Ewa Haman

Ewa Haman
University of Warsaw | UW · Faculty of Psychology

Professor
🇺🇦 STAND WITH UKRAINE 🇺🇦

About

66
Publications
40,499
Reads
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754
Citations
Introduction
Ewa Haman currently works at the Faculty of Psychology, University of Warsaw. Ewa does research in Developmental Psycholinguistics and studies monolingual and bilingual development in various social contexts. Their most recent publication is 'Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods.'
Additional affiliations
December 2014 - May 2017
October 2001 - January 2017
University of Warsaw
Position
  • adiunct
Education
October 1994 - September 2000
University of Warsaw
Field of study
  • psychology
October 1987 - February 1993
University of Warsaw
Field of study
  • psychology

Publications

Publications (66)
Article
Full-text available
In this study, we present the first database of pictures and their corresponding psycholinguistic norms for Polish: the CLT database. In this norming study, we used the pictures from Cross-Linguistic Lexical Tasks (CLT): a set of colored drawings of 168 object and 146 actions. The CLT pictures were carefully created to provide a valid tool for mult...
Article
Full-text available
Social sciences researchers emphasize that new technologies can overcome the limitations of small and homogenous samples. In research on early language development, which often uses parental reports, taking the testing online might be particularly compelling. Due to logistical limitations, previous studies on bilingual children have explored the la...
Article
Full-text available
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activit...
Article
The interface issue concerning the nature of interactions between explicit and implicit linguistic knowledge in second language acquisition (SLA) has been a focus of widespread academic interest for almost four decades. However, despite intense debate at the theoretical level and emerging methodologically rigorous studies related to the topic, the...
Article
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Diagnoses of autism spectrum disorder (ASD) are typically accompanied by atypical language development, which can be noticeable even before diagnosis. The siblings of children diagnosed with ASD are at elevated likelihood for ASD diagnosis and have been shown to have higher prevalence rates than the general population. In this paper, we systematica...
Research
Full-text available
Dwujęzyczność jest normą, choć wiąże się nie tylko z korzyściami, ale i z wyzwaniami! Zwracamy się do wszystkich osób, które w swojej pracy zawodowej stykają się z dziećmi dwujęzycznymi. Jesteśmy świadomi, że funkcjonowanie dzieci dwujęzycznych w kontekstach edukacyjno-społecznych ma swoją specyfikę. Dzieci te mogą wymagać wsparcia odmiennego niż d...
Research
Full-text available
On 9th December 2021 a group of 23 Polish researchers working in the areas of multilingualism, child development, language acquisition and learning, speech & language disorders, and related topics, announced an appeal to all professionals working with bi- and multilingual children. The appeal points to the basic facts about bilingual development th...
Article
Full-text available
Word knowledge and the speed of word processing in monolingual children and adults are influenced by word properties, such as the age of acquisition (AoA), imageability, and frequency. Understanding how different properties of words contribute to the ease of processing by bilingual children is a critical step for establishing models of childhood bi...
Article
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This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the a...
Article
Being a late talker constitutes a risk factor for later neurodevelopmental disorders; however, its neurobiological basis remains unexplored. We aimed to determine the unique and mutual correlates of late talking and developmental dyslexia on brain structure and behavioral outcomes in a large sample of 8- to 10-year-old children in a between-groups...
Technical Report
Full-text available
Raport powstał dzięki dofinansowaniu w ramach projektu "Uniwersytet dla wszystkich - Level up" współfinansowanego ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego z Programu Operacyjnego Wiedza Edukacja Rozwój. Projekt "Uniwersytet dla wszystkich - Level up" realizowany w Biurze ds. Osób z Niepełnosprawnościami Uniwersytetu...
Preprint
Full-text available
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activit...
Technical Report
Full-text available
Raport powstał dzięki dofinansowaniu w ramach projektu "Uniwersytet dla wszystkich - Level up" współfinansowanego ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego z Programu Operacyjnego Wiedza Edukacja Rozwój. Projekt "Uniwersytet dla wszystkich - Level up" realizowany w Biurze ds. Osób Niepełnosprawnych Uniwersytetu Warsza...
Article
This paper describes in detail the development of the Polish version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first describe its two earlier versions, the unpublished version and the published version, developed in 2012, as well as the revised version. We also justify the differences between the unpublished Polish...
Article
Polish and English differ in the surface realization of the underlying Determiner Phrase (DP): Polish lacks an article system, whereas English makes use of articles for both grammatical and pragmatic reasons. This difference has an impact on how referentiality is rendered in both languages. In this article, the authors investigate the use of refere...
Article
Full-text available
We present a new set of subjective Age of Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, and Western Armenian. The ratings were collected from a total of 173 participants and w...
Article
Full-text available
We present a new set of subjective Age of Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, and Western Armenian. The ratings were collected from a total of 173 participants and w...
Article
Full-text available
The number of children speaking more than one language as well as the number of languages spoken in Ireland has increased significantly posing a problem for timely identification of children with language disorder. The current study aims to profile performance of monolingual and multilingual children on language processing tasks: non-word repetitio...
Article
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The present study examined references to cognitive states and emotions in narratives produced by mothers and preschoolers (aged 3 or 5 years) in Polish and American families. Participants were 32 mother-child dyads from Poland and 32 mother-child dyads from the United States. The two samples were matched with regard to child age, child gender, mate...
Article
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We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish-English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-Linguistic Lexical Tasks (CLTs). These com...
Article
Full-text available
The title of this commentary as well as the summary of the paper commented was provided by the journal editors. I disagree with the title wording and I note two errors in the summary but I had no chance to amend it before publishing. In consequence after publishing the commentary I asked the editors for an erratum and after their refusal I and the...
Article
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Reading and telling stories to children improves their narrative skills, which is well-documented for monolinguals, but not for bilinguals. We investigated whether bilingual narratives improve when the child is provided with a model story. We studied the narratives of Polish-English bilingual children (n = 75, mean age 5;7 years; months) raised in...
Chapter
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Dzieci dwujęzyczne rozwijają się pod względem językowym odmiennie od dzieci jednojęzycznych: mogą popełniać innego rodzaju błędy gramatyczne, niekiedy znają mniej słów. Te zjawiska bywają mylone z objawami specyficznego zaburzenia językowego (SLI). Różnorodność w kompetencjach językowych dzieci dwujęzycznych sprawia, że rozpoznanie SLI w tej grupie...
Chapter
Full-text available
W niniejszym rozdziale przedstawiamy charakterystykę funkcjonowania umysłu osoby posługującej się więcej niż jednym językiem oraz najważniejsze prawidłowości związane z rozwojem językowym i używaniem języka przez osoby dwujęzyczne. Omawiamy również kluczowe czynniki wpływające na przebieg rozwoju językowego dzieci dwujęzycznych, a także najbardziej...
Article
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The paper presents Test Refleksji nