Curriculum vitae Download PDF
Gegenereerd op 2018-01-22 09:24:38
Key publications

Tribushinina, E., Mak, W.M., Andreiushina, E., Dubinkina, E. & Sanders, T.J.M. (2017). Connective use in the narratives of bilingual children and monolingual children with SLI. Bilingualism: Language and Cognition, 20 (1), (pp. 98-113) (16 p.).

Mak, W.M., Tribushinina, E., Lomako, Julia, Gagarina, N., Abrosova, Ekaterina & Sanders, T.J.M. (2017). Connective processing by bilingual children and monolinguals with specific language impairment - distinct profiles. Journal of Child Language, 44 (2), (pp. 329-345) (17 p.).

Tribushinina, E. & Mak, W.M. (2016). Three-year-olds can predict a noun based on an attributive adjective: evidence from eye-tracking. Journal of Child Language, 43 (2), (pp. 425-441) (17 p.).

Tribushinina, Elena, Dubinkina, E. & Sanders, Ted (2015). Can connective use differentiate between children with and without specific language impairment?. First Language, 35 (1), (pp. 3) (26 p.).

Tribushinina, E., van den Bergh, H.H., Kilani-Schoch, M., Aksu-Koç, A., Dabašinskienė, I., Hrzica, G., Korecky-Kröll, K., Noccetti, S. & Dressler, W.U. (2013). The role of explicit contrast in adjective acquisition: Longitudinal study of spontaneous child speech. First Language, 33 (6), (pp. 594-616) (23 p.).

All publications
  2017 - Book editorship
Evers-Vermeul, J. & Tribushinina, E. (2017). Usage-based approaches to language acquisition and language teaching. Berlin/Boston: De Gruyter Mouton.
  2017 - Book parts / chapters
Tribushinina, E., Valcheva, Eva & Gagarina, Natalia (06.03.2017). Acquisition of additive connectives by Russian-German bilinguals: A usage-based approach. In Jacqueline Evers-Vermeul & Elena Tribushinina (Eds.), Usage-based approaches to language acquisition and language teaching (pp. 207-232). Berlin/Boston: De Gruyter Mouton.
Tribushinina, E. & Gillis, Steven (06.03.2017). Advances and lacunas in usage-based studies of first language acquisition. In Jacqueline Evers-Vermeul & Elena Tribushinina (Eds.), Usage-based approaches to language acquisition and language teaching (pp. 13-46). De Gruyter Mouton.
Tribushinina, E. & Evers-Vermeul, J. (2017). Language acquisition and language teaching in the usage-based framework. In Jacqueline Evers-Vermeul & Elena Tribushinina (Eds.), Usage-based approaches to language acquisition and language teaching (pp. 1-10). Berlin/Boston: De Gruyter Mouton.
  2017 - Articles
Mak, W.M., Tribushinina, E., Lomako, Julia, Gagarina, N., Abrosova, Ekaterina & Sanders, T.J.M. (2017). Connective processing by bilingual children and monolinguals with specific language impairment - distinct profiles. Journal of Child Language, 44 (2), (pp. 329-345) (17 p.).
Tribushinina, E., Mak, W.M., Andreiushina, E., Dubinkina, E. & Sanders, T.J.M. (2017). Connective use in the narratives of bilingual children and monolingual children with SLI. Bilingualism: Language and Cognition, 20 (1), (pp. 98-113) (16 p.).
Tribushinina, E. (2017). Do degree adverbs guide adjective learning cross-linguistically? A comparison of Dutch and Russian. Linguistics, 55 (4), (pp. 899-933) (35 p.).
  2016 - Articles
Tribushinina, E. & Mak, W.M. (2016). Three-year-olds can predict a noun based on an attributive adjective: evidence from eye-tracking. Journal of Child Language, 43 (2), (pp. 425-441) (17 p.).
  2016 - Articles in volumes / proceedings
Tribushinina, E. & Mak, W.M. (2016). Ce que les corpus de production orale ne peuvent montrer - apports de l'oculométrie (eye-tracking) dans la recherche sur le bilinguisme et sur la dysphasie. In Marianne Kilani-Schoch, Christian Surcouf & Aris Xanthos (Eds.), Nouvelles technologies et standards méthodologiques en linguistique (pp. 161-196). Université de Lausanne.
  2015 - Book editorship
Tribushinina, E., Voeikova, Maria & Noccetti, Sabrina (2015). Semantics and Morphology of Early Adjectives in First Language Acquisition. Newcastle upon Tyne: Cambridge Scholars Publishing.
  2015 - Book parts / chapters
Tribushinina, E. (2015). Acquisition of adjectival degree markers by Dutch- and Russian-speaking children - The richer the faster?. In Bjorn Köhnlein & Jenny Audring (Eds.), Linguistics in the Netherlands 2015 (pp. 155-169). John Benjamins.
Tribushinina, E., Voeikova, Maria & Noccetti, Sabrina (2015). Adjective acquisition across languages. In Elena Tribushinina, Maria Voeikova & Sabrina Noccetti (Eds.), Semantics and Morphology of Early Adjectives in First Language Acquisition (pp. 1-22). Cambridge Scholars Publishing.
Tribushinina, E. (2015). The role of paradigmatic semantic relations in adjective acquisition - Evidence from two Russian-speaking children. In Elena Tribushinina, Maria Voeikova & Sabrina Noccettii (Eds.), Semantics and Morphology of Early Adjectives in First Language Acquisition (pp. 218-242). Newcastle upon Tyne: Cambridge Scholars Publishing: Cambridge Scholars Publishing.
  2015 - Articles
Tribushinina, Elena, Dubinkina, E. & Sanders, Ted (2015). Can connective use differentiate between children with and without specific language impairment?. First Language, 35 (1), (pp. 3) (26 p.).
Koster, M.P., Tribushinina, E., De Jong, Peter & van den Bergh, H.H. (08.10.2015). Teaching Children to Write - A Meta-Analysis of Writing Intervention Research. Journal of writing research, 7 (2), (pp. 299-324) (25 p.).
  2014 - Articles
Tribushinina, E. (2014). Comprehension of degree modifiers by pre-school children: What does it mean to be ‘a bit cold’?. Folia Linguistica, 48 (1), (pp. 255-276) (22 p.).
Tribushinina, Elena, van den Bergh, Huub, Ravid, Dorit, Aksu-Koç, Ayhan, Kilani-Schoch, Marianne, Korecky-Kröll, Katharina, Leibovitch-Cohen, Iris, Laaha, Sabine, Nir, Bracha, Dressler, Wolfgang U. & Gillis, Steven (2014). Development of adjective frequencies across semantic classes - A growth curve analysis of child speech and child-directed speech. LIA Language, Interaction and Acquisition, 5 (2), (pp. 185-226).
  2013 - Book editorship
Głaz, A., Moist, M.L. & Tribushinina, E. (2013). Vantage Theory: A View on Language, Cognition and Categorization. Newcastle upon Tyne: Cambridge Scholars Publishing.
  2013 - Book parts / chapters
Tribushinina, E. (2013). Spatial adjectives in Dutch child language: Towards a usage-based model of adjective acquisition. In C. Paradis, J. Hudson & U. Magnusson (Eds.), Conceptual Spaces and the Construal of Spatial Meaning: Empirical Evidence from Human Communication (pp. 263-286) (24 p.). Oxford: Oxford University Press.
Tribushinina, E. (2013). Vantage theory and linguistics: An assessment of framework and methodology. In A. Głaz, M.L. Moist & E. Tribushinina (Eds.), Vantage Theory: A View on Language, Cognition and Categorization (pp. 293-338) (46 p.). Newcastle upon Tyne: Cambridge Scholars Publishing.
  2013 - Articles
Tribushinina, E. (2013). Adjective semantics, world knowledge and visual context: Comprehension of size terms by two- to seven-year-old Dutch-speaking children. Journal of Psycholinguistic Research, 42 (3), (pp. 205-225) (21 p.).
Tribushinina, E., Gillis, S. & De Maeyer, S. (2013). Infrequent word classes in the speech of two- to seven-year-old children with cochlear implants and their normally hearing peers: A longitudinal study of adjective use. International Journal of Pediatric Otorhinolaryngology, 77 (3), (pp. 356-361) (6 p.).
Tribushinina, E. (2013). Kennis van bijvoeglijk naamwoorden: Goede indicator van taalachterstanden en beter ontwikkelde grammatica. Tijdschrift voor Remedial Teaching, 21 (4), (pp. 6-9) (4 p.).
Mak, W.M., Tribushinina, E. & Andreiushina, E. (2013). Semantics of connectives guides referential expectations in discourse: An eye-tracking study of Dutch and Russian. Discourse Processes, 50 (8), (pp. 557-576) (20 p.).
Tribushinina, E., van den Bergh, H.H., Kilani-Schoch, M., Aksu-Koç, A., Dabašinskienė, I., Hrzica, G., Korecky-Kröll, K., Noccetti, S. & Dressler, W.U. (2013). The role of explicit contrast in adjective acquisition: Longitudinal study of spontaneous child speech. First Language, 33 (6), (pp. 594-616) (23 p.).
  2012 - Articles
Tribushinina, E. & Dubinkina, E. (2012). Adjective production by Russian-speaking children with specific language impairment. Clinical Linguistics and Phonetics, 26 (6), (pp. 554-571) (18 p.).
Tribushinina, E. (2012). Comprehension of relevance implicatures by pre-schoolers: The case of adjectives. Journal of Pragmatics, 44 (14), (pp. 2035-2044).
Tribushinina, E. & Gillis, S. (2012). The acquisition of scalar structures: Production of adjectives and degree markers by Dutch-speaking children and their caregivers. Linguistics, 50 (2), (pp. 241-268) (28 p.).
  2011 - Book parts / chapters
Tribushinina, E. (2011). Conceptual motivation in adjectival semantics: Cognitive reference points revisited. In K.-U. Panther & G. Radden (Eds.), Motivation in Grammar and the Lexicon (pp. 215-232) (18 p.). Amsterdam: John Benjamins.
Tribushinina, E. (2011). Piecemeal acquisition of boundedness: Degree modifiers of adjectives in Dutch child language. In G Bochner, P. De Brabanter, M. Kissine & D. Rossi (Eds.), Cognitive and Empirical Pragmatics: Issues and Perspectives (pp. 93-116) (24 p.). Amsterdam: John Benjamins.
  2011 - Articles
Tribushinina, E. (2011). Boundedness and relativity: A contrastive study of English and Russian. Languages in Contrast, 11 (1), (pp. 106-128) (23 p.).
Tribushinina, E. (2011). Once again on norms and comparison classes. Linguistics, 49 (3), (pp. 525-553) (29 p.).
Tribushinina, E. & Janssen, T. (2011). Re-conceptualizing scale boundaries: The case of Dutch helemaal. Journal of Pragmatics, 43 (7), (pp. 2043-2056) (14 p.).
  2011 - Articles in volumes / proceedings
Tribushinina, E. (2011). Cognitive reference points in adjective-noun conceptual integration networks. In S. Handl & H.J. Schmid (Eds.), Windows to the Mind: Metaphor, Metonymy, Conceptual Blending (pp. 269-290) (22 p.). Berlin, New York: Mouton de Gruyter.
  2010 - Book parts / chapters
Rakhilina, E. & Tribushinina, E. (2010). The Russian instrumental-of-comparison: constructional approach. In M. Grygiel & L.A. Janda (Eds.), Slavic Linguistics in a Cognitive Framework (pp. 145-174) (30 p.). Frankfurt/New York: Peter Lang Verlag.
  2010 - Articles
Tribushinina, E. (2010). Vantages on scales: A study of Russian dimensional adjectives. Language Sciences, 32, (pp. 241-258) (17 p.).
  2010 - Articles in volumes / proceedings
Tribushinina, E. (2010). The cognitive status of the norm. In G.I. Lushnikova, L.P. Prokhorova, S.V. Omelichkina, E.N. Ermolaeva, N.S. Sokolova & E.Ju. Mokrushina (Eds.), Concept and culture (pp. 494-500) (7 p.). Kemerovo: Kemerovo University Press, Concept and Culture.
  2009 - Articles
Tribushinina, E. (2009). Reference points in linguistic construal: Scalar adjectives revisited. Studia Linguistica, 63 (2), (pp. 233-260) (28 p.).
Tribushinina, E. (2009). The linguistics of zero: A cognitive reference point or a phantom?. Folia Linguistica, 43 (2), (pp. 417-461) (45 p.).
  2009 - Articles in volumes / proceedings
Tribushinina, E. (2009). On prototypicality of dimensional adjectives. In J. Zlatev, M. Andrén, M. Johansson Falck & C. Lundmark (Eds.), Studies in Language and Cognition (pp. 111-128) (18 p.). Newcastle upon Tyne: Cambridge Scholars Publishing.
  2008 - Books
Tribushinina, E. (2008). Cognitive Reference Points: Semantics Beyond the Prototypes in Adjectives of Space and Colour. Utrecht: LOT.
  2008 - Articles
Tribushinina, E. (2008). Do small elephants exist?: Prototypicality effects in the acquisition of dimensional adjectives. Toegepaste Taalwetenschap in Artikelen, 79 (1), (pp. 31-41) (11 p.).
Tribushinina, E. (2008). EGO as a cognitive reference point: The case of nevysokij and nizkij. Russian Linguistics, 32 (3), (pp. 159-183) (25 p.).
  2008 - Articles in volumes / proceedings
Tribushinina, E. (2008). Neskol'ko aksiom o prilagatel'nyx-antonimax: kontrargumenty iz russkogo jazyka (Several axioms about antonymous adjectives: counterarguments from Russian). In P. Houtzagers, J. Kalsbeek & J. Schaeken (Eds.), Dutch Contributions to the Fourteenth International Congress of Slavists (pp. 461-488) (28 p.). Amsterdam, New York: Rodopi.
Tribushinina, E. (2008). Scalarity and intersubjectivity. In M. Kluck & E.J. Smits (Eds.), Proceedings of the Fifth Semantics in the Netherlands Day (pp. 53-66) (14 p.). Groningen: University of Groningen.
Tribushinina, E. (2008). The development of scales in phylogeny and ontogeny: Path of subjectification. In G.I. Lushnikova & L.P. Prokhorova (Eds.), Concept and Culture (pp. 737-745) (9 p.). Kemerovo: Kuzbassvuzizdat.
  2006 - Articles in volumes / proceedings
Tribushinina, E. (2006). Is rond even rond in het Nederlands, Engels en Russisch?. In E. Waegemans (Eds.), De taal van Peter de Grote: Russisch-Nederlandse contacten en contrasten (pp. 87-106) (20 p.). Leuven: Acco.
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Gegenereerd op 2018-01-22 09:24:38

Completed projects

Project:
Discourse Coherence in Bilingualism and SLI 01.01.2012 to 31.12.2015
General project description

Due to the growth of migration, bilingualism in Europe is increasing considerably. Russian speakers constitute a significant proportion of these immigrants. Indeed, Russian is the most frequent minority language in Germany with more than 2 million speakers. Parallel to the growing bilingualism, children show increasing problems in language development. Professionals working with children lack clinical assessment tools for an early recognition of Specific Language Impairment (SLI) in bilingual children and often confuse the effects of bilingualism and SLI. The increasing needs for efficient intervention compel researchers to provide scientifically valid tools for clinical treatments.

Current clinical diagnostic tools are mainly based on testing bilingual morphosyntactic phenomena, with much less attention paid to disentangling SLI and bilingualism. The studies on bilingualism and SLI also pay only little attention to the domain of discourse coherence, even though discourse competence is a key property of successful communication. Our project aims to fill the gap by providing insights into combined and separate effects of bilingualism and SLI in the domain of referential and relational discourse coherence. To this end, we collect and analyze comprehension and production data from bilingual children and compare them to monolingual children with and without SLI. The target population are native speakers of Russian acquiring Dutch or German either from birth (simultaneous bilinguals, 2L1) or from around age 3 on (consecutive bilinguals, L2).

This project is supported by the EU grant (Marie Curie IRSES) and is carried out in cooperation with Zentrum für Allgemeine Sprachwissenschaft (Berlin) and Herzen State Pedagogical University of Russia (Saint-Petersburg).

