  hierarchical  organization  of  the  body part lexicon in child language., Iako se nazivi za delove ljudskog tela pojavljuju rano u dečijem rečniku, relativno  malo  se  zna  o  pojmovnom  i  semantičkom  razvoju  u  ovom  domenu  na  predškolskom i ranom školskom uzrastu. Istraživali smo kako deca uzrasta 5, 7 i 9 godina koriste reči i izraze za označavanje delove ljudskog tela i koliko se oni po-klapaju  sa  segmentacijom  tela  i  leksemama  za  delove  tela  kod  odraslih.  Ispitanici  su  zamoljeni  da,  na  crtežu  koji  prikazuju  celo  telo  (prednju  ili  zadnju  stranu)  ili  lice,  imenuju  deo  označen  crvenom  tačkom.  Rezultati  poređenja  odgovora  izme-đu  dece  i  odraslih  pokazuju  da  se  sa  uzrastom  povećava  upotreba  meronima,  a  smanjuje upotreba holonima za imenovanje delova tela, što ukazuje na povećanje segmentacije tela na pojmovnom i leksičko-semantičkom planu sa uzrastom. Me-đutim, ovakva hijerarhijska organizacija nije mogla biti potvrđena za druge delove (trup, ramena, vrat, glava, pojedini delovi lica), otkrivajući različite razvojne puta-nje tokom usvajanja reči. Deca svih uzrasta, a posebno deca od 7 i 9 godina, traže alternativna rešenja za imenovanje delova tela za koje im nedostaju reči. U takvim slučajevima  koriste  nazive  za  susedne  delove,  unutrašnje  organe  i  delove  skeleta,  ili  upućuju  na  okolna  područja  koristeći  predloške  fraze.  Rezultati  su  poređeni  sa  prethodnim  nalazima  razvojnih  studija,  a  diskutovane  su  leksičko-semantičke  promene reči za označavanje delova tela i pitanje njihove hijerarhijske organizacije u leksikonu dece.",
publisher = "Univerzitet u Beogradu  Filozofski fakultet, Institut za psihologiju",
journal = "Psihološka istraživanja",
title = "Lexical-semantic representation of body parts in Serbian child language, Leksičko-semantička reprezentacija delova tela kod dece u srpskom jeziku",
pages = "190-155",
number = "1",
volume = "26",
doi = "doi.org/10.5937/psistra26-44308"
}

Anđelković, D., Savić, M., Popović, M.,& Jakić Šimšić, M.. (2023). Lexical-semantic representation of body parts in Serbian child language. in Psihološka istraživanja
Univerzitet u Beogradu  Filozofski fakultet, Institut za psihologiju., 26(1), 155-190.
https://doi.org/doi.org/10.5937/psistra26-44308

Anđelković D, Savić M, Popović M, Jakić Šimšić M. Lexical-semantic representation of body parts in Serbian child language. in Psihološka istraživanja. 2023;26(1):155-190.
doi:doi.org/10.5937/psistra26-44308 .

Anđelković, Darinka, Savić, Maja, Popović, Maša, Jakić Šimšić, Milena, "Lexical-semantic representation of body parts in Serbian child language" in Psihološka istraživanja, 26, no. 1 (2023):155-190,
https://doi.org/doi.org/10.5937/psistra26-44308 . .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Savić, Maja
AU  - Ševa, Nada
AU  - Tutnjević, Slavica
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4665
AB  - Adaptations of the MacArthur-Bates’ CDIs for the Serbian language have provided pilot data on 126 children of 8-30 months of age. To explore the validity of data analyses were conducted on vocabulary size as well as on the items dedicated to grammatical development. The results showed a steady increase by age in receptive and expressive vocabulary size on both CDI questionnaires in all semantic domains. In contrast to early vocabularies typical for young children (up to 21 months of age) primarily composed of nouns, the elder children (from 22 months onwards) gradually made the transition to the usage of verbs, adverbials, and other close-classed function words.  Steady growth was also found in older children on items dedicated to further grammatical development (the transition to the 3rd year of age). Moreover, complex morphological properties of Serbian language enabled exploration of the relationship between the vocabulary size and the growth of grammar at three different types of indications – how vocabulary growth is related with the use of functional words, the use of morphological marking, and the syntactic complexity of utterances in children’s production.
The results showed that grammatical development is closely related to the increase in children's productive vocabulary size. Vocabulary size appeared to be a better predictor of early usage of morphologically marking than of syntactic complexity of utterances and the usage of functional words. Even though conducted on a limited sample, the analyzes also revealed bimodal distribution across age in the relationship between vocabulary and grammatical growth thus supporting previous findings that the dependence changes over developmental course.
PB  - University of Helsinki. University of Zagreb, Edukacijsko-rehabilitacijski fakultet. CAAS, Dubrovnik
C3  - 8th European Network Meeting on Communicative Development Inventories, 14 - 17 May. Dubrovnik, Croatia
T1  - Relations between vocabulary growth and indications of grammatical development in the Serbian CDIs data
UR  - https://hdl.handle.net/21.15107/rcub_reff_4665
ER  - 

@conference{
author = "Anđelković, Darinka and Savić, Maja and Ševa, Nada and Tutnjević, Slavica",
year = "2022",
abstract = "Adaptations of the MacArthur-Bates’ CDIs for the Serbian language have provided pilot data on 126 children of 8-30 months of age. To explore the validity of data analyses were conducted on vocabulary size as well as on the items dedicated to grammatical development. The results showed a steady increase by age in receptive and expressive vocabulary size on both CDI questionnaires in all semantic domains. In contrast to early vocabularies typical for young children (up to 21 months of age) primarily composed of nouns, the elder children (from 22 months onwards) gradually made the transition to the usage of verbs, adverbials, and other close-classed function words.  Steady growth was also found in older children on items dedicated to further grammatical development (the transition to the 3rd year of age). Moreover, complex morphological properties of Serbian language enabled exploration of the relationship between the vocabulary size and the growth of grammar at three different types of indications – how vocabulary growth is related with the use of functional words, the use of morphological marking, and the syntactic complexity of utterances in children’s production.
The results showed that grammatical development is closely related to the increase in children's productive vocabulary size. Vocabulary size appeared to be a better predictor of early usage of morphologically marking than of syntactic complexity of utterances and the usage of functional words. Even though conducted on a limited sample, the analyzes also revealed bimodal distribution across age in the relationship between vocabulary and grammatical growth thus supporting previous findings that the dependence changes over developmental course.",
publisher = "University of Helsinki. University of Zagreb, Edukacijsko-rehabilitacijski fakultet. CAAS, Dubrovnik",
journal = "8th European Network Meeting on Communicative Development Inventories, 14 - 17 May. Dubrovnik, Croatia",
title = "Relations between vocabulary growth and indications of grammatical development in the Serbian CDIs data",
url = "https://hdl.handle.net/21.15107/rcub_reff_4665"
}

Anđelković, D., Savić, M., Ševa, N.,& Tutnjević, S.. (2022). Relations between vocabulary growth and indications of grammatical development in the Serbian CDIs data. in 8th European Network Meeting on Communicative Development Inventories, 14 - 17 May. Dubrovnik, Croatia
University of Helsinki. University of Zagreb, Edukacijsko-rehabilitacijski fakultet. CAAS, Dubrovnik..
https://hdl.handle.net/21.15107/rcub_reff_4665

Anđelković D, Savić M, Ševa N, Tutnjević S. Relations between vocabulary growth and indications of grammatical development in the Serbian CDIs data. in 8th European Network Meeting on Communicative Development Inventories, 14 - 17 May. Dubrovnik, Croatia. 2022;.
https://hdl.handle.net/21.15107/rcub_reff_4665 .

Anđelković, Darinka, Savić, Maja, Ševa, Nada, Tutnjević, Slavica, "Relations between vocabulary growth and indications of grammatical development in the Serbian CDIs data" in 8th European Network Meeting on Communicative Development Inventories, 14 - 17 May. Dubrovnik, Croatia (2022),
https://hdl.handle.net/21.15107/rcub_reff_4665 .

TY  - JOUR
AU  - Savić, Maja
AU  - Popović, Maša
AU  - Anđelković, Darinka
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4620
AB  - The aim of the study was to investigate how Serbian native speaking preschool children
comprehend perfective and imperfective aspect in comparison to adults. After watching
animated movies with complete, incomplete and unstarted actions, the participants were
asked questions with a perfective or imperfective verb form and responded by pointing
to the event(s) that corresponded to each question. The results converged to a clear
developmental trend in understanding of aspectual forms. The data indicate that the
acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically
understand only the meaning of perfective; most 5-year-olds have almost adult-like
understanding of both aspectual forms, while 4-year-olds are a transitional group. Our
results support the viewpoint that children’s and adults’ representations of this language
category differ qualitatively, and we argue that mastering of aspect semantics is a longterm
process that presupposes a certain level of cognitive and pragmatic development, and
lasts throughout the preschool period.
AB  - Cilj ovog istraživanja bio je da se ispita kako deca predškolskog uzrasta kojima je srpski
maternji jezik razumeju dve forme glagolskog aspekta: imperfektiv i perfektiv, u poređenju sa
odraslima. Nakon gledanja animiranih filmova u kojima su prikazane situacije sa završenim,
nezavršenim i nezapočetim akcijama, ispitanicima su postavljena pitanja sa perfektivnim i
imperfektivnim glagoskim formama na koja je trebalo da odgovore pokazivanjem događaja
koji odgovara(ju) svakom pitanju. Rezultati ukazuju na jasan razvojni trend u razumevanju
aspekatskih formi. Podaci pokazuju da usvajanje perfektiva prethodi usvajanju imperfektiva:
trogodišnjaci uglavnom razumeju samo značenje perfektiva; većina petogodišnjaka razume
obe aspekatske forme slično odraslima, dok su četvorodišnjaci prelazna grupa. Naši rezultati
govore u prilog stanovištu da se reprezentacije ove jezičke kategorije kvalitativno razlikuju
kod dece i odraslih. Istraživanje navodi na zaključak da je ovladavanje semantikom glagolskog
aspekta dugotrajan proces koji podrazumeva određeni nivo kognitivnog i pragmatskog razvoja
i koji traje tokom čitavog predškolskog perioda.
PB  - Društvo psihologa Srbije
T2  - Psihologija
T1  - Children’s Comprehension of the Verbal Aspect in Serbian
T1  - Dečije razumevanje glagolskog aspekta u srpskom jeziku
EP  - 87
IS  - 1
SP  - 57
VL  - 55
DO  - 10.2298/PSI191120003S
ER  - 

@article{
author = "Savić, Maja and Popović, Maša and Anđelković, Darinka",
year = "2022",
abstract = "The aim of the study was to investigate how Serbian native speaking preschool children
comprehend perfective and imperfective aspect in comparison to adults. After watching
animated movies with complete, incomplete and unstarted actions, the participants were
asked questions with a perfective or imperfective verb form and responded by pointing
to the event(s) that corresponded to each question. The results converged to a clear
developmental trend in understanding of aspectual forms. The data indicate that the
acquisition of perfective precedes the acquisition of imperfective: 3-year-olds typically
understand only the meaning of perfective; most 5-year-olds have almost adult-like
understanding of both aspectual forms, while 4-year-olds are a transitional group. Our
results support the viewpoint that children’s and adults’ representations of this language
category differ qualitatively, and we argue that mastering of aspect semantics is a longterm
process that presupposes a certain level of cognitive and pragmatic development, and
lasts throughout the preschool period., Cilj ovog istraživanja bio je da se ispita kako deca predškolskog uzrasta kojima je srpski
maternji jezik razumeju dve forme glagolskog aspekta: imperfektiv i perfektiv, u poređenju sa
odraslima. Nakon gledanja animiranih filmova u kojima su prikazane situacije sa završenim,
nezavršenim i nezapočetim akcijama, ispitanicima su postavljena pitanja sa perfektivnim i
imperfektivnim glagoskim formama na koja je trebalo da odgovore pokazivanjem događaja
koji odgovara(ju) svakom pitanju. Rezultati ukazuju na jasan razvojni trend u razumevanju
aspekatskih formi. Podaci pokazuju da usvajanje perfektiva prethodi usvajanju imperfektiva:
trogodišnjaci uglavnom razumeju samo značenje perfektiva; većina petogodišnjaka razume
obe aspekatske forme slično odraslima, dok su četvorodišnjaci prelazna grupa. Naši rezultati
govore u prilog stanovištu da se reprezentacije ove jezičke kategorije kvalitativno razlikuju
kod dece i odraslih. Istraživanje navodi na zaključak da je ovladavanje semantikom glagolskog
aspekta dugotrajan proces koji podrazumeva određeni nivo kognitivnog i pragmatskog razvoja
i koji traje tokom čitavog predškolskog perioda.",
publisher = "Društvo psihologa Srbije",
journal = "Psihologija",
title = "Children’s Comprehension of the Verbal Aspect in Serbian, Dečije razumevanje glagolskog aspekta u srpskom jeziku",
pages = "87-57",
number = "1",
volume = "55",
doi = "10.2298/PSI191120003S"
}

Savić, M., Popović, M.,& Anđelković, D.. (2022). Children’s Comprehension of the Verbal Aspect in Serbian. in Psihologija
Društvo psihologa Srbije., 55(1), 57-87.
https://doi.org/10.2298/PSI191120003S

Savić M, Popović M, Anđelković D. Children’s Comprehension of the Verbal Aspect in Serbian. in Psihologija. 2022;55(1):57-87.
doi:10.2298/PSI191120003S .

Savić, Maja, Popović, Maša, Anđelković, Darinka, "Children’s Comprehension of the Verbal Aspect in Serbian" in Psihologija, 55, no. 1 (2022):57-87,
https://doi.org/10.2298/PSI191120003S . .

TY  - CONF
AU  - Popović, Maša
AU  - Savić, Maja
AU  - Batas, Ana
AU  - Anđelković, Darinka
PY  - 2020
UR  - https://nuigalwaybsli.clr.events/page/2157-nuigalwaybsli/217-programme?ev=128832
UR  - http://reff.f.bg.ac.rs/handle/123456789/4664
AB  - Research question. 
Currently, there are no standardized tests for language development assessment for the Serbian language. The nonword repetition task (NWR) is shown to be a promising assessment tool and clinical marker for Specific Language Impairment (SLI) in numerous languages. The aim of this research is to develop two versions of the NWR for the Serbian language: the language-specific (LS-NWR) and the cross-linguistic (CL-NWR), for language development assessment of mono- and bi/multilingual preschool children.
Methods. 
The LS-NWR consists of 48 two to four-syllable nonwords, with systematically varied stress position (1st/2nd syllable) and syllable structure (CV, CCV, CVC, CCVC), constructed according to the characteristics of the Serbian language (Savić et al., 2010; Popović, 2017). The task was administered to 75 3- to 7-year-old typically developing (TD) monolingual Serbian children and 50 4- to 8-year-old monolingual Serbian children with SLI. The CL-NWR was constructed within the COST Action IS0804 framework, and consists of 16 two to five-syllable nonwords with a simple CV syllable structure. Two versions of the task (CLs-NWR – nonwords with even stress on each syllable, and CLp-NWR - nonwords with Serbian prosody) were administered (test-retest) to 46 3- to 6-year-old TD monolingual Serbian children. For all tasks, pre-recorded non-words were presented in two randomized orders. The participants’ repetitions were audio recorded, transcribed and coded for total accuracy and types of errors on the word, syllable and phoneme level.
Results.
The LS-NWR showed high age and group discrimination, with SLI children performing significantly less successfully on the task compared to their TD peers. While both groups performed less accurately with increasing nonword length and syllable structure complexity, children with SLI had more difficulty with this. The CL-NWR showed poor age discrimination, with only the CLp differing three-year-olds from the older children. The CLs task showed to be more difficult than the CLp, due to the fact that children tended to add Serbian prosody to the CLs nonwords, especially when they were tested with the CLp version first (order: test CLp – retest CLs). The repetition accuracy decreased with the increasing nonword length on both tasks. The easiest task for TD Serbian children is the CLp-NWR, while the LS-NWR is the most difficult.
Conclusion.
The LS-NWR will be further reviewed and the most discriminative nonwords selected using the IRT analysis. The task will be administered to bi/multilingual TD and children with SLI. The CL-NWR will be reviewed according to the current findings (Chiat & Polisenska, 2016), and administered to monolingual Serbian children with SLI, and bi/multilingual TD and children with SLI.
PB  - NUI Galway
C3  - Bilingualism and Specific Language Impairment (Developmental Language Disorder) 15th – 18th June, NUI Galway
T1  - Development of the Language-Specific and the Cross-Linguistic Non-word Repetition task for the Serbian Language
UR  - https://hdl.handle.net/21.15107/rcub_reff_4664
ER  - 

@conference{
author = "Popović, Maša and Savić, Maja and Batas, Ana and Anđelković, Darinka",
year = "2020",
abstract = "Research question. 
Currently, there are no standardized tests for language development assessment for the Serbian language. The nonword repetition task (NWR) is shown to be a promising assessment tool and clinical marker for Specific Language Impairment (SLI) in numerous languages. The aim of this research is to develop two versions of the NWR for the Serbian language: the language-specific (LS-NWR) and the cross-linguistic (CL-NWR), for language development assessment of mono- and bi/multilingual preschool children.
Methods. 
The LS-NWR consists of 48 two to four-syllable nonwords, with systematically varied stress position (1st/2nd syllable) and syllable structure (CV, CCV, CVC, CCVC), constructed according to the characteristics of the Serbian language (Savić et al., 2010; Popović, 2017). The task was administered to 75 3- to 7-year-old typically developing (TD) monolingual Serbian children and 50 4- to 8-year-old monolingual Serbian children with SLI. The CL-NWR was constructed within the COST Action IS0804 framework, and consists of 16 two to five-syllable nonwords with a simple CV syllable structure. Two versions of the task (CLs-NWR – nonwords with even stress on each syllable, and CLp-NWR - nonwords with Serbian prosody) were administered (test-retest) to 46 3- to 6-year-old TD monolingual Serbian children. For all tasks, pre-recorded non-words were presented in two randomized orders. The participants’ repetitions were audio recorded, transcribed and coded for total accuracy and types of errors on the word, syllable and phoneme level.
Results.
The LS-NWR showed high age and group discrimination, with SLI children performing significantly less successfully on the task compared to their TD peers. While both groups performed less accurately with increasing nonword length and syllable structure complexity, children with SLI had more difficulty with this. The CL-NWR showed poor age discrimination, with only the CLp differing three-year-olds from the older children. The CLs task showed to be more difficult than the CLp, due to the fact that children tended to add Serbian prosody to the CLs nonwords, especially when they were tested with the CLp version first (order: test CLp – retest CLs). The repetition accuracy decreased with the increasing nonword length on both tasks. The easiest task for TD Serbian children is the CLp-NWR, while the LS-NWR is the most difficult.
Conclusion.
The LS-NWR will be further reviewed and the most discriminative nonwords selected using the IRT analysis. The task will be administered to bi/multilingual TD and children with SLI. The CL-NWR will be reviewed according to the current findings (Chiat & Polisenska, 2016), and administered to monolingual Serbian children with SLI, and bi/multilingual TD and children with SLI.",
publisher = "NUI Galway",
journal = "Bilingualism and Specific Language Impairment (Developmental Language Disorder) 15th – 18th June, NUI Galway",
title = "Development of the Language-Specific and the Cross-Linguistic Non-word Repetition task for the Serbian Language",
url = "https://hdl.handle.net/21.15107/rcub_reff_4664"
}

Popović, M., Savić, M., Batas, A.,& Anđelković, D.. (2020). Development of the Language-Specific and the Cross-Linguistic Non-word Repetition task for the Serbian Language. in Bilingualism and Specific Language Impairment (Developmental Language Disorder) 15th – 18th June, NUI Galway
NUI Galway..
https://hdl.handle.net/21.15107/rcub_reff_4664

Popović M, Savić M, Batas A, Anđelković D. Development of the Language-Specific and the Cross-Linguistic Non-word Repetition task for the Serbian Language. in Bilingualism and Specific Language Impairment (Developmental Language Disorder) 15th – 18th June, NUI Galway. 2020;.
https://hdl.handle.net/21.15107/rcub_reff_4664 .

Popović, Maša, Savić, Maja, Batas, Ana, Anđelković, Darinka, "Development of the Language-Specific and the Cross-Linguistic Non-word Repetition task for the Serbian Language" in Bilingualism and Specific Language Impairment (Developmental Language Disorder) 15th – 18th June, NUI Galway (2020),
https://hdl.handle.net/21.15107/rcub_reff_4664 .

TY  - CONF
AU  - Popović, Maša
AU  - Savić, Maja
AU  - Batas, Ana
AU  - Anđelković, Darinka
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4663
AB  - One of the main questions in the research of specific language impairment (SLI) is whether
the language characteristics of children with SLI are similar to those of younger typically
developing (TD) children (quantitative difference), or do they differ entirely and are never
observed in typical development (qualitative difference). The aim of this study was to
investigate this question in the phonological domain, by comparing the repetitions of SLI
children with those of younger TD children, obtained with a nonword repetition task (NRT)
in Serbian. The study included 75 TD children aged 3 to 7 (15 per one-year age group) and
50 children with SLI aged 4 to 8 (8-11 per one-year age group). The used NRT consisted of
48 nonwords with varying prosodic complexity, constructed according to the characteristics
of the Serbian language. The prerecorded nonwords were presented to the children in two
randomized orders, and their task was to repeat each nonword after hearing it. The repetitions
were recorded, transcribed, and coded for accuracy and 16 types of errors on the word,
syllable and phoneme level. Four one-way MANOVAs were performed for SLI children of
different ages and younger TD children (SLI 5 – TD 3, SLI 6 – TD 3, SLI 7 – TD 4, SLI 8 –
TD 5), from whom they did not differ significantly on the overall accuracy on the task
(number of incorrect repetitions). These analyses, performed on the number of repetitions
containing each of the 16 errors, showed no significant main effect of group for any of the
compared ages. There were, however, significant group differences for some errors at
different ages (F(1,24)>4.45, p<.05, for 8 errors), e.g., SLI children age 7 had significantly
more syllable omissions and consonant metatheses than TD children age 4; SLI age 8 had
significantly more coda consonant additions than TD age 5. We may conclude that Serbian
children with SLI generally make the same types and number of errors in repetitions as
younger TD children, indicating a developmental delay, and a quantitative difference in
language characteristics between the two groups. The observed differences in the number of
some specific errors, however, may indicate an asynchronous delay in the acquisition of some
phonological parameters in SLI. This may lead to slightly atypical patterns, and qualitative
differences in language characteristics of SLI and TD children. Further analyses of the error
patterns occurring in nonword repetitions are required to confirm this.
PB  - Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu
C3  - XXVI scientific conference Empirical Studies in Psychology
T1  - Exploring linguistic differences between typically developing and children with SLI: Evidence from a nonword repetition task in Serbian.
EP  - 35
SP  - 35
UR  - https://hdl.handle.net/21.15107/rcub_reff_4663
ER  - 

@conference{
author = "Popović, Maša and Savić, Maja and Batas, Ana and Anđelković, Darinka",
year = "2020",
abstract = "One of the main questions in the research of specific language impairment (SLI) is whether
the language characteristics of children with SLI are similar to those of younger typically
developing (TD) children (quantitative difference), or do they differ entirely and are never
observed in typical development (qualitative difference). The aim of this study was to
investigate this question in the phonological domain, by comparing the repetitions of SLI
children with those of younger TD children, obtained with a nonword repetition task (NRT)
in Serbian. The study included 75 TD children aged 3 to 7 (15 per one-year age group) and
50 children with SLI aged 4 to 8 (8-11 per one-year age group). The used NRT consisted of
48 nonwords with varying prosodic complexity, constructed according to the characteristics
of the Serbian language. The prerecorded nonwords were presented to the children in two
randomized orders, and their task was to repeat each nonword after hearing it. The repetitions
were recorded, transcribed, and coded for accuracy and 16 types of errors on the word,
syllable and phoneme level. Four one-way MANOVAs were performed for SLI children of
different ages and younger TD children (SLI 5 – TD 3, SLI 6 – TD 3, SLI 7 – TD 4, SLI 8 –
TD 5), from whom they did not differ significantly on the overall accuracy on the task
(number of incorrect repetitions). These analyses, performed on the number of repetitions
containing each of the 16 errors, showed no significant main effect of group for any of the
compared ages. There were, however, significant group differences for some errors at
different ages (F(1,24)>4.45, p<.05, for 8 errors), e.g., SLI children age 7 had significantly
more syllable omissions and consonant metatheses than TD children age 4; SLI age 8 had
significantly more coda consonant additions than TD age 5. We may conclude that Serbian
children with SLI generally make the same types and number of errors in repetitions as
younger TD children, indicating a developmental delay, and a quantitative difference in
language characteristics between the two groups. The observed differences in the number of
some specific errors, however, may indicate an asynchronous delay in the acquisition of some
phonological parameters in SLI. This may lead to slightly atypical patterns, and qualitative
differences in language characteristics of SLI and TD children. Further analyses of the error
patterns occurring in nonword repetitions are required to confirm this.",
publisher = "Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu",
journal = "XXVI scientific conference Empirical Studies in Psychology",
title = "Exploring linguistic differences between typically developing and children with SLI: Evidence from a nonword repetition task in Serbian.",
pages = "35-35",
url = "https://hdl.handle.net/21.15107/rcub_reff_4663"
}

Popović, M., Savić, M., Batas, A.,& Anđelković, D.. (2020). Exploring linguistic differences between typically developing and children with SLI: Evidence from a nonword repetition task in Serbian.. in XXVI scientific conference Empirical Studies in Psychology
Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu., 35-35.
https://hdl.handle.net/21.15107/rcub_reff_4663

Popović M, Savić M, Batas A, Anđelković D. Exploring linguistic differences between typically developing and children with SLI: Evidence from a nonword repetition task in Serbian.. in XXVI scientific conference Empirical Studies in Psychology. 2020;:35-35.
https://hdl.handle.net/21.15107/rcub_reff_4663 .

Popović, Maša, Savić, Maja, Batas, Ana, Anđelković, Darinka, "Exploring linguistic differences between typically developing and children with SLI: Evidence from a nonword repetition task in Serbian." in XXVI scientific conference Empirical Studies in Psychology (2020):35-35,
https://hdl.handle.net/21.15107/rcub_reff_4663 .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Ševa, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
AU  - Lakić, Siniša
PY  - 2020
UR  - http://empirijskaistrazivanja.org/wp-content/uploads/2020/11/KNJIGA-REZIMEA-2020.pdf
UR  - http://reff.f.bg.ac.rs/handle/123456789/4662
AB  - The aim of the study was to systematically assess the occurrence and age-related increase of
functional words and specific grammatical parameters in the early language of Serbian
children between 8 and 30 months of age based on the adapted version of MacArthur-Bates’
Communicative Development Inventories (CDIs). The sample included 126 mothers
assessing their child’s language by means of the CDI-1 for ages 8-18 months, and CDI-2 for
ages 16-30 months. The first questionnaire registers the occurrence of early grammatical
words (pronouns, interrogatives, prepositions). The second is intended to evaluate the
acquisition of the complex grammatical system: pronouns, prepositional constructions, noun
morphology, modal and auxiliary verbs, conjugation, tense, negation, indicators of length and
complexity of utterances.
The results of the CDI-1 reveal the occurrence of early grammatical words at the age of 13 to
15 months: pronouns to 'this', moj/moja/moje ‘my’, and mene/me ‘me’, and the preposition o
‘on, about’. The first Wh-questions gde ‘where’ and kada ‘when’ appear at the same age. A
larger variety of grammatical words in the sample was recorded at the age of 16 to 18
months: 9 pronouns out of 14 from the list are recorded, 11 prepositions (out of 12 from the
list), as well as the first occurrence of the Wh-questions šta ’what’ and zašto ‘why’.
Significant increase was recorded in CDI-2 for the following morpho-syntactic categories
(five age groups in the range of 16-30 months, p<0.05): diminutive, possessive adjective,
verb person, regular and irregular plural of nouns, preposition-case construction, negative
verb forms, present and past tense, while the future tense is not mastered even at the older age
levels. The longest utterance increases with age and reaches a length of 5.3 words at 25-27
months of age. The evidence of utterance complexity is recorded in the use of modal verbs,
possessive pronouns, possessive adjectives, Wh-questions, dependent clause, direct vs.
indirect object, utterance extension. Some aspects of complexity are not mastered even by
older age levels (e.g. causative and relational conjunctions). The data obtained on the CDI-2
reveal that a more intensive acquisition of grammar starts at 22 to 24 months of ages,
The obtained results indicate a systematic increase in all functional words and parameters of
grammar. Additionally, it provides a preliminary confirmation of the validity of CDIs for the
assessment of early grammatical development of children.
PB  - Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu
C3  - XXVI scientific conference Empirical Studies in Psychology
T1  - Indicators of grammatical development based on a questionnaire for the assessment of early communicative skills
SP  - 40
UR  - https://hdl.handle.net/21.15107/rcub_reff_4662
ER  - 

@conference{
author = "Anđelković, Darinka and Ševa, Nada and Savić, Maja and Tutnjević, Slavica and Lakić, Siniša",
year = "2020",
abstract = "The aim of the study was to systematically assess the occurrence and age-related increase of
functional words and specific grammatical parameters in the early language of Serbian
children between 8 and 30 months of age based on the adapted version of MacArthur-Bates’
Communicative Development Inventories (CDIs). The sample included 126 mothers
assessing their child’s language by means of the CDI-1 for ages 8-18 months, and CDI-2 for
ages 16-30 months. The first questionnaire registers the occurrence of early grammatical
words (pronouns, interrogatives, prepositions). The second is intended to evaluate the
acquisition of the complex grammatical system: pronouns, prepositional constructions, noun
morphology, modal and auxiliary verbs, conjugation, tense, negation, indicators of length and
complexity of utterances.
The results of the CDI-1 reveal the occurrence of early grammatical words at the age of 13 to
15 months: pronouns to 'this', moj/moja/moje ‘my’, and mene/me ‘me’, and the preposition o
‘on, about’. The first Wh-questions gde ‘where’ and kada ‘when’ appear at the same age. A
larger variety of grammatical words in the sample was recorded at the age of 16 to 18
months: 9 pronouns out of 14 from the list are recorded, 11 prepositions (out of 12 from the
list), as well as the first occurrence of the Wh-questions šta ’what’ and zašto ‘why’.
Significant increase was recorded in CDI-2 for the following morpho-syntactic categories
(five age groups in the range of 16-30 months, p<0.05): diminutive, possessive adjective,
verb person, regular and irregular plural of nouns, preposition-case construction, negative
verb forms, present and past tense, while the future tense is not mastered even at the older age
levels. The longest utterance increases with age and reaches a length of 5.3 words at 25-27
months of age. The evidence of utterance complexity is recorded in the use of modal verbs,
possessive pronouns, possessive adjectives, Wh-questions, dependent clause, direct vs.
indirect object, utterance extension. Some aspects of complexity are not mastered even by
older age levels (e.g. causative and relational conjunctions). The data obtained on the CDI-2
reveal that a more intensive acquisition of grammar starts at 22 to 24 months of ages,
The obtained results indicate a systematic increase in all functional words and parameters of
grammar. Additionally, it provides a preliminary confirmation of the validity of CDIs for the
assessment of early grammatical development of children.",
publisher = "Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu",
journal = "XXVI scientific conference Empirical Studies in Psychology",
title = "Indicators of grammatical development based on a questionnaire for the assessment of early communicative skills",
pages = "40",
url = "https://hdl.handle.net/21.15107/rcub_reff_4662"
}

Anđelković, D., Ševa, N., Savić, M., Tutnjević, S.,& Lakić, S.. (2020). Indicators of grammatical development based on a questionnaire for the assessment of early communicative skills. in XXVI scientific conference Empirical Studies in Psychology
Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet Univerziteta u Beogradu., 40.
https://hdl.handle.net/21.15107/rcub_reff_4662

Anđelković D, Ševa N, Savić M, Tutnjević S, Lakić S. Indicators of grammatical development based on a questionnaire for the assessment of early communicative skills. in XXVI scientific conference Empirical Studies in Psychology. 2020;:40.
https://hdl.handle.net/21.15107/rcub_reff_4662 .

