Two studies examined the effects of age, gender, and task on Turkish narrative skills of Turkish–German bilingual children. In Study 1, 36 children (2 years, 11 months [2;11]–7;11) told stories in two conditions (“tell-after model” and “tell-no model”) and answered comprehension questions. In Study 2, 13 children (5;5–7;11) participated in two conditions (“tell-no model” and “retell”) and were compared to Study 1 participants’ on tell tasks. The studies showed significant age effects on story complexity and comprehension, but not story structure and internal state terms. There were no significant effects for gender. Comprehension was significantly better in the “tell-after model” than in the “tell-no model” condition (Study 1). For production (storytelling), a trend favoring retell over tell was found (Study 2).

This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.

Introduction: Imageability is a psycholinguistic variable that indicates how well a word gives rise to a mental image or sensory experience. Imageability ratings are used extensively in psycholinguistic, neuropsychological and aphasiological studies. However, little formal knowledge exists on whether and how these ratings are associated between and within languages. Methods and results:Fifteen imageability databases were cross-correlated using non-parametric statistics. Some of these corresponded to unpublished data collected within a European research network -the Collaboration of Aphasia Trialists (COST IS1208). All but four correlations were significant. The average strength of the correlations (rho =.68) and the variance explained (R 2 =46%)were moderate. This implies that factors other than imageability may explain 54% of the results. Conclusion: Imageability ratings often correlate across languages. Different possibly interactingfactors may explain the moderate strength and variance in the correlations: (1) linguistic and cultural factors; (2) intrinsic differences between databases; (3) range effects; (4) small numbers of words in each database, equivalent words, and participants; and (5) mean age of participants. The results suggest that imageability ratings may be used cross-linguistically. However, further understanding of the factors explaining the variance in the correlations is needed, before research and practice recommendations can be made.