 
Role Project Leader Funding
EU grant: Marie Curie International Research Staff Exchange Scheme (IRSES)
Project members UU
Project:
The emergence of scales 01.12.2010 to 30.11.2014
General project description
Linguistics witnesses a growing interest in gradable adjectives in general and relative adjectives (e.g. big, good, warm) in particular. Recent studies show that scales evoked by relative adjectives have a language-specific, functionally relevant structure. For instance, relative adjectives in Dutch evoke open scales and are therefore incompatible with maximizers (e.g. #helemaal láng ‘completely long’). In contrast, Russian relative adjectives evoke half-closed scales and may therefore be combined with sovsem ‘com-pletely/entirely’. 

This project focuses on three aspects in the development of relative scales in Dutch and Russian child language: external structure (open vs. closed scales), internal structure (e.g. large-medium-small) and scale adjustment in argumentative contexts. Each of these structural aspects is investigated in terms of cognitive reference points (Tribushinina 2008a), i.e. salient parts of the scale anchoring the interpretation of relative adjectives.
 
Role Project Leader Funding
NWO grant: Veni grant
Project members UU
Project:
Language reorganization after hemispherectomy 01.01.2010 to 31.12.2011
General project description
 
Role Researcher Funding
Utrecht University: NCU research grant
Project members UU
Project:
Relative adjectives in Dutch child language 01.07.2009 to 30.11.2010
General project description
This project dealt with the acquisition of relative adjectives, such as ‘big’, ‘small’, ‘good’ and ‘warm’ by Dutch-speaking children. The focus was on the following three research questions:
1. When do Dutch-speaking children start using the category-specific norm in the interpretation of relative adjectives?
2. Is the ability to use the norm influenced by the ontological status and prototypicality of the described objects?
3. How is the knowledge of the linguistically relevant scale structure acquired?

Research questions 1 and 2 were investigated by means of two comprehension experiments based on a Scalar Judgment Task. In Experiment 1, I investigated whether adult interpretations of groot ‘big’ and klein ‘small’ are contingent on the ontological status and prototypicality of the described objects (Tribushinina, 2011). The results showed that scalar judgments of adults clearly depend on the object category under judgment. Adults are reluctant to call prototypically big entities such as elephants and planes groot and prototypically small entities such as mice and gnomes klein. The results also demonstrated that the adult subjects integrated two different reference points – one from the world knowledge and one from the perceptual context – when assigning size terms to objects.

Experiment 2 targeted children’s developing ability to interpret relative terms by dynamically combining two sources of information (world knowledge and perceptual cues). The selection of target objects was made on the basis of a longitudinal corpus study of spatial adjectives in Dutch child language. In total, 150 Dutch-speaking children between ages 2 and 7 (25 per age group) participated in the experiment. The results show that 2- and 3-year-old children use two distinct reference points at the extremes of the scale for interpreting groot and klein. Four-year-olds, like adults, use a common reference point in the mid-zone of a series so that half of the scale is dubbed groot and half klein. From age 5 onwards, children are capable of integrating a conceptual and a perceptual reference point. However, the judgments of 5-year-old subjects were not contingent on the ontological and/or prototypical status of the described entities. This capacity appears to emerge only around age 7 (Tribushinina, submitted).

Research question 3 was investigated by means of a corpus study (Tribushinina and Gillis, in press). The main finding is that although even 2-year-old children display some sensitivity to scalar structures, the development in this domain is more protracted than has been hitherto assumed. More precisely, even at age 6 children make errors by combining adjectives with degree adverbs of incompatible scalar types (e.g. helemaal ziek ‘completely ill’, een beetje piepklein ‘a bit small’). The patterns found in child speech were compared to those attested in adult language (Tribushinina 2011; Tribushinina and Janssen 2011).

This project has been carried out at the University of Antwerp, Computational Linguistics and Psycholinguistics Research Centre.
 
Role Project Leader Funding
NWO grant: NWO Rubicon grant
Project members UU
External project members:
  • Prof. dr Steven Gillis
Gegenereerd op 2018-01-22 09:24:39
Currently Elena Tribushinina teaches the following course(s):
Gegenereerd op 2018-01-22 09:24:39
Full name
E. Tribushinina Contact details
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Room 1.16
3512 JK  UTRECHT
The Netherlands


Phone number (direct) +31 30 253 6228
Gegenereerd op 2018-01-22 09:24:39
Last updated 12.01.2018