Anđelković, Darinka, Ševa, Nada, Savić, Maja, Tutnjević, Slavica, Lakić, Siniša, "Indicators of grammatical development based on a questionnaire for the assessment of early communicative skills" in XXVI scientific conference Empirical Studies in Psychology (2020):40,
https://hdl.handle.net/21.15107/rcub_reff_4662 .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Ševa, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
AU  - Lakić, Siniša
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4661
AB  - The present study aims to explore the change of the vocabulary size and
composition in the receptive and expressive language of Serbian speaking children
between 8 and 30 months of age. It is a part of a broader project in relation to the
adaptation of MacArthur-Bates’ Communicative Development Inventories for the
Serbian language (CDIs; Fenson, Marchman, Thal, Dale, Reznick, & Bates, 2007).
Two parental report inventories were applied: CDI-I for children 8-18 months, and
CDI-II for children 16-30 months of age.
The pilot study included 124 mothers from Belgrade (Serbia) and Banja Luka
(Republic of Srpska, BiH) who filled in the inventories about their children's
language and communicative status. The children’s gender was equally distributed
in the sample. Over 70% of mothers had secondary high school education or lower,
while the rest had a university degree.
For the purpose of preliminary exploration of the vocabulary data obtained by the
Serbian adaptation of CDIs scales, we: a) assessed the overall vocabulary growth,
b) compared different lexical categories of words classified on the basis of
communicational and/or morpho-syntactic functions - parts of speech like verbs
and nouns, grammatical words (pronouns, prepositions), as well as early
communicational expressions (pa-pa ‘bye-bye’); c. recorded the growth of
different semantic categories of nouns relevant for the development of concepts
(animals, toys, body parts, etc).
The analysis revealed the trajectories of stable growth in children’s vocabulary size.
The data show that development of receptive language in Serbian children is
recorded early (already at 8 months) and is prevailing until the age of 18 months,
while the expressive language starts around the first birthday. Nouns appear
earlier than other categories of words and are followed by communicational
expressions and verbs. Early comprehension of descriptive verbs and adverbials
was recorded at 13-15 months, while their active usage was reported at 16-18 months of age. First grammatical words were reported at 16-18 months in the
receptive language, and 22-24 in the expressive language. The receptive vocabulary
size is much larger than expressive at 8-18 months, while the expressive vocabulary
spurt is recorded at the end of the second year (22-24 months). In regards to noun
semantics, the category of persons, sound effects/onomatopoeias, food/drink, and
small household items appeared to be the earliest and most prominent in
development. Our results support earlier findings on the role of nouns in early
language development and extend these findings to the Serbian language. They
also provide interesting insights into the roles that different classes of words and
concepts have in children’s vocabularies at this early age. The presented findings
were also in accordance with the previous insights on Serbian language
development which provided preliminary empirical evidence for the validity of the
Serbian CDI-I and CDI-II.
PB  - Filozofski fakultet Univerziteta u Novom Sadu
C3  - Current Trends in Psychology
T1  - Early receptive and expressive vocabulary of Serbian speaking children
EP  - 225
SP  - 224
UR  - https://hdl.handle.net/21.15107/rcub_reff_4661
ER  - 

@conference{
author = "Anđelković, Darinka and Ševa, Nada and Savić, Maja and Tutnjević, Slavica and Lakić, Siniša",
year = "2019",
abstract = "The present study aims to explore the change of the vocabulary size and
composition in the receptive and expressive language of Serbian speaking children
between 8 and 30 months of age. It is a part of a broader project in relation to the
adaptation of MacArthur-Bates’ Communicative Development Inventories for the
Serbian language (CDIs; Fenson, Marchman, Thal, Dale, Reznick, & Bates, 2007).
Two parental report inventories were applied: CDI-I for children 8-18 months, and
CDI-II for children 16-30 months of age.
The pilot study included 124 mothers from Belgrade (Serbia) and Banja Luka
(Republic of Srpska, BiH) who filled in the inventories about their children's
language and communicative status. The children’s gender was equally distributed
in the sample. Over 70% of mothers had secondary high school education or lower,
while the rest had a university degree.
For the purpose of preliminary exploration of the vocabulary data obtained by the
Serbian adaptation of CDIs scales, we: a) assessed the overall vocabulary growth,
b) compared different lexical categories of words classified on the basis of
communicational and/or morpho-syntactic functions - parts of speech like verbs
and nouns, grammatical words (pronouns, prepositions), as well as early
communicational expressions (pa-pa ‘bye-bye’); c. recorded the growth of
different semantic categories of nouns relevant for the development of concepts
(animals, toys, body parts, etc).
The analysis revealed the trajectories of stable growth in children’s vocabulary size.
The data show that development of receptive language in Serbian children is
recorded early (already at 8 months) and is prevailing until the age of 18 months,
while the expressive language starts around the first birthday. Nouns appear
earlier than other categories of words and are followed by communicational
expressions and verbs. Early comprehension of descriptive verbs and adverbials
was recorded at 13-15 months, while their active usage was reported at 16-18 months of age. First grammatical words were reported at 16-18 months in the
receptive language, and 22-24 in the expressive language. The receptive vocabulary
size is much larger than expressive at 8-18 months, while the expressive vocabulary
spurt is recorded at the end of the second year (22-24 months). In regards to noun
semantics, the category of persons, sound effects/onomatopoeias, food/drink, and
small household items appeared to be the earliest and most prominent in
development. Our results support earlier findings on the role of nouns in early
language development and extend these findings to the Serbian language. They
also provide interesting insights into the roles that different classes of words and
concepts have in children’s vocabularies at this early age. The presented findings
were also in accordance with the previous insights on Serbian language
development which provided preliminary empirical evidence for the validity of the
Serbian CDI-I and CDI-II.",
publisher = "Filozofski fakultet Univerziteta u Novom Sadu",
journal = "Current Trends in Psychology",
title = "Early receptive and expressive vocabulary of Serbian speaking children",
pages = "225-224",
url = "https://hdl.handle.net/21.15107/rcub_reff_4661"
}

Anđelković, D., Ševa, N., Savić, M., Tutnjević, S.,& Lakić, S.. (2019). Early receptive and expressive vocabulary of Serbian speaking children. in Current Trends in Psychology
Filozofski fakultet Univerziteta u Novom Sadu., 224-225.
https://hdl.handle.net/21.15107/rcub_reff_4661

Anđelković D, Ševa N, Savić M, Tutnjević S, Lakić S. Early receptive and expressive vocabulary of Serbian speaking children. in Current Trends in Psychology. 2019;:224-225.
https://hdl.handle.net/21.15107/rcub_reff_4661 .

Anđelković, Darinka, Ševa, Nada, Savić, Maja, Tutnjević, Slavica, Lakić, Siniša, "Early receptive and expressive vocabulary of Serbian speaking children" in Current Trends in Psychology (2019):224-225,
https://hdl.handle.net/21.15107/rcub_reff_4661 .

TY  - CONF
AU  - Popović, Maša
AU  - Savić, Maja
AU  - Batas, Ana
AU  - Anđelković, Darinka
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4660
AB  - Typical phonological error patterns observed on the word, syllable, and phoneme level in
children’s language production are sensitive to and vary across (supra)segmental contexts. A
valid procedure for investigating the effect of different contexts on errors is the non-word
repetition task with varied phonological structures. Continuing on our previous findings
(Popović et al., 2017), which show a significant effect of non-word length on total repetition
accuracy, the aim of this study was to examine this effect on specific types of errors in
repetitions.
The study included 75 monolingual typically developing (TD) Serbian children, aged 3 to 7.
The used non-word repetition task consisted of 48 non-words constructed by systematically
varying the number of syllables (two, three, and four), and three other phonological parameters:
the position of syllable stress, onset and coda. The children’s task was to repeat each prerecorded non-word after hearing it. The repetitions were audio recorded, transcribed, and coded
for 16 types of errors on the word, syllable and phoneme level.
Two-way factorial ANOVAs, with factors age and number of syllables (N Syll.), were
performed for the six most frequent errors in the repetitions. The following significant effects
and interactions are shown for the different errors: Stress shifting: age (F(4, 70) = 8.124,
p < .001), N Syll. (F(2, 140) = 118.5, p < .001), interaction (F(8, 140) = 2.576, p = .012); Onset
consonant cluster reduction: age (F(4, 70) = 13.35, p < .001), N Syll. (F(2, 140) = 26.92,
p < .001); Coda consonant omission: age (F(4, 70) = 8.645, p < .001), N Syll. (F(2, 140) =
15.84, p < .001); Coda consonant addition: age (F(4, 70) = 7.474, p < .001), N Syll.
(F(2, 140) = 16.89, p < .001), interaction (F(8, 140) = 3.34, p = .002); Consonant metathesis:
age (F(4, 70) = 11.01, p < .001), N Syll. (F(2, 140) = 86.05, p < .001), interaction
F(8, 140) = 5.650, p < .001); Phoneme substitution: age (F(4, 70) = 30.97, p < .001), N Syll.
(F(2, 140) = 130.5, p < .001), interaction (F(8, 140) = 2.41, p = .018).
It may be concluded that with increasing non-word length, the repetition accuracy at all three
levels (word, syllable, and phoneme) decreases in Serbian TD children, especially at younger
ages. Three-year-olds have mastered some parameters of the shortest non-words, but make a
large number of all errors on the longer ones. With age, children master word length, and at the
age of 7 they make minimal errors, except for phoneme substitutions and stress shifting on the
longest four-syllable non-words.
PB  - Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu
C3  - XXV naučni skup Empirijska istraživanja u psihologiji
T1  - The effect of non-word length on types of errors in repetition of Serbian preschool children
EP  - 42
SP  - 42
UR  - https://hdl.handle.net/21.15107/rcub_reff_4660
ER  - 

@conference{
author = "Popović, Maša and Savić, Maja and Batas, Ana and Anđelković, Darinka",
year = "2019",
abstract = "Typical phonological error patterns observed on the word, syllable, and phoneme level in
children’s language production are sensitive to and vary across (supra)segmental contexts. A
valid procedure for investigating the effect of different contexts on errors is the non-word
repetition task with varied phonological structures. Continuing on our previous findings
(Popović et al., 2017), which show a significant effect of non-word length on total repetition
accuracy, the aim of this study was to examine this effect on specific types of errors in
repetitions.
The study included 75 monolingual typically developing (TD) Serbian children, aged 3 to 7.
The used non-word repetition task consisted of 48 non-words constructed by systematically
varying the number of syllables (two, three, and four), and three other phonological parameters:
the position of syllable stress, onset and coda. The children’s task was to repeat each prerecorded non-word after hearing it. The repetitions were audio recorded, transcribed, and coded
for 16 types of errors on the word, syllable and phoneme level.
Two-way factorial ANOVAs, with factors age and number of syllables (N Syll.), were
performed for the six most frequent errors in the repetitions. The following significant effects
and interactions are shown for the different errors: Stress shifting: age (F(4, 70) = 8.124,
p < .001), N Syll. (F(2, 140) = 118.5, p < .001), interaction (F(8, 140) = 2.576, p = .012); Onset
consonant cluster reduction: age (F(4, 70) = 13.35, p < .001), N Syll. (F(2, 140) = 26.92,
p < .001); Coda consonant omission: age (F(4, 70) = 8.645, p < .001), N Syll. (F(2, 140) =
15.84, p < .001); Coda consonant addition: age (F(4, 70) = 7.474, p < .001), N Syll.
(F(2, 140) = 16.89, p < .001), interaction (F(8, 140) = 3.34, p = .002); Consonant metathesis:
age (F(4, 70) = 11.01, p < .001), N Syll. (F(2, 140) = 86.05, p < .001), interaction
F(8, 140) = 5.650, p < .001); Phoneme substitution: age (F(4, 70) = 30.97, p < .001), N Syll.
(F(2, 140) = 130.5, p < .001), interaction (F(8, 140) = 2.41, p = .018).
It may be concluded that with increasing non-word length, the repetition accuracy at all three
levels (word, syllable, and phoneme) decreases in Serbian TD children, especially at younger
ages. Three-year-olds have mastered some parameters of the shortest non-words, but make a
large number of all errors on the longer ones. With age, children master word length, and at the
age of 7 they make minimal errors, except for phoneme substitutions and stress shifting on the
longest four-syllable non-words.",
publisher = "Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu",
journal = "XXV naučni skup Empirijska istraživanja u psihologiji",
title = "The effect of non-word length on types of errors in repetition of Serbian preschool children",
pages = "42-42",
url = "https://hdl.handle.net/21.15107/rcub_reff_4660"
}

Popović, M., Savić, M., Batas, A.,& Anđelković, D.. (2019). The effect of non-word length on types of errors in repetition of Serbian preschool children. in XXV naučni skup Empirijska istraživanja u psihologiji
Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju, Filozofski fakultet, Univerzitet u Beogradu., 42-42.
https://hdl.handle.net/21.15107/rcub_reff_4660

Popović M, Savić M, Batas A, Anđelković D. The effect of non-word length on types of errors in repetition of Serbian preschool children. in XXV naučni skup Empirijska istraživanja u psihologiji. 2019;:42-42.
https://hdl.handle.net/21.15107/rcub_reff_4660 .

Popović, Maša, Savić, Maja, Batas, Ana, Anđelković, Darinka, "The effect of non-word length on types of errors in repetition of Serbian preschool children" in XXV naučni skup Empirijska istraživanja u psihologiji (2019):42-42,
https://hdl.handle.net/21.15107/rcub_reff_4660 .

TY  - CONF
AU  - Drozd, Ken
AU  - Anđelković, Darinka
AU  - Savić, Maja
AU  - Tošković, Oliver
AU  - Gavarró, Anna
AU  - Litte, Anna
AU  - Hržica, Gordana
AU  - Kovačević, Melita
AU  - Kuvač Kraljević, Jelena
AU  - Skordi, Athina
AU  - Jensen de López, Kristine
AU  - Sundahl, Lone
AU  - Hollebrandse, Bart
AU  - Van Hout, Angeliek
AU  - Van Koert, Margreet
AU  - Fabre, Eve
AU  - Hubert, Anja
AU  - Noveck, Ira
AU  - Ott, Susan
AU  - Yatsushiro, Kazuko
AU  - Balčiūnienė, Ingrida
AU  - Ruzaitė, Jūratė
AU  - Vija, Maigi
AU  - Gatt, Daniela
AU  - Grech, Helen
AU  - Kiebzak- Mandera, Dorota
AU  - Miekisz, Aneta
AU  - Gagarina, Natalia
AU  - Puzanova, Julia
AU  - Popović, Maša
AU  - Kapalkova, Svetlana
AU  - Slančová, Daniela
AU  - Smith, Nafsika
AU  - Van der Lely, Heather
AU  - Sauerland, Uli
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4623
AB  - In this paper, we present some initial results of a large scale experiment
designed to explore symmetrical judgments from a cross-linguistic perspective.
Our experiment was conducted with 4-6-year-old children and adults using the
same methodology in 12 languages: Catalan (Romance), Cypriot Greek (Greek),
Danish, Dutch, and German (Germanic), Croatian, Polish, Russian, Serbian and
Slovak (Slavic), Lithuanian (Baltic), and Maltese (Semitic). Our results show that
although children’s performance with universal statements is remarkably uniform
across languages, there is evidence that children find distributive universal
quantification in some languages more difficult than in others.
PB  - Cascadilla Press. Somerville, MA.
C3  - Proceedings of the 43rd annual Boston University Conference on Language Development
T1  - A Crosslinguistic Study of Symmetrical Judgments
EP  - 230
SP  - 217
VL  - 43
UR  - https://hdl.handle.net/21.15107/rcub_reff_4623
ER  - 

@conference{
author = "Drozd, Ken and Anđelković, Darinka and Savić, Maja and Tošković, Oliver and Gavarró, Anna and Litte, Anna and Hržica, Gordana and Kovačević, Melita and Kuvač Kraljević, Jelena and Skordi, Athina and Jensen de López, Kristine and Sundahl, Lone and Hollebrandse, Bart and Van Hout, Angeliek and Van Koert, Margreet and Fabre, Eve and Hubert, Anja and Noveck, Ira and Ott, Susan and Yatsushiro, Kazuko and Balčiūnienė, Ingrida and Ruzaitė, Jūratė and Vija, Maigi and Gatt, Daniela and Grech, Helen and Kiebzak- Mandera, Dorota and Miekisz, Aneta and Gagarina, Natalia and Puzanova, Julia and Popović, Maša and Kapalkova, Svetlana and Slančová, Daniela and Smith, Nafsika and Van der Lely, Heather and Sauerland, Uli",
year = "2019",
abstract = "In this paper, we present some initial results of a large scale experiment
designed to explore symmetrical judgments from a cross-linguistic perspective.
Our experiment was conducted with 4-6-year-old children and adults using the
same methodology in 12 languages: Catalan (Romance), Cypriot Greek (Greek),
Danish, Dutch, and German (Germanic), Croatian, Polish, Russian, Serbian and
Slovak (Slavic), Lithuanian (Baltic), and Maltese (Semitic). Our results show that
although children’s performance with universal statements is remarkably uniform
across languages, there is evidence that children find distributive universal
quantification in some languages more difficult than in others.",
publisher = "Cascadilla Press. Somerville, MA.",
journal = "Proceedings of the 43rd annual Boston University Conference on Language Development",
title = "A Crosslinguistic Study of Symmetrical Judgments",
pages = "230-217",
volume = "43",
url = "https://hdl.handle.net/21.15107/rcub_reff_4623"
}

Drozd, K., Anđelković, D., Savić, M., Tošković, O., Gavarró, A., Litte, A., Hržica, G., Kovačević, M., Kuvač Kraljević, J., Skordi, A., Jensen de López, K., Sundahl, L., Hollebrandse, B., Van Hout, A., Van Koert, M., Fabre, E., Hubert, A., Noveck, I., Ott, S., Yatsushiro, K., Balčiūnienė, I., Ruzaitė, J., Vija, M., Gatt, D., Grech, H., Kiebzak- Mandera, D., Miekisz, A., Gagarina, N., Puzanova, J., Popović, M., Kapalkova, S., Slančová, D., Smith, N., Van der Lely, H.,& Sauerland, U.. (2019). A Crosslinguistic Study of Symmetrical Judgments. in Proceedings of the 43rd annual Boston University Conference on Language Development
Cascadilla Press. Somerville, MA.., 43, 217-230.
https://hdl.handle.net/21.15107/rcub_reff_4623

Drozd K, Anđelković D, Savić M, Tošković O, Gavarró A, Litte A, Hržica G, Kovačević M, Kuvač Kraljević J, Skordi A, Jensen de López K, Sundahl L, Hollebrandse B, Van Hout A, Van Koert M, Fabre E, Hubert A, Noveck I, Ott S, Yatsushiro K, Balčiūnienė I, Ruzaitė J, Vija M, Gatt D, Grech H, Kiebzak- Mandera D, Miekisz A, Gagarina N, Puzanova J, Popović M, Kapalkova S, Slančová D, Smith N, Van der Lely H, Sauerland U. A Crosslinguistic Study of Symmetrical Judgments. in Proceedings of the 43rd annual Boston University Conference on Language Development. 2019;43:217-230.
https://hdl.handle.net/21.15107/rcub_reff_4623 .

Drozd, Ken, Anđelković, Darinka, Savić, Maja, Tošković, Oliver, Gavarró, Anna, Litte, Anna, Hržica, Gordana, Kovačević, Melita, Kuvač Kraljević, Jelena, Skordi, Athina, Jensen de López, Kristine, Sundahl, Lone, Hollebrandse, Bart, Van Hout, Angeliek, Van Koert, Margreet, Fabre, Eve, Hubert, Anja, Noveck, Ira, Ott, Susan, Yatsushiro, Kazuko, Balčiūnienė, Ingrida, Ruzaitė, Jūratė, Vija, Maigi, Gatt, Daniela, Grech, Helen, Kiebzak- Mandera, Dorota, Miekisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Popović, Maša, Kapalkova, Svetlana, Slančová, Daniela, Smith, Nafsika, Van der Lely, Heather, Sauerland, Uli, "A Crosslinguistic Study of Symmetrical Judgments" in Proceedings of the 43rd annual Boston University Conference on Language Development, 43 (2019):217-230,
https://hdl.handle.net/21.15107/rcub_reff_4623 .

TY  - CHAP
AU  - Vuković, M.
AU  - Čolić, G.
AU  - Anđelković, Darinka
AU  - Savić, M.
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2928
AB  - Developmental language disorder (DLD) in Serbian literature was initially presented by Spasenija Vladisavljević, professor of logopedics at the Faculty of Special Education and Rehabilitation (at that time the Faculty of Defectology), University of Belgrade, in a book intended for logopedists and students of Logopedics (Vladisavljević, 1973). It was referred to as “pathological underdeveloped child language�? distinguished by slow and deficient language development that requires special care and support, which is not the case with underdeveloped language in young typically developing children.
PB  - Taylor and Francis
T2  - Managing Children with Developmental Language Disorder: Theory and Practice across Europe and Beyond
T1  - History of language impairments/
developmental language disorders in Serbia
EP  - 419
SP  - 408
DO  - 10.4324/9780429455308-34
ER  - 

@inbook{
author = "Vuković, M. and Čolić, G. and Anđelković, Darinka and Savić, M.",
year = "2019",
abstract = "Developmental language disorder (DLD) in Serbian literature was initially presented by Spasenija Vladisavljević, professor of logopedics at the Faculty of Special Education and Rehabilitation (at that time the Faculty of Defectology), University of Belgrade, in a book intended for logopedists and students of Logopedics (Vladisavljević, 1973). It was referred to as “pathological underdeveloped child language�? distinguished by slow and deficient language development that requires special care and support, which is not the case with underdeveloped language in young typically developing children.",
publisher = "Taylor and Francis",
journal = "Managing Children with Developmental Language Disorder: Theory and Practice across Europe and Beyond",
booktitle = "History of language impairments/
developmental language disorders in Serbia",
pages = "419-408",
doi = "10.4324/9780429455308-34"
}

Vuković, M., Čolić, G., Anđelković, D.,& Savić, M.. (2019). History of language impairments/
developmental language disorders in Serbia. in Managing Children with Developmental Language Disorder: Theory and Practice across Europe and Beyond
Taylor and Francis., 408-419.
https://doi.org/10.4324/9780429455308-34

Vuković M, Čolić G, Anđelković D, Savić M. History of language impairments/
developmental language disorders in Serbia. in Managing Children with Developmental Language Disorder: Theory and Practice across Europe and Beyond. 2019;:408-419.
doi:10.4324/9780429455308-34 .

Vuković, M., Čolić, G., Anđelković, Darinka, Savić, M., "History of language impairments/
developmental language disorders in Serbia" in Managing Children with Developmental Language Disorder: Theory and Practice across Europe and Beyond (2019):408-419,
https://doi.org/10.4324/9780429455308-34 . .

TY  - CONF
AU  - Popović, Maša
AU  - Savić, Maja
AU  - Batas, Ana
AU  - Anđelković, Darinka
PY  - 2018
UR  - http://www.psycholinguistics.info/disorders/program.html
UR  - http://reff.f.bg.ac.rs/handle/123456789/4659
AB  - The nonword repetition task (NRT), which consists of the presentation and instantaneous repetition of nonsense words, is widely used to gain insight into the phonological, lexical, and overall language development in typically developing (TD) children  and vulnerable language populations. It is shown to be a promising assessment tool for specific language impairment (SLI) in numerous languages, because children with SLI consistently demonstrate poorer performance on this task compared to their TD peers. 
	The aim of this study was to examine the ability of phonological repetition of TD and SLI children who are acquiring Serbian, by using the NRT constructed in accordance with the characteristics of the Serbian language. The study included 60 TD children aged 4 to 7 (n=15 per age group) and 42 children with SLI of the same ages (n=9-11 per age group). Forty eight prerecorded nonwords of varying prosodic complexity, with two systematically varied parameters of syllable structure (onset and coda) and two parameters of metrical structure (number of syllables and position of syllable stress), were presented in two randomized orders. Audio-recorded nonword repetitions were transcribed, and coded for accuracy and type of errors, which occurred on the word, syllable and phoneme level in the repetitions.
	The results show a significant effect of age (F(3,94)=18.64, p<0.001), and a significant effect of group (F(1,94)=155.1, p<0.001) on nonword repetition accuracy in TD and SLI Serbian children. There is no significant interaction between these two factors. Further analyses show a significant effect of the number of syllables on repetition accuracy (F(2,200)=275.3, p<0.001), as well as a significant interaction of group and the number of syllables (F(2,200)=5.335, p=0.006). The effect of the syllable structure is also significant (F(3,300)=122.9, p<0.001), as well as the interaction of group and syllable structure (F(3,300)=15.61, p<0.001). The analysis of errors reveals a significant effect of group (F(16,85)=12.22, p<0.001) for 12 of 16 types of errors on the word, syllable and phoneme level which occurred in repetitions. The largest differences between groups are shown for phoneme substitutions, consonant metathesis and onset consonant cluster reduction. 
	It may be concluded that nonword repetition accuracy increases with age in both TD and SLI Serbian children, and that children with SLI are significantly and to a great extent less successful on the task at all tested ages compared to their TD peers. Children with SLI are significantly less successful at repeating nonwords of all examined prosodic structures, and they have more trouble with increasing prosodic complexity compared to TD children. Analysis of errors which occur in nonword repetitions indicates that SLI children generally make the same types but a significantly larger number of errors on the word, syllable, and phoneme level as TD children of the same ages. The nonwords used in this study are highly age and group discriminative and may be used for constructing a test, which would enable the assessment of phonological development of children acquiring Serbian, and with additional assessments in the clinical practice, enable the discrimination of SLI.
PB  - Psycholinguistic Institute
C3  - Conference on Developmental Language Disorders (DEVO18), 26-28 September. National University of Distance Learning (UNED). Madrid. Spain
T1  - Prosodic complexity in the nonword repetition task: Language assessment of Serbian typically developing and children with specific language impairment
UR  - https://hdl.handle.net/21.15107/rcub_reff_4659
ER  - 

@conference{
author = "Popović, Maša and Savić, Maja and Batas, Ana and Anđelković, Darinka",
year = "2018",
abstract = "The nonword repetition task (NRT), which consists of the presentation and instantaneous repetition of nonsense words, is widely used to gain insight into the phonological, lexical, and overall language development in typically developing (TD) children  and vulnerable language populations. It is shown to be a promising assessment tool for specific language impairment (SLI) in numerous languages, because children with SLI consistently demonstrate poorer performance on this task compared to their TD peers. 
	The aim of this study was to examine the ability of phonological repetition of TD and SLI children who are acquiring Serbian, by using the NRT constructed in accordance with the characteristics of the Serbian language. The study included 60 TD children aged 4 to 7 (n=15 per age group) and 42 children with SLI of the same ages (n=9-11 per age group). Forty eight prerecorded nonwords of varying prosodic complexity, with two systematically varied parameters of syllable structure (onset and coda) and two parameters of metrical structure (number of syllables and position of syllable stress), were presented in two randomized orders. Audio-recorded nonword repetitions were transcribed, and coded for accuracy and type of errors, which occurred on the word, syllable and phoneme level in the repetitions.
	The results show a significant effect of age (F(3,94)=18.64, p<0.001), and a significant effect of group (F(1,94)=155.1, p<0.001) on nonword repetition accuracy in TD and SLI Serbian children. There is no significant interaction between these two factors. Further analyses show a significant effect of the number of syllables on repetition accuracy (F(2,200)=275.3, p<0.001), as well as a significant interaction of group and the number of syllables (F(2,200)=5.335, p=0.006). The effect of the syllable structure is also significant (F(3,300)=122.9, p<0.001), as well as the interaction of group and syllable structure (F(3,300)=15.61, p<0.001). The analysis of errors reveals a significant effect of group (F(16,85)=12.22, p<0.001) for 12 of 16 types of errors on the word, syllable and phoneme level which occurred in repetitions. The largest differences between groups are shown for phoneme substitutions, consonant metathesis and onset consonant cluster reduction. 
	It may be concluded that nonword repetition accuracy increases with age in both TD and SLI Serbian children, and that children with SLI are significantly and to a great extent less successful on the task at all tested ages compared to their TD peers. Children with SLI are significantly less successful at repeating nonwords of all examined prosodic structures, and they have more trouble with increasing prosodic complexity compared to TD children. Analysis of errors which occur in nonword repetitions indicates that SLI children generally make the same types but a significantly larger number of errors on the word, syllable, and phoneme level as TD children of the same ages. The nonwords used in this study are highly age and group discriminative and may be used for constructing a test, which would enable the assessment of phonological development of children acquiring Serbian, and with additional assessments in the clinical practice, enable the discrimination of SLI.",
publisher = "Psycholinguistic Institute",
journal = "Conference on Developmental Language Disorders (DEVO18), 26-28 September. National University of Distance Learning (UNED). Madrid. Spain",
title = "Prosodic complexity in the nonword repetition task: Language assessment of Serbian typically developing and children with specific language impairment",
url = "https://hdl.handle.net/21.15107/rcub_reff_4659"
}

Popović, M., Savić, M., Batas, A.,& Anđelković, D.. (2018). Prosodic complexity in the nonword repetition task: Language assessment of Serbian typically developing and children with specific language impairment. in Conference on Developmental Language Disorders (DEVO18), 26-28 September. National University of Distance Learning (UNED). Madrid. Spain
Psycholinguistic Institute..
https://hdl.handle.net/21.15107/rcub_reff_4659

Popović M, Savić M, Batas A, Anđelković D. Prosodic complexity in the nonword repetition task: Language assessment of Serbian typically developing and children with specific language impairment. in Conference on Developmental Language Disorders (DEVO18), 26-28 September. National University of Distance Learning (UNED). Madrid. Spain. 2018;.
https://hdl.handle.net/21.15107/rcub_reff_4659 .

Popović, Maša, Savić, Maja, Batas, Ana, Anđelković, Darinka, "Prosodic complexity in the nonword repetition task: Language assessment of Serbian typically developing and children with specific language impairment" in Conference on Developmental Language Disorders (DEVO18), 26-28 September. National University of Distance Learning (UNED). Madrid. Spain (2018),
https://hdl.handle.net/21.15107/rcub_reff_4659 .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Ševa, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
AU  - Lakić, Siniša
PY  - 2018
UR  - https://10times.com/cls-reading
UR  - http://reff.f.bg.ac.rs/handle/123456789/4656
AB  - The aim of this study was to validate the preliminary Serbian adaptation of the MacArthur-Bates Communicative Development Inventory (CDI-I and CDI-II; Fenson et al., 2007). The preliminary Serbian adaptation was based on two sources of data. The first source was the Serbian Corpus of Early Child Language (the CHILDES database) which we used to select and modify the items according to the local language and cultural context. The second source was focus groups with experts and parents/caregivers organized in order to qualitatively evaluate the pre-preliminary versions of the inventories. The findings from the focus groups were used to improve the parents’ understanding of the general instructions and individual grammar-related items, thus ensuring more valid reports on morphological and syntactic properties of their child’s language. As a result of these analyses, the preliminary Serbian version contains a larger number of items than the original version, and some structural changes in the grammar sections. 

The preliminary adapted version of the Serbian CDIs was used in the pilot study with a convenience sample of 123 mothers of children aged 8-18 months (N=62) and 16-30 months (N=61). The sample was equally distributed across different age groups (CDI-I: 8-9, 10-12, 13-15, 16-18 and CDI-II: 16-18, 19-21, 22-24, 25-27, 28-30) and gender (59 girls and 62 boys). The majority of mothers had secondary level education (high school) and the rest had higher level education or university. All the parents were from urban areas. 

The results revealed that older children perform better on all CDI scales, which was also followed by expectedly increased variability. We observed a continuous increase in the mean performance levels on Actions and gestures CDI-I (F/3,54/=52.47, p<0.01), Early communicational gestures CDI-I (F/3,54/=32.61, p<0.01), Later communicational gestures CDI-I (F/3,54/=53.53, p<0.01), and Receptive lexicon CDI-I (F/3,54/=27.14, p<0.01). Additionally, the overall increase on Expressive lexicon CDI-I (F/3,54/=7.917, p<0.01) was accompanied by a significant spurt between the ages of 13-15 and 16-18. On CDI-II, we also found an overall significant increase in the mean performance levels on Expressive lexicon (F/4,51/=7.412, p=0.01), and Grammar (F/4,51/=9.99, p<0.01), again followed by a significant spurt, this time between the ages of 19-21 and 22-24. The expressive vocabulary and the usage of grammatical categories were slightly larger for girls compared to boys, although the differences were of small magnitude and not statistically significant. The analysis also provided additional information on the developmental trajectory across age in different semantic categories.
The results provided general evidence for the final adaptation of the Serbian version of CDI inventories, and indicated the parts where changes and improvements were necessary. This preliminary analysis confirmed the appropriateness of the CDI inventories for early language development assessment in Serbian language, while further work will be focused on item analysis.
C3  - Child Language Symposium. University of Reading, UK, June 25-26
T1  - Construction of Serbian inventory of communicative and language development.
UR  - https://hdl.handle.net/21.15107/rcub_reff_4656
ER  - 

@conference{
author = "Anđelković, Darinka and Ševa, Nada and Savić, Maja and Tutnjević, Slavica and Lakić, Siniša",
year = "2018",
abstract = "The aim of this study was to validate the preliminary Serbian adaptation of the MacArthur-Bates Communicative Development Inventory (CDI-I and CDI-II; Fenson et al., 2007). The preliminary Serbian adaptation was based on two sources of data. The first source was the Serbian Corpus of Early Child Language (the CHILDES database) which we used to select and modify the items according to the local language and cultural context. The second source was focus groups with experts and parents/caregivers organized in order to qualitatively evaluate the pre-preliminary versions of the inventories. The findings from the focus groups were used to improve the parents’ understanding of the general instructions and individual grammar-related items, thus ensuring more valid reports on morphological and syntactic properties of their child’s language. As a result of these analyses, the preliminary Serbian version contains a larger number of items than the original version, and some structural changes in the grammar sections. 

The preliminary adapted version of the Serbian CDIs was used in the pilot study with a convenience sample of 123 mothers of children aged 8-18 months (N=62) and 16-30 months (N=61). The sample was equally distributed across different age groups (CDI-I: 8-9, 10-12, 13-15, 16-18 and CDI-II: 16-18, 19-21, 22-24, 25-27, 28-30) and gender (59 girls and 62 boys). The majority of mothers had secondary level education (high school) and the rest had higher level education or university. All the parents were from urban areas. 

The results revealed that older children perform better on all CDI scales, which was also followed by expectedly increased variability. We observed a continuous increase in the mean performance levels on Actions and gestures CDI-I (F/3,54/=52.47, p<0.01), Early communicational gestures CDI-I (F/3,54/=32.61, p<0.01), Later communicational gestures CDI-I (F/3,54/=53.53, p<0.01), and Receptive lexicon CDI-I (F/3,54/=27.14, p<0.01). Additionally, the overall increase on Expressive lexicon CDI-I (F/3,54/=7.917, p<0.01) was accompanied by a significant spurt between the ages of 13-15 and 16-18. On CDI-II, we also found an overall significant increase in the mean performance levels on Expressive lexicon (F/4,51/=7.412, p=0.01), and Grammar (F/4,51/=9.99, p<0.01), again followed by a significant spurt, this time between the ages of 19-21 and 22-24. The expressive vocabulary and the usage of grammatical categories were slightly larger for girls compared to boys, although the differences were of small magnitude and not statistically significant. The analysis also provided additional information on the developmental trajectory across age in different semantic categories.
The results provided general evidence for the final adaptation of the Serbian version of CDI inventories, and indicated the parts where changes and improvements were necessary. This preliminary analysis confirmed the appropriateness of the CDI inventories for early language development assessment in Serbian language, while further work will be focused on item analysis.",
journal = "Child Language Symposium. University of Reading, UK, June 25-26",
title = "Construction of Serbian inventory of communicative and language development.",
url = "https://hdl.handle.net/21.15107/rcub_reff_4656"
}

Anđelković, D., Ševa, N., Savić, M., Tutnjević, S.,& Lakić, S.. (2018). Construction of Serbian inventory of communicative and language development.. in Child Language Symposium. University of Reading, UK, June 25-26.
https://hdl.handle.net/21.15107/rcub_reff_4656

Anđelković D, Ševa N, Savić M, Tutnjević S, Lakić S. Construction of Serbian inventory of communicative and language development.. in Child Language Symposium. University of Reading, UK, June 25-26. 2018;.
https://hdl.handle.net/21.15107/rcub_reff_4656 .

Anđelković, Darinka, Ševa, Nada, Savić, Maja, Tutnjević, Slavica, Lakić, Siniša, "Construction of Serbian inventory of communicative and language development." in Child Language Symposium. University of Reading, UK, June 25-26 (2018),
https://hdl.handle.net/21.15107/rcub_reff_4656 .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Goodluck, Helen
AU  - Savić, Maja
AU  - Stojanović, Danijela
AU  - Vuković, Mile
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3000
UR  - http://reff.f.bg.ac.rs/handle/123456789/4593
AB  - Damage to the left frontal lobe of the brain (Broca's
area) results in a pattern in which speech is non-fluent, with omission of
both bound and free grammatical morphemes. The early profile of Broca's
aphasics was one in which comprehension of speech was
relatively unimpaired, in contrast to individuals with damage to other
areas of the brain. However, literature since the 1980s has revealed
deficits in comprehension, with a concomitant range of explanations. In
this paper, we report two experiments that challenge hypotheses concerning
the successes and failures Broca's patients experience.
C3  - Formal Approaches to Slavic Languages (The Third Cornell Meeting,
      2016), Michigan Slavic Materials 63, 1-13.  Michigan Slavic
      Publications. 2018
T1  - Serbian-speaking Broca’s aphasics: Some problems for theories of aphasia
EP  - 13
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3000
ER  - 

@conference{
author = "Anđelković, Darinka and Goodluck, Helen and Savić, Maja and Stojanović, Danijela and Vuković, Mile",
year = "2018",
abstract = "Damage to the left frontal lobe of the brain (Broca's
area) results in a pattern in which speech is non-fluent, with omission of
both bound and free grammatical morphemes. The early profile of Broca's
aphasics was one in which comprehension of speech was
relatively unimpaired, in contrast to individuals with damage to other
areas of the brain. However, literature since the 1980s has revealed
deficits in comprehension, with a concomitant range of explanations. In
this paper, we report two experiments that challenge hypotheses concerning
the successes and failures Broca's patients experience.",
journal = "Formal Approaches to Slavic Languages (The Third Cornell Meeting,
      2016), Michigan Slavic Materials 63, 1-13.  Michigan Slavic
      Publications. 2018",
title = "Serbian-speaking Broca’s aphasics: Some problems for theories of aphasia",
pages = "13-1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3000"
}

Anđelković, D., Goodluck, H., Savić, M., Stojanović, D.,& Vuković, M.. (2018). Serbian-speaking Broca’s aphasics: Some problems for theories of aphasia. in Formal Approaches to Slavic Languages (The Third Cornell Meeting,
      2016), Michigan Slavic Materials 63, 1-13.  Michigan Slavic
      Publications. 2018, 1-13.
https://hdl.handle.net/21.15107/rcub_rfasper_3000

Anđelković D, Goodluck H, Savić M, Stojanović D, Vuković M. Serbian-speaking Broca’s aphasics: Some problems for theories of aphasia. in Formal Approaches to Slavic Languages (The Third Cornell Meeting,
      2016), Michigan Slavic Materials 63, 1-13.  Michigan Slavic
      Publications. 2018. 2018;:1-13.
https://hdl.handle.net/21.15107/rcub_rfasper_3000 .

Anđelković, Darinka, Goodluck, Helen, Savić, Maja, Stojanović, Danijela, Vuković, Mile, "Serbian-speaking Broca’s aphasics: Some problems for theories of aphasia" in Formal Approaches to Slavic Languages (The Third Cornell Meeting,
      2016), Michigan Slavic Materials 63, 1-13.  Michigan Slavic
      Publications. 2018 (2018):1-13,
https://hdl.handle.net/21.15107/rcub_rfasper_3000 .

TY  - CONF
AU  - Čolić, Gordana
AU  - Savić, Maja
AU  - Anđelković, Darinka
PY  - 2017
UR  - https://www.taalstaal.nl/eerdere-edities/
UR  - http://reff.f.bg.ac.rs/handle/123456789/4655
AB  - In Serbia, the primary language impairment is usually called developmental dysphasia, but the term specific language impairment (SLI) is also becoming more common. Services for children with language impairment are provided in Serbia at three levels: public health system, public education, and the private sector.
Public preschools and schools are involved in initial recognition of children with LI. Suspected children are sent to the pediatrician at the local public health centers where an initial inspection is made and if LI is suspected, the child is sent further to specialized institutions where more detailed diagnostics is provided. It usually involves speech therapist, psychologist, psychiatrist, pediatrician, neurologist, and audiologist. Treatment is individually organized in the institution, twice a week, and usually lasts about two or three years. It is provided exclusively by speech therapists who try to involve the parents in the process.
All children in Serbia have public health insurance that covers all the expenses of diagnostics and treatment in public service. Private service is developing intensively, but it is not integrated into the public system yet, so the costs are covered by parents or private insurance.
Two main problems in the system are the lack of professional standardized instruments for language development assessment and the geographical distribution of institutions that provide service - since located in the large cities, they are remote from children in need in many parts of the country.
PB  - TaalStall, NL
C3  - International scientific conference TaalStaal ‘Effects of intervention
   in young and school-age children with developmental language disorders
   (DLD)’, / in Utrecht, on Friday, November 10th 2017/, Royal Dutch Auris
   Group, Royal Kentalis, NSDSK, Pento, HU University of Applied Sciences
   Utrecht, and Utrecht University
T1  - Service in Serbia for children with language impairment
UR  - https://hdl.handle.net/21.15107/rcub_reff_4655
ER  - 

@conference{
author = "Čolić, Gordana and Savić, Maja and Anđelković, Darinka",
year = "2017",
abstract = "In Serbia, the primary language impairment is usually called developmental dysphasia, but the term specific language impairment (SLI) is also becoming more common. Services for children with language impairment are provided in Serbia at three levels: public health system, public education, and the private sector.
Public preschools and schools are involved in initial recognition of children with LI. Suspected children are sent to the pediatrician at the local public health centers where an initial inspection is made and if LI is suspected, the child is sent further to specialized institutions where more detailed diagnostics is provided. It usually involves speech therapist, psychologist, psychiatrist, pediatrician, neurologist, and audiologist. Treatment is individually organized in the institution, twice a week, and usually lasts about two or three years. It is provided exclusively by speech therapists who try to involve the parents in the process.
All children in Serbia have public health insurance that covers all the expenses of diagnostics and treatment in public service. Private service is developing intensively, but it is not integrated into the public system yet, so the costs are covered by parents or private insurance.
Two main problems in the system are the lack of professional standardized instruments for language development assessment and the geographical distribution of institutions that provide service - since located in the large cities, they are remote from children in need in many parts of the country.",
publisher = "TaalStall, NL",
journal = "International scientific conference TaalStaal ‘Effects of intervention
   in young and school-age children with developmental language disorders
   (DLD)’, / in Utrecht, on Friday, November 10th 2017/, Royal Dutch Auris
   Group, Royal Kentalis, NSDSK, Pento, HU University of Applied Sciences
   Utrecht, and Utrecht University",
title = "Service in Serbia for children with language impairment",
url = "https://hdl.handle.net/21.15107/rcub_reff_4655"
}

Čolić, G., Savić, M.,& Anđelković, D.. (2017). Service in Serbia for children with language impairment. in International scientific conference TaalStaal ‘Effects of intervention
   in young and school-age children with developmental language disorders
   (DLD)’, / in Utrecht, on Friday, November 10th 2017/, Royal Dutch Auris
   Group, Royal Kentalis, NSDSK, Pento, HU University of Applied Sciences
   Utrecht, and Utrecht University
TaalStall, NL..
https://hdl.handle.net/21.15107/rcub_reff_4655

Čolić G, Savić M, Anđelković D. Service in Serbia for children with language impairment. in International scientific conference TaalStaal ‘Effects of intervention
   in young and school-age children with developmental language disorders
   (DLD)’, / in Utrecht, on Friday, November 10th 2017/, Royal Dutch Auris
   Group, Royal Kentalis, NSDSK, Pento, HU University of Applied Sciences
   Utrecht, and Utrecht University. 2017;.
https://hdl.handle.net/21.15107/rcub_reff_4655 .

Čolić, Gordana, Savić, Maja, Anđelković, Darinka, "Service in Serbia for children with language impairment" in International scientific conference TaalStaal ‘Effects of intervention
   in young and school-age children with developmental language disorders
   (DLD)’, / in Utrecht, on Friday, November 10th 2017/, Royal Dutch Auris
   Group, Royal Kentalis, NSDSK, Pento, HU University of Applied Sciences
   Utrecht, and Utrecht University (2017),
https://hdl.handle.net/21.15107/rcub_reff_4655 .

TY  - CONF
AU  - Popović, Maša
AU  - Savić, Maja
AU  - Batas, Ana
AU  - Anđelković, Darinka
PY  - 2017
UR  - http://stup.ff.uns.ac.rs/STuP_2017.pdf
UR  - http://reff.f.bg.ac.rs/handle/123456789/4653
AB  - The nonword repetition task (NRT), which consists of instantaneous repetition of presented
nonsense words, enables the investigation of the ability which closely resembles that of learning a
new word. It is widely used for gaining insight into the phonological, lexical and overall language
development in typically developing (TD) children, as well as in vulnerable language populations.
The aim of this study was to investigate the ability of phonological repetition of TD Serbian preschool
children by using a NRT constructed according to the characteristics of the Serbian language. The
NRT consists of 48 nonwords of varying prosodic complexity, constructed by systematically varying
phonological parameters on four simple two-syllable nonwords: two parameters of syllable structure
(onset: consonant/consonant cluster, and coda: null/consonant) and two of metrical structure
(number of syllables: two/three/four, and position of syllable stress: first/second syllable). Seventyfive
TD children aged 3 to 7 (n = 15 per age group) and 20 adults participated in the study.
Prerecorded nonwords were presented in two randomized orders. The participants’ repetitions were
audio recorded, transcribed and coded for accuracy and types of errors.
The results show that nonword repetition accuracy significantly increases with age in Serbian TD
children (F(5,89) = 55.50, p < .001) and that 7-year-olds do not differ significantly from adults on the
overall performance on the task. Further, the analyses show a significant effect of the number of
syllables on repetition accuracy (F(2,178) = 243.09, p < .001), as well as a significant interaction of age
and number of syllables (F(10,178) = 10.21, p < .001). The effect of the syllable structure on repetition
accuracy is also significant (F(3,267) = 79.61, p < .001), as well as the interaction of age and syllable
structure (F(15,267) = 6.13, p < .001). The analysis of the errors in repetitions reveals a significant effect of age (F(80,390) = 2.33, p < .001) for 11 of 16 types of errors on the word, syllable and
phoneme level, with phoneme substitution, onset consonant cluster reduction and coda consonant
omission being the most frequent.
It may be concluded that the ability of phonological repetition increases with age. While 3-year olds
have trouble repeating even the simplest two-syllable nonwords, with age children master prosodic
complexity, and at the age of 7 they have mostly mastered the phonological system of the Serbian
language. During development, children tend to simplify complex phonological structures, thus
making several types of errors on all levels. The nonwords used in this study are highly age
discriminative and may be used for constructing a test for the assessment of phonological
development in Serbian preschool children.
PB  - Filozofski fakultet Univerziteta u Novom Sadu
C3  - Savremeni trendovi u psihologiji
T1  - Nonword repetition accuracy in Serbian preschool children
EP  - 162
SP  - 161
UR  - https://hdl.handle.net/21.15107/rcub_reff_4653
ER  - 

@conference{
author = "Popović, Maša and Savić, Maja and Batas, Ana and Anđelković, Darinka",
year = "2017",
abstract = "The nonword repetition task (NRT), which consists of instantaneous repetition of presented
nonsense words, enables the investigation of the ability which closely resembles that of learning a
new word. It is widely used for gaining insight into the phonological, lexical and overall language
development in typically developing (TD) children, as well as in vulnerable language populations.
The aim of this study was to investigate the ability of phonological repetition of TD Serbian preschool
children by using a NRT constructed according to the characteristics of the Serbian language. The
NRT consists of 48 nonwords of varying prosodic complexity, constructed by systematically varying
phonological parameters on four simple two-syllable nonwords: two parameters of syllable structure
(onset: consonant/consonant cluster, and coda: null/consonant) and two of metrical structure
(number of syllables: two/three/four, and position of syllable stress: first/second syllable). Seventyfive
TD children aged 3 to 7 (n = 15 per age group) and 20 adults participated in the study.
Prerecorded nonwords were presented in two randomized orders. The participants’ repetitions were
audio recorded, transcribed and coded for accuracy and types of errors.
The results show that nonword repetition accuracy significantly increases with age in Serbian TD
children (F(5,89) = 55.50, p < .001) and that 7-year-olds do not differ significantly from adults on the
overall performance on the task. Further, the analyses show a significant effect of the number of
syllables on repetition accuracy (F(2,178) = 243.09, p < .001), as well as a significant interaction of age
and number of syllables (F(10,178) = 10.21, p < .001). The effect of the syllable structure on repetition
accuracy is also significant (F(3,267) = 79.61, p < .001), as well as the interaction of age and syllable
structure (F(15,267) = 6.13, p < .001). The analysis of the errors in repetitions reveals a significant effect of age (F(80,390) = 2.33, p < .001) for 11 of 16 types of errors on the word, syllable and
phoneme level, with phoneme substitution, onset consonant cluster reduction and coda consonant
omission being the most frequent.
It may be concluded that the ability of phonological repetition increases with age. While 3-year olds
have trouble repeating even the simplest two-syllable nonwords, with age children master prosodic
complexity, and at the age of 7 they have mostly mastered the phonological system of the Serbian
language. During development, children tend to simplify complex phonological structures, thus
making several types of errors on all levels. The nonwords used in this study are highly age
discriminative and may be used for constructing a test for the assessment of phonological
development in Serbian preschool children.",
publisher = "Filozofski fakultet Univerziteta u Novom Sadu",
journal = "Savremeni trendovi u psihologiji",
title = "Nonword repetition accuracy in Serbian preschool children",
pages = "162-161",
url = "https://hdl.handle.net/21.15107/rcub_reff_4653"
}

Popović, M., Savić, M., Batas, A.,& Anđelković, D.. (2017). Nonword repetition accuracy in Serbian preschool children. in Savremeni trendovi u psihologiji
Filozofski fakultet Univerziteta u Novom Sadu., 161-162.
https://hdl.handle.net/21.15107/rcub_reff_4653

Popović M, Savić M, Batas A, Anđelković D. Nonword repetition accuracy in Serbian preschool children. in Savremeni trendovi u psihologiji. 2017;:161-162.
https://hdl.handle.net/21.15107/rcub_reff_4653 .

Popović, Maša, Savić, Maja, Batas, Ana, Anđelković, Darinka, "Nonword repetition accuracy in Serbian preschool children" in Savremeni trendovi u psihologiji (2017):161-162,
https://hdl.handle.net/21.15107/rcub_reff_4653 .

TY  - CONF
AU  - Savić, Maja
AU  - Anđelković, Darinka
AU  - Popović, Maša
PY  - 2017
UR  - http://stup.ff.uns.ac.rs/STuP_2017.pdf
UR  - http://reff.f.bg.ac.rs/handle/123456789/4652
AB  - Experimental paradigms impose certain pragmatic demands on the participants in a way that they
have to understand and follow the experimenter’s instructions and behave accordingly.
During the experiment participants’ mistakes are expected and treated either as random and
excluded from further analysis, or as revealing of the phenomenon that is investigated. Although
prepared for the former, experimenters working with pre-schoolers are also often faced with
mistakes of different nature.
Because of their intensive cognitive and language development, pre-schoolers are a very interesting
population for psycholinguistic researchers, but also require careful preparation of the experimental
procedure. It includes taking into account the children’s comprehension of the instructions and the
situation in a way that is different from that of adults, in a way that is communicatively and
pragmatically more relevant to them. As long as the experimenter is capable of predicting preschoolers’
understanding of the task and adapting it accordingly, the experimental procedure will
work. However, sometimes their different perception of the task and its pragmatic characteristics
becomes obvious only during, or even after the experiment, when the responses are analysed. If left
undetected, these mistakes may influence the results and lead to wrong conclusions about the
investigated phenomenon.
We will illustrate the influence of pre-schoolers understanding of the pragmatics of a task on their
performance through the “mistakes” they made in three different experimental procedures we have
used: the non-word repetition task in estimation of phonological abilities, the naming task in the
human body parts vocabulary assessment, and the choice task in testing verbal aspect
comprehension. In the non-word repetition and naming task, the original instructions created for
adults were partly adapted for pre-schoolers, but nevertheless some children understood the task in
an unexpected way. In the choice task, the experimental procedure and instructions were the same
as for adults, and it seemed that children followed them successfully. However, the qualitative
analysis revealed that some of children’s mistakes were probably the result of their susceptibility to
pragmatic characteristics of the task, instead of insufficient comprehension of the verbal aspect
semantics.
We will argue that any task with complex pragmatic properties and metalinguistic use of language is
a prolific ground for children’s mistakes and that the following questions should be considered: are
we as experimenters always sensitive to pre-schoolers' understanding of the pragmatics of our
tasks, and to what extent is it allowed to adapt the task instructions and the procedure while
ensuring that we are targeting the same phenomenon in pre-schoolers and adults.
PB  - Filozofski fakultet Univerziteta u Novom Sadu
C3  - Current Trends in Psychology
T1  - What can we learn from children's "mistakes"?
EP  - 28
SP  - 27
UR  - https://hdl.handle.net/21.15107/rcub_reff_4652
ER  - 

@conference{
author = "Savić, Maja and Anđelković, Darinka and Popović, Maša",
year = "2017",
abstract = "Experimental paradigms impose certain pragmatic demands on the participants in a way that they
have to understand and follow the experimenter’s instructions and behave accordingly.
During the experiment participants’ mistakes are expected and treated either as random and
excluded from further analysis, or as revealing of the phenomenon that is investigated. Although
prepared for the former, experimenters working with pre-schoolers are also often faced with
mistakes of different nature.
Because of their intensive cognitive and language development, pre-schoolers are a very interesting
population for psycholinguistic researchers, but also require careful preparation of the experimental
procedure. It includes taking into account the children’s comprehension of the instructions and the
situation in a way that is different from that of adults, in a way that is communicatively and
pragmatically more relevant to them. As long as the experimenter is capable of predicting preschoolers’
understanding of the task and adapting it accordingly, the experimental procedure will
work. However, sometimes their different perception of the task and its pragmatic characteristics
becomes obvious only during, or even after the experiment, when the responses are analysed. If left
undetected, these mistakes may influence the results and lead to wrong conclusions about the
investigated phenomenon.
We will illustrate the influence of pre-schoolers understanding of the pragmatics of a task on their
performance through the “mistakes” they made in three different experimental procedures we have
used: the non-word repetition task in estimation of phonological abilities, the naming task in the
human body parts vocabulary assessment, and the choice task in testing verbal aspect
comprehension. In the non-word repetition and naming task, the original instructions created for
adults were partly adapted for pre-schoolers, but nevertheless some children understood the task in
an unexpected way. In the choice task, the experimental procedure and instructions were the same
as for adults, and it seemed that children followed them successfully. However, the qualitative
analysis revealed that some of children’s mistakes were probably the result of their susceptibility to
pragmatic characteristics of the task, instead of insufficient comprehension of the verbal aspect
semantics.
We will argue that any task with complex pragmatic properties and metalinguistic use of language is
a prolific ground for children’s mistakes and that the following questions should be considered: are
we as experimenters always sensitive to pre-schoolers' understanding of the pragmatics of our
tasks, and to what extent is it allowed to adapt the task instructions and the procedure while
ensuring that we are targeting the same phenomenon in pre-schoolers and adults.",
publisher = "Filozofski fakultet Univerziteta u Novom Sadu",
journal = "Current Trends in Psychology",
title = "What can we learn from children's "mistakes"?",
pages = "28-27",
url = "https://hdl.handle.net/21.15107/rcub_reff_4652"
}

Savić, M., Anđelković, D.,& Popović, M.. (2017). What can we learn from children's "mistakes"?. in Current Trends in Psychology
Filozofski fakultet Univerziteta u Novom Sadu., 27-28.
https://hdl.handle.net/21.15107/rcub_reff_4652

Savić M, Anđelković D, Popović M. What can we learn from children's "mistakes"?. in Current Trends in Psychology. 2017;:27-28.
https://hdl.handle.net/21.15107/rcub_reff_4652 .

Savić, Maja, Anđelković, Darinka, Popović, Maša, "What can we learn from children's "mistakes"?" in Current Trends in Psychology (2017):27-28,
https://hdl.handle.net/21.15107/rcub_reff_4652 .

TY  - JOUR
AU  - Savić, Maja
AU  - Popović, Maša
AU  - Anđelković, Darinka
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2418
AB  - Previous studies have shown that an early usage of verbal aspect in children's spontaneous production is regularly observed in Slavic languages. However, this leads to the question whether the bare presence of aspect in early utterances is firm evidence that a child has acquired it. In order to show that the acquisition of aspect in Serbian is a process that lasts for several years, elicited production was inspected in children that had already achieved an apparent progress in language (3-5 year-olds). The comparisons with adults were made and several indicators of development were observed: a) the distribution of aspectual forms in children's and adults' language, b) the ability of functional usage of aspect in narrative, and c) the mastery of contrasting aspectual pairs. The findings provided the ground to propose three developmental stages assumed for the acquisition of Serbian aspect, and possible underlying mechanisms of development are discussed.
PB  - Društvo psihologa Srbije, Beograd
T2  - Psihologija
T1  - Verbal aspect in Serbian children's language production
EP  - 444
IS  - 4
SP  - 427
VL  - 50
DO  - 10.2298/PSI160921007S
ER  - 

@article{
author = "Savić, Maja and Popović, Maša and Anđelković, Darinka",
year = "2017",
abstract = "Previous studies have shown that an early usage of verbal aspect in children's spontaneous production is regularly observed in Slavic languages. However, this leads to the question whether the bare presence of aspect in early utterances is firm evidence that a child has acquired it. In order to show that the acquisition of aspect in Serbian is a process that lasts for several years, elicited production was inspected in children that had already achieved an apparent progress in language (3-5 year-olds). The comparisons with adults were made and several indicators of development were observed: a) the distribution of aspectual forms in children's and adults' language, b) the ability of functional usage of aspect in narrative, and c) the mastery of contrasting aspectual pairs. The findings provided the ground to propose three developmental stages assumed for the acquisition of Serbian aspect, and possible underlying mechanisms of development are discussed.",
publisher = "Društvo psihologa Srbije, Beograd",
journal = "Psihologija",
title = "Verbal aspect in Serbian children's language production",
pages = "444-427",
number = "4",
volume = "50",
doi = "10.2298/PSI160921007S"
}

Savić, M., Popović, M.,& Anđelković, D.. (2017). Verbal aspect in Serbian children's language production. in Psihologija
Društvo psihologa Srbije, Beograd., 50(4), 427-444.
https://doi.org/10.2298/PSI160921007S

Savić M, Popović M, Anđelković D. Verbal aspect in Serbian children's language production. in Psihologija. 2017;50(4):427-444.
doi:10.2298/PSI160921007S .

Savić, Maja, Popović, Maša, Anđelković, Darinka, "Verbal aspect in Serbian children's language production" in Psihologija, 50, no. 4 (2017):427-444,
https://doi.org/10.2298/PSI160921007S . .

TY  - JOUR
AU  - Anđelković, Darinka
AU  - Seva, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/2355
AB  - The study is aimed at providing empirical basis for the adaptation of the MacArthur-Bates' Communicative Development Inventories (CDIs) for Serbian language, a parent report instrument for the language development assessment. Two sources of data were used in order to provide the basis for selection of items and evaluation of their linguistic, cultural and developmental validity: a. Serbian Corpus of Early Child Language (SCECL), and b. focus groups with experts and parents/caregivers. Exploration of the frequency of words/forms in Serbian child language and the qualitative analysis of focus groups discussions provided criteria for selection/adjustment of items in the course of inventory adaptation. The results also revealed that parents are naturally more focused on semantic and communicational aspects of utterances, and insufficiently aware of formal properties of their children's production. The paper presents significant changes and modifications of the instrument in the course of its adaptation for Serbian, which is a step closer to the final aim - providing a standardized instrument for the assessment of language development in Serbian.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development
EP  - 169
IS  - 2
SP  - 147
VL  - 49
DO  - 10.2298/ZIPI1702147A
ER  - 

@article{
author = "Anđelković, Darinka and Seva, Nada and Savić, Maja and Tutnjević, Slavica",
year = "2017",
abstract = "The study is aimed at providing empirical basis for the adaptation of the MacArthur-Bates' Communicative Development Inventories (CDIs) for Serbian language, a parent report instrument for the language development assessment. Two sources of data were used in order to provide the basis for selection of items and evaluation of their linguistic, cultural and developmental validity: a. Serbian Corpus of Early Child Language (SCECL), and b. focus groups with experts and parents/caregivers. Exploration of the frequency of words/forms in Serbian child language and the qualitative analysis of focus groups discussions provided criteria for selection/adjustment of items in the course of inventory adaptation. The results also revealed that parents are naturally more focused on semantic and communicational aspects of utterances, and insufficiently aware of formal properties of their children's production. The paper presents significant changes and modifications of the instrument in the course of its adaptation for Serbian, which is a step closer to the final aim - providing a standardized instrument for the assessment of language development in Serbian.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development",
pages = "169-147",
number = "2",
volume = "49",
doi = "10.2298/ZIPI1702147A"
}

Anđelković, D., Seva, N., Savić, M.,& Tutnjević, S.. (2017). Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 49(2), 147-169.
https://doi.org/10.2298/ZIPI1702147A

Anđelković D, Seva N, Savić M, Tutnjević S. Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development. in Zbornik Instituta za pedagoška istraživanja. 2017;49(2):147-169.
doi:10.2298/ZIPI1702147A .

Anđelković, Darinka, Seva, Nada, Savić, Maja, Tutnjević, Slavica, "Empirically based solutions for the Serbian adaptation of a parent report inventory used in the assessment of child language development" in Zbornik Instituta za pedagoška istraživanja, 49, no. 2 (2017):147-169,
https://doi.org/10.2298/ZIPI1702147A . .

TY  - JOUR
AU  - Łuniewska, Magdalena
AU  - Haman, Ewa
AU  - Armon-Lotem, Sharon
AU  - Etenkowski, Bartłomiej
AU  - Southwood, Frenette
AU  - Anđelković, Darinka
AU  - Blom, Elma
AU  - Boerma, Tessel
AU  - Chiat, Shula
AU  - de Abreu, Pascale Engel
AU  - Gagarina, Natalia
AU  - Gavarró, Anna
AU  - Håkansson, Gisela
AU  - Hickey, Tina
AU  - de López, Kristine Jensen
AU  - Marinis, Theodoros
AU  - Popović, Maša
AU  - Thordardottir, Elin
AU  - Blažienė, Agnė
AU  - Sánchez, Myriam Cantú
AU  - Dabašinskienė, Ineta
AU  - Ege, Pınar
AU  - Ehret, Inger-Anne
AU  - Fritsche, Nelly-Ann
AU  - Gatt, Daniela
AU  - Janssen, Bibi
AU  - Kambanaros, Maria
AU  - Kapalková, Svetlana
AU  - Kronqvist, Bjarke
AU  - Kunnari, Sari
AU  - Levorato, Chiara
AU  - Nenonen, Olga
AU  - Fhlannchadha, Siobhán Nic
AU  - O’Toole, Ciara
AU  - Polišenská, Kamila
AU  - Pomiechowska, Barbara
AU  - Ringblom, Natalia
AU  - Rinker, Tanja
AU  - Roch, Maja
AU  - Savić, Maja
AU  - Slančová, Daniela
AU  - Tsimpli, Ianthi Maria
AU  - Ünal-Logacev, Özlem
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4668
AB  - We present a new set of subjective age-ofacquisition (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.
PB  - Springer Science and Business Media LLC
T2  - Behavior Research Methods
T1  - Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?
EP  - 1177
IS  - 3
SP  - 1154
VL  - 48
DO  - 10.3758/s13428-015-0636-6
ER  - 

@article{
author = "Łuniewska, Magdalena and Haman, Ewa and Armon-Lotem, Sharon and Etenkowski, Bartłomiej and Southwood, Frenette and Anđelković, Darinka and Blom, Elma and Boerma, Tessel and Chiat, Shula and de Abreu, Pascale Engel and Gagarina, Natalia and Gavarró, Anna and Håkansson, Gisela and Hickey, Tina and de López, Kristine Jensen and Marinis, Theodoros and Popović, Maša and Thordardottir, Elin and Blažienė, Agnė and Sánchez, Myriam Cantú and Dabašinskienė, Ineta and Ege, Pınar and Ehret, Inger-Anne and Fritsche, Nelly-Ann and Gatt, Daniela and Janssen, Bibi and Kambanaros, Maria and Kapalková, Svetlana and Kronqvist, Bjarke and Kunnari, Sari and Levorato, Chiara and Nenonen, Olga and Fhlannchadha, Siobhán Nic and O’Toole, Ciara and Polišenská, Kamila and Pomiechowska, Barbara and Ringblom, Natalia and Rinker, Tanja and Roch, Maja and Savić, Maja and Slančová, Daniela and Tsimpli, Ianthi Maria and Ünal-Logacev, Özlem",
year = "2016",
abstract = "We present a new set of subjective age-ofacquisition (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.",
publisher = "Springer Science and Business Media LLC",
journal = "Behavior Research Methods",
title = "Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?",
pages = "1177-1154",
number = "3",
volume = "48",
doi = "10.3758/s13428-015-0636-6"
}

Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., de Abreu, P. E., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., de López, K. J., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., Sánchez, M. C., Dabašinskienė, I., Ege, P., Ehret, I., Fritsche, N., Gatt, D., Janssen, B., Kambanaros, M., Kapalková, S., Kronqvist, B., Kunnari, S., Levorato, C., Nenonen, O., Fhlannchadha, S. N., O’Toole, C., Polišenská, K., Pomiechowska, B., Ringblom, N., Rinker, T., Roch, M., Savić, M., Slančová, D., Tsimpli, I. M.,& Ünal-Logacev, Ö.. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?. in Behavior Research Methods
Springer Science and Business Media LLC., 48(3), 1154-1177.
https://doi.org/10.3758/s13428-015-0636-6

Łuniewska M, Haman E, Armon-Lotem S, Etenkowski B, Southwood F, Anđelković D, Blom E, Boerma T, Chiat S, de Abreu PE, Gagarina N, Gavarró A, Håkansson G, Hickey T, de López KJ, Marinis T, Popović M, Thordardottir E, Blažienė A, Sánchez MC, Dabašinskienė I, Ege P, Ehret I, Fritsche N, Gatt D, Janssen B, Kambanaros M, Kapalková S, Kronqvist B, Kunnari S, Levorato C, Nenonen O, Fhlannchadha SN, O’Toole C, Polišenská K, Pomiechowska B, Ringblom N, Rinker T, Roch M, Savić M, Slančová D, Tsimpli IM, Ünal-Logacev Ö. Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?. in Behavior Research Methods. 2016;48(3):1154-1177.
doi:10.3758/s13428-015-0636-6 .

Łuniewska, Magdalena, Haman, Ewa, Armon-Lotem, Sharon, Etenkowski, Bartłomiej, Southwood, Frenette, Anđelković, Darinka, Blom, Elma, Boerma, Tessel, Chiat, Shula, de Abreu, Pascale Engel, Gagarina, Natalia, Gavarró, Anna, Håkansson, Gisela, Hickey, Tina, de López, Kristine Jensen, Marinis, Theodoros, Popović, Maša, Thordardottir, Elin, Blažienė, Agnė, Sánchez, Myriam Cantú, Dabašinskienė, Ineta, Ege, Pınar, Ehret, Inger-Anne, Fritsche, Nelly-Ann, Gatt, Daniela, Janssen, Bibi, Kambanaros, Maria, Kapalková, Svetlana, Kronqvist, Bjarke, Kunnari, Sari, Levorato, Chiara, Nenonen, Olga, Fhlannchadha, Siobhán Nic, O’Toole, Ciara, Polišenská, Kamila, Pomiechowska, Barbara, Ringblom, Natalia, Rinker, Tanja, Roch, Maja, Savić, Maja, Slančová, Daniela, Tsimpli, Ianthi Maria, Ünal-Logacev, Özlem, "Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words?" in Behavior Research Methods, 48, no. 3 (2016):1154-1177,
https://doi.org/10.3758/s13428-015-0636-6 . .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Ševa, Nada
AU  - Savić, Maja
AU  - Tutnjević, Slavica
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4657
AB  - Procena ranog komunikacijskog i govorno-jezičkog razvoja dece je vrlo značajan deo sistematskog praćenja psihičkog razvoja za koji se u svetu koriste standardizovani testovi i instrumenti. Jedan od najpoznatijih je Mekartur-Bejts inventar komunikacijskog razvoja (MacArthur-Bates Communicative Development Inventories – CDI), originalno konstruisan na engleskom jeziku, a kasnije široko prevođen i adaptiran za više desetina jezika u svetu. Reč je o instrumentu specifičnom po tome što koristi izveštaj roditelja kao izvor podataka o ranom razvoju komunikacije i govora dece. Adaptacija ovog instrumenta za srpsko govorno područje podrazumevala je da se pitanja validnosti i pouzdanosti testa sagledavaju u svetlu specifičnih strukturalnih svojstava jezika, kao i kulturnih obeležja ove sredine. U radu prikazujemo postupke adaptacije instrumenta, izbora rečnika, releventnih gramatičkih struktura, i kulturno speci- fičnih komunikacijskih obeležja koji su morali biti obuhvaćeni inventarom. Pilot istraživanje za procenu validnosti sprovedeno je sa dva inventara koja čine ovaj test: Reči i gestovi (CDI I) za uzraste od 8-18 meseci, i Reči i rečenice (CDI II) za uzraste 16-30 meseci. Adaptacija oba inventara (CDI I i CDI II) urađena je u dve verzije srpskog jezika, ekavskoj i ijekavskoj. Prezentujemo prve rezultate pilot istraživanja sprovedenog na uzorku majki iz Beograda i Banja Luke. Između ostalog rezultati ukazuju i na problem roditeljskog izveštavanja o pojedinim aspektima gramatičkog razvoja. Roditelji su u komunikaciji sa detetom fokusirani na značenje, i teže prepoznaju i pamte formalne karakteristike dečijih iskaza kao što morfološka i sintaksička obeležja, pa su dalji postupci u adaptaciji instrumenta bili usmereni na povećanje validnosti roditeljskog izveštavanja i o ovim aspektima razvoja.
PB  - Univerzitet u Banjoj Luci, Filozofski fakultet
C3  - Banjalučki novembarski susreti - Istraživanja u psihologiji. Univerzitet u Banjoj Luci, Filozofski fakultet. 18 - 19. novembar
T1  - Procena ranog komunikacijskog i govorno-jezičkog razvoja dece srpskog govornog područja
EP  - 37
SP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_reff_4657
ER  - 

@conference{
editor = "Mikanović, Bane, Latinović, Goran",
author = "Anđelković, Darinka and Ševa, Nada and Savić, Maja and Tutnjević, Slavica",
year = "2016",
abstract = "Procena ranog komunikacijskog i govorno-jezičkog razvoja dece je vrlo značajan deo sistematskog praćenja psihičkog razvoja za koji se u svetu koriste standardizovani testovi i instrumenti. Jedan od najpoznatijih je Mekartur-Bejts inventar komunikacijskog razvoja (MacArthur-Bates Communicative Development Inventories – CDI), originalno konstruisan na engleskom jeziku, a kasnije široko prevođen i adaptiran za više desetina jezika u svetu. Reč je o instrumentu specifičnom po tome što koristi izveštaj roditelja kao izvor podataka o ranom razvoju komunikacije i govora dece. Adaptacija ovog instrumenta za srpsko govorno područje podrazumevala je da se pitanja validnosti i pouzdanosti testa sagledavaju u svetlu specifičnih strukturalnih svojstava jezika, kao i kulturnih obeležja ove sredine. U radu prikazujemo postupke adaptacije instrumenta, izbora rečnika, releventnih gramatičkih struktura, i kulturno speci- fičnih komunikacijskih obeležja koji su morali biti obuhvaćeni inventarom. Pilot istraživanje za procenu validnosti sprovedeno je sa dva inventara koja čine ovaj test: Reči i gestovi (CDI I) za uzraste od 8-18 meseci, i Reči i rečenice (CDI II) za uzraste 16-30 meseci. Adaptacija oba inventara (CDI I i CDI II) urađena je u dve verzije srpskog jezika, ekavskoj i ijekavskoj. Prezentujemo prve rezultate pilot istraživanja sprovedenog na uzorku majki iz Beograda i Banja Luke. Između ostalog rezultati ukazuju i na problem roditeljskog izveštavanja o pojedinim aspektima gramatičkog razvoja. Roditelji su u komunikaciji sa detetom fokusirani na značenje, i teže prepoznaju i pamte formalne karakteristike dečijih iskaza kao što morfološka i sintaksička obeležja, pa su dalji postupci u adaptaciji instrumenta bili usmereni na povećanje validnosti roditeljskog izveštavanja i o ovim aspektima razvoja.",
publisher = "Univerzitet u Banjoj Luci, Filozofski fakultet",
journal = "Banjalučki novembarski susreti - Istraživanja u psihologiji. Univerzitet u Banjoj Luci, Filozofski fakultet. 18 - 19. novembar",
title = "Procena ranog komunikacijskog i govorno-jezičkog razvoja dece srpskog govornog područja",
pages = "37-36",
url = "https://hdl.handle.net/21.15107/rcub_reff_4657"
}

Mikanović, B., Latinović, G., Anđelković, D., Ševa, N., Savić, M.,& Tutnjević, S.. (2016). Procena ranog komunikacijskog i govorno-jezičkog razvoja dece srpskog govornog područja. in Banjalučki novembarski susreti - Istraživanja u psihologiji. Univerzitet u Banjoj Luci, Filozofski fakultet. 18 - 19. novembar
Univerzitet u Banjoj Luci, Filozofski fakultet., 36-37.
https://hdl.handle.net/21.15107/rcub_reff_4657

Mikanović B, Latinović G, Anđelković D, Ševa N, Savić M, Tutnjević S. Procena ranog komunikacijskog i govorno-jezičkog razvoja dece srpskog govornog područja. in Banjalučki novembarski susreti - Istraživanja u psihologiji. Univerzitet u Banjoj Luci, Filozofski fakultet. 18 - 19. novembar. 2016;:36-37.
https://hdl.handle.net/21.15107/rcub_reff_4657 .

Mikanović, Bane, Latinović, Goran, Anđelković, Darinka, Ševa, Nada, Savić, Maja, Tutnjević, Slavica, "Procena ranog komunikacijskog i govorno-jezičkog razvoja dece srpskog govornog područja" in Banjalučki novembarski susreti - Istraživanja u psihologiji. Univerzitet u Banjoj Luci, Filozofski fakultet. 18 - 19. novembar (2016):36-37,
https://hdl.handle.net/21.15107/rcub_reff_4657 .

TY  - JOUR
AU  - Sauerland, Uli
AU  - Grohmann, Kleanthes K.
AU  - Guasti, Maria Teresa
AU  - Anđelković, Darinka
AU  - Argus, Reili
AU  - Armon-Lotem, Sharon
AU  - Arosio, Fabrizio
AU  - Avram, Larisa
AU  - Costa, João
AU  - Dabašinskienė, Ineta
AU  - de López, Kristine
AU  - Gatt, Daniela
AU  - Grech, Helen
AU  - Haman, Ewa
AU  - Van Hout, Angeliek
AU  - Hržica, Gordana
AU  - Kainhofer, Judith
AU  - Kamandulytė-Merfeldienė, Laura
AU  - Kunnari, Sari
AU  - Kovačević, Melita
AU  - Kuvač Kraljević, Jelena
AU  - Lipowska, Katarzyna
AU  - Mejias, Sandrine
AU  - Popović, Maša
AU  - Ruzaite, Jurate
AU  - Savić, Maja
AU  - Sevcenco, Anca
AU  - Varlokosta, Spyridoula
AU  - Varnava, Marina
AU  - Yatsushiro, Kazuko
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4630
AB  - The comprehension of constituent questions is an important topic for language acquisition
research and for applications in the diagnosis of language impairment. This article presents
the results of a study investigating the comprehension of different types of questions
by 5-year-old, typically developing children across 19 European countries, 18 different
languages, and 7 language (sub-)families. The study investigated the effects of two factors
on question formation: (a) whether the question contains a simple interrogative word like
‘who’ or a complex one like ‘which princess’, and (b) whether the question word was related
to the sentential subject or object position of the verb. The findings show that there is
considerable variation among languages, but the two factors mentioned consistently affect
children’s performance. The cross-linguistic variation shows that three linguistic factors
facilitate children’s understanding of questions: having overt case morphology, having a
single lexical item for both ‘who’ and ‘which’, and the use of synthetic verbal forms.
PB  - SAGE Publications
T2  - First Language Volume
T1  - How do 5-year-olds understand questions? Differences in languages across Europe
EP  - 202
IS  - 3
SP  - 169
VL  - 36
DO  - 10.1177/0142723716640236
ER  - 

@article{
author = "Sauerland, Uli and Grohmann, Kleanthes K. and Guasti, Maria Teresa and Anđelković, Darinka and Argus, Reili and Armon-Lotem, Sharon and Arosio, Fabrizio and Avram, Larisa and Costa, João and Dabašinskienė, Ineta and de López, Kristine and Gatt, Daniela and Grech, Helen and Haman, Ewa and Van Hout, Angeliek and Hržica, Gordana and Kainhofer, Judith and Kamandulytė-Merfeldienė, Laura and Kunnari, Sari and Kovačević, Melita and Kuvač Kraljević, Jelena and Lipowska, Katarzyna and Mejias, Sandrine and Popović, Maša and Ruzaite, Jurate and Savić, Maja and Sevcenco, Anca and Varlokosta, Spyridoula and Varnava, Marina and Yatsushiro, Kazuko",
year = "2016",
abstract = "The comprehension of constituent questions is an important topic for language acquisition
research and for applications in the diagnosis of language impairment. This article presents
the results of a study investigating the comprehension of different types of questions
by 5-year-old, typically developing children across 19 European countries, 18 different
languages, and 7 language (sub-)families. The study investigated the effects of two factors
on question formation: (a) whether the question contains a simple interrogative word like
‘who’ or a complex one like ‘which princess’, and (b) whether the question word was related
to the sentential subject or object position of the verb. The findings show that there is
considerable variation among languages, but the two factors mentioned consistently affect
children’s performance. The cross-linguistic variation shows that three linguistic factors
facilitate children’s understanding of questions: having overt case morphology, having a
single lexical item for both ‘who’ and ‘which’, and the use of synthetic verbal forms.",
publisher = "SAGE Publications",
journal = "First Language Volume",
title = "How do 5-year-olds understand questions? Differences in languages across Europe",
pages = "202-169",
number = "3",
volume = "36",
doi = "10.1177/0142723716640236"
}

Sauerland, U., Grohmann, K. K., Guasti, M. T., Anđelković, D., Argus, R., Armon-Lotem, S., Arosio, F., Avram, L., Costa, J., Dabašinskienė, I., de López, K., Gatt, D., Grech, H., Haman, E., Van Hout, A., Hržica, G., Kainhofer, J., Kamandulytė-Merfeldienė, L., Kunnari, S., Kovačević, M., Kuvač Kraljević, J., Lipowska, K., Mejias, S., Popović, M., Ruzaite, J., Savić, M., Sevcenco, A., Varlokosta, S., Varnava, M.,& Yatsushiro, K.. (2016). How do 5-year-olds understand questions? Differences in languages across Europe. in First Language Volume
SAGE Publications., 36(3), 169-202.
https://doi.org/10.1177/0142723716640236

Sauerland U, Grohmann KK, Guasti MT, Anđelković D, Argus R, Armon-Lotem S, Arosio F, Avram L, Costa J, Dabašinskienė I, de López K, Gatt D, Grech H, Haman E, Van Hout A, Hržica G, Kainhofer J, Kamandulytė-Merfeldienė L, Kunnari S, Kovačević M, Kuvač Kraljević J, Lipowska K, Mejias S, Popović M, Ruzaite J, Savić M, Sevcenco A, Varlokosta S, Varnava M, Yatsushiro K. How do 5-year-olds understand questions? Differences in languages across Europe. in First Language Volume. 2016;36(3):169-202.
doi:10.1177/0142723716640236 .

Sauerland, Uli, Grohmann, Kleanthes K., Guasti, Maria Teresa, Anđelković, Darinka, Argus, Reili, Armon-Lotem, Sharon, Arosio, Fabrizio, Avram, Larisa, Costa, João, Dabašinskienė, Ineta, de López, Kristine, Gatt, Daniela, Grech, Helen, Haman, Ewa, Van Hout, Angeliek, Hržica, Gordana, Kainhofer, Judith, Kamandulytė-Merfeldienė, Laura, Kunnari, Sari, Kovačević, Melita, Kuvač Kraljević, Jelena, Lipowska, Katarzyna, Mejias, Sandrine, Popović, Maša, Ruzaite, Jurate, Savić, Maja, Sevcenco, Anca, Varlokosta, Spyridoula, Varnava, Marina, Yatsushiro, Kazuko, "How do 5-year-olds understand questions? Differences in languages across Europe" in First Language Volume, 36, no. 3 (2016):169-202,
https://doi.org/10.1177/0142723716640236 . .

TY  - JOUR
AU  - Katsos, Napoleon
AU  - Cummins, Chris
AU  - Ezeizabarrena, Maria-José
AU  - Gavarró, Anna
AU  - Kuvač Kraljević, Jelena
AU  - Hržica, Gordana
AU  - Grohmann, Kleanthes K.
AU  - Skordi, Athina
AU  - Jensen de López, Kristine
AU  - Sundahl, Lone
AU  - Van Hout, Angeliek
AU  - Hollebrandse, Bart
AU  - Overweg, Jessica
AU  - Faber, Myrthe
AU  - Van Koert, Margreet
AU  - Smith, Nafsika
AU  - Vija, Maigi
AU  - Zupping, Sirli
AU  - Kunnari, Sari
AU  - Morisseau, Tiffany
AU  - Rusieshvili, Manana
AU  - Yatsushiro, Kazuko
AU  - Fengler, Anja
AU  - Varlokosta, Spyridoula
AU  - Konstantzou, Katerina
AU  - Farby, Shira
AU  - Guasti, Maria Teresa
AU  - Vernice, Mirta
AU  - Okabe, Reiko
AU  - Isobe, Miwa
AU  - Crosthwaite, Peter
AU  - Hong, Yoonjee
AU  - Balčiūnienė, Ingrida
AU  - Nizar, Yanti Marina Ahmad
AU  - Grech, Helen
AU  - Gatt, Daniela
AU  - Cheong, Win Nee
AU  - Asbjornsen, Arve
AU  - Torkildsen, Janne von Koss
AU  - Haman, Ewa
AU  - Miekisz, Aneta
AU  - Gagarina, Natalia
AU  - Puzanova, Julia
AU  - Anđelković, Darinka
AU  - Savić, Maja
AU  - Jošić, Smiljana
AU  - Slancova, Daniela
AU  - Kapalkova, Svetlana
AU  - Barberan, Tania
AU  - Ozge, Duygu
AU  - Hassan, Saima
AU  - Chan, Cecilia Yuet Hung
AU  - Okubo, Tomoya
AU  - Van der Lely, Heather
AU  - Sauerland, Uli
AU  - Noveck, Ira
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/4625
AB  - Learners of most languages are faced with the task of acquiring
words to talk about number and quantity. Much is known about
the order of acquisition of number words as well as the cognitive
and perceptual systems and cultural practices that shape it. Substantially
less is known about the acquisition of quantifiers. Here, we
consider the extent to which systems and practices that support
number word acquisition can be applied to quantifier acquisition and
conclude that the two domains are largely distinct in this respect.
Consequently, we hypothesize that the acquisition of quantifiers is
constrained by a set of factors related to each quantifier’s specific
meaning. We investigate competence with the expressions for “all,”
“none,” “some,” “some…not,” and “most” in 31 languages, representing
11 language types, by testing 768 5-y-old children and 536
adults. We found a cross-linguistically similar order of acquisition of
quantifiers, explicable in terms of four factors relating to their meaning
and use. In addition, exploratory analyses reveal that languageand
learner-specific factors, such as negative concord and gender, are
significant predictors of variation.
PB  - National Academy of Sciences of the United States of America
T2  - Proceedings of the National Academy of Sciences of the United States of America (PNAS)
T1  - Cross-linguistic patterns in the acquisition of quantifiers
EP  - 9249
IS  - 33
SP  - 9244
VL  - 113
DO  - 10.1073/pnas.1601341113
ER  - 

@article{
author = "Katsos, Napoleon and Cummins, Chris and Ezeizabarrena, Maria-José and Gavarró, Anna and Kuvač Kraljević, Jelena and Hržica, Gordana and Grohmann, Kleanthes K. and Skordi, Athina and Jensen de López, Kristine and Sundahl, Lone and Van Hout, Angeliek and Hollebrandse, Bart and Overweg, Jessica and Faber, Myrthe and Van Koert, Margreet and Smith, Nafsika and Vija, Maigi and Zupping, Sirli and Kunnari, Sari and Morisseau, Tiffany and Rusieshvili, Manana and Yatsushiro, Kazuko and Fengler, Anja and Varlokosta, Spyridoula and Konstantzou, Katerina and Farby, Shira and Guasti, Maria Teresa and Vernice, Mirta and Okabe, Reiko and Isobe, Miwa and Crosthwaite, Peter and Hong, Yoonjee and Balčiūnienė, Ingrida and Nizar, Yanti Marina Ahmad and Grech, Helen and Gatt, Daniela and Cheong, Win Nee and Asbjornsen, Arve and Torkildsen, Janne von Koss and Haman, Ewa and Miekisz, Aneta and Gagarina, Natalia and Puzanova, Julia and Anđelković, Darinka and Savić, Maja and Jošić, Smiljana and Slancova, Daniela and Kapalkova, Svetlana and Barberan, Tania and Ozge, Duygu and Hassan, Saima and Chan, Cecilia Yuet Hung and Okubo, Tomoya and Van der Lely, Heather and Sauerland, Uli and Noveck, Ira",
year = "2016",
abstract = "Learners of most languages are faced with the task of acquiring
words to talk about number and quantity. Much is known about
the order of acquisition of number words as well as the cognitive
and perceptual systems and cultural practices that shape it. Substantially
less is known about the acquisition of quantifiers. Here, we
consider the extent to which systems and practices that support
number word acquisition can be applied to quantifier acquisition and
conclude that the two domains are largely distinct in this respect.
Consequently, we hypothesize that the acquisition of quantifiers is
constrained by a set of factors related to each quantifier’s specific
meaning. We investigate competence with the expressions for “all,”
“none,” “some,” “some…not,” and “most” in 31 languages, representing
11 language types, by testing 768 5-y-old children and 536
adults. We found a cross-linguistically similar order of acquisition of
quantifiers, explicable in terms of four factors relating to their meaning
and use. In addition, exploratory analyses reveal that languageand
learner-specific factors, such as negative concord and gender, are
significant predictors of variation.",
publisher = "National Academy of Sciences of the United States of America",
journal = "Proceedings of the National Academy of Sciences of the United States of America (PNAS)",
title = "Cross-linguistic patterns in the acquisition of quantifiers",
pages = "9249-9244",
number = "33",
volume = "113",
doi = "10.1073/pnas.1601341113"
}

Katsos, N., Cummins, C., Ezeizabarrena, M., Gavarró, A., Kuvač Kraljević, J., Hržica, G., Grohmann, K. K., Skordi, A., Jensen de López, K., Sundahl, L., Van Hout, A., Hollebrandse, B., Overweg, J., Faber, M., Van Koert, M., Smith, N., Vija, M., Zupping, S., Kunnari, S., Morisseau, T., Rusieshvili, M., Yatsushiro, K., Fengler, A., Varlokosta, S., Konstantzou, K., Farby, S., Guasti, M. T., Vernice, M., Okabe, R., Isobe, M., Crosthwaite, P., Hong, Y., Balčiūnienė, I., Nizar, Y. M. A., Grech, H., Gatt, D., Cheong, W. N., Asbjornsen, A., Torkildsen, J. v. K., Haman, E., Miekisz, A., Gagarina, N., Puzanova, J., Anđelković, D., Savić, M., Jošić, S., Slancova, D., Kapalkova, S., Barberan, T., Ozge, D., Hassan, S., Chan, C. Y. H., Okubo, T., Van der Lely, H., Sauerland, U.,& Noveck, I.. (2016). Cross-linguistic patterns in the acquisition of quantifiers. in Proceedings of the National Academy of Sciences of the United States of America (PNAS)
National Academy of Sciences of the United States of America., 113(33), 9244-9249.
https://doi.org/10.1073/pnas.1601341113

Katsos N, Cummins C, Ezeizabarrena M, Gavarró A, Kuvač Kraljević J, Hržica G, Grohmann KK, Skordi A, Jensen de López K, Sundahl L, Van Hout A, Hollebrandse B, Overweg J, Faber M, Van Koert M, Smith N, Vija M, Zupping S, Kunnari S, Morisseau T, Rusieshvili M, Yatsushiro K, Fengler A, Varlokosta S, Konstantzou K, Farby S, Guasti MT, Vernice M, Okabe R, Isobe M, Crosthwaite P, Hong Y, Balčiūnienė I, Nizar YMA, Grech H, Gatt D, Cheong WN, Asbjornsen A, Torkildsen JVK, Haman E, Miekisz A, Gagarina N, Puzanova J, Anđelković D, Savić M, Jošić S, Slancova D, Kapalkova S, Barberan T, Ozge D, Hassan S, Chan CYH, Okubo T, Van der Lely H, Sauerland U, Noveck I. Cross-linguistic patterns in the acquisition of quantifiers. in Proceedings of the National Academy of Sciences of the United States of America (PNAS). 2016;113(33):9244-9249.
doi:10.1073/pnas.1601341113 .

Katsos, Napoleon, Cummins, Chris, Ezeizabarrena, Maria-José, Gavarró, Anna, Kuvač Kraljević, Jelena, Hržica, Gordana, Grohmann, Kleanthes K., Skordi, Athina, Jensen de López, Kristine, Sundahl, Lone, Van Hout, Angeliek, Hollebrandse, Bart, Overweg, Jessica, Faber, Myrthe, Van Koert, Margreet, Smith, Nafsika, Vija, Maigi, Zupping, Sirli, Kunnari, Sari, Morisseau, Tiffany, Rusieshvili, Manana, Yatsushiro, Kazuko, Fengler, Anja, Varlokosta, Spyridoula, Konstantzou, Katerina, Farby, Shira, Guasti, Maria Teresa, Vernice, Mirta, Okabe, Reiko, Isobe, Miwa, Crosthwaite, Peter, Hong, Yoonjee, Balčiūnienė, Ingrida, Nizar, Yanti Marina Ahmad, Grech, Helen, Gatt, Daniela, Cheong, Win Nee, Asbjornsen, Arve, Torkildsen, Janne von Koss, Haman, Ewa, Miekisz, Aneta, Gagarina, Natalia, Puzanova, Julia, Anđelković, Darinka, Savić, Maja, Jošić, Smiljana, Slancova, Daniela, Kapalkova, Svetlana, Barberan, Tania, Ozge, Duygu, Hassan, Saima, Chan, Cecilia Yuet Hung, Okubo, Tomoya, Van der Lely, Heather, Sauerland, Uli, Noveck, Ira, "Cross-linguistic patterns in the acquisition of quantifiers" in Proceedings of the National Academy of Sciences of the United States of America (PNAS), 113, no. 33 (2016):9244-9249,
https://doi.org/10.1073/pnas.1601341113 . .

TY  - CONF
AU  - Anđelković, Darinka
AU  - Popović, Maša
AU  - Savić, Maja
PY  - 2015
UR  - https://warwick.ac.uk/fac/sci/psych/events/?calendarItem=094d43f546288134014628c19e140820
UR  - http://reff.f.bg.ac.rs/handle/123456789/4651
AB  - The human body is an object and a medium of the earliest perceptual, physical and social experience of human beings. The question addressed here was how the semantic differentiation in language unfolds in the course of language acquisition: what are the commonalities and differences between children and adults in categorization and naming of body parts. The participants were given 90 drawings of body parts to name (material developed by Jordan et al., 2009). The frequency and variety of responses were statistically compared across age levels (5‐, 7-, 9-year‐olds and adults). In addition, the usage of conventional lexemes, and the usage of holonyms/meronyms for particular body parts were explored. The  analysis revealed that the average number of different responses increased with age (F/3,86/=13.477; p<0.01), as well as the average number of lexicalized responses per participant (F/3,86/=31.615; p<0.01), indicating a developmental trajectory in the conventional usage of lexicon. Since the stimuli were susceptible to multiple naming, most of the stimuli triggered more than one correct response (e.g. 'arm'/'upper‐arm'/'above the elbow' for the marked upper‐arm). Hence, the stimuli were sorted into four groups according to the number of triggered responses (1, 2, 3-6 and 7-12 responses), which revealed significantly different distributions across the age levels (X2/9/=17,11; N=360, p=0.047). The findings reveal that Serbian children and adults differ in the naming of body parts – children production is less differentiated. Adults are rather specific and tend to use meronymic term, while young children use holonyms for the same reference (e.g. 'knee' vs. 'leg', 'fingers' vs. 'hand'). Before the target meronymic lexicalization is fully accomplished, the children opt for descriptive prepositional responses that are semantically correct but not fully conventional. These findings suggest that development in this semantic domain is laid in two processes: differentiation in the lexical meaning, and acquisition of conventionality.

Jordan, F., Dunn, M. and Majid, A. (2009). Body part naming booklet. Developed for the EoSS project. Max Plank Institute for Psycholinguistics, Nijmegen.
PB  - University of Warwick. Coventry University. UK.
C3  - Child Language Symposium. July 20th-21st. The University of Warwick, Coventry, UK.
T1  - Naming of the human body parts in Serbian: A development perspective
EP  - 77
SP  - 76
UR  - https://hdl.handle.net/21.15107/rcub_reff_4651
ER  - 

@conference{
author = "Anđelković, Darinka and Popović, Maša and Savić, Maja",
year = "2015",
abstract = "The human body is an object and a medium of the earliest perceptual, physical and social experience of human beings. The question addressed here was how the semantic differentiation in language unfolds in the course of language acquisition: what are the commonalities and differences between children and adults in categorization and naming of body parts. The participants were given 90 drawings of body parts to name (material developed by Jordan et al., 2009). The frequency and variety of responses were statistically compared across age levels (5‐, 7-, 9-year‐olds and adults). In addition, the usage of conventional lexemes, and the usage of holonyms/meronyms for particular body parts were explored. The  analysis revealed that the average number of different responses increased with age (F/3,86/=13.477; p<0.01), as well as the average number of lexicalized responses per participant (F/3,86/=31.615; p<0.01), indicating a developmental trajectory in the conventional usage of lexicon. Since the stimuli were susceptible to multiple naming, most of the stimuli triggered more than one correct response (e.g. 'arm'/'upper‐arm'/'above the elbow' for the marked upper‐arm). Hence, the stimuli were sorted into four groups according to the number of triggered responses (1, 2, 3-6 and 7-12 responses), which revealed significantly different distributions across the age levels (X2/9/=17,11; N=360, p=0.047). The findings reveal that Serbian children and adults differ in the naming of body parts – children production is less differentiated. Adults are rather specific and tend to use meronymic term, while young children use holonyms for the same reference (e.g. 'knee' vs. 'leg', 'fingers' vs. 'hand'). Before the target meronymic lexicalization is fully accomplished, the children opt for descriptive prepositional responses that are semantically correct but not fully conventional. These findings suggest that development in this semantic domain is laid in two processes: differentiation in the lexical meaning, and acquisition of conventionality.

Jordan, F., Dunn, M. and Majid, A. (2009). Body part naming booklet. Developed for the EoSS project. Max Plank Institute for Psycholinguistics, Nijmegen.",
publisher = "University of Warwick. Coventry University. UK.",
journal = "Child Language Symposium. July 20th-21st. The University of Warwick, Coventry, UK.",
title = "Naming of the human body parts in Serbian: A development perspective",
pages = "77-76",
url = "https://hdl.handle.net/21.15107/rcub_reff_4651"
}

Anđelković, D., Popović, M.,& Savić, M.. (2015). Naming of the human body parts in Serbian: A development perspective. in Child Language Symposium. July 20th-21st. The University of Warwick, Coventry, UK.
University of Warwick. Coventry University. UK.., 76-77.
https://hdl.handle.net/21.15107/rcub_reff_4651

Anđelković D, Popović M, Savić M. Naming of the human body parts in Serbian: A development perspective. in Child Language Symposium. July 20th-21st. The University of Warwick, Coventry, UK.. 2015;:76-77.
https://hdl.handle.net/21.15107/rcub_reff_4651 .

Anđelković, Darinka, Popović, Maša, Savić, Maja, "Naming of the human body parts in Serbian: A development perspective" in Child Language Symposium. July 20th-21st. The University of Warwick, Coventry, UK. (2015):76-77,
https://hdl.handle.net/21.15107/rcub_reff_4651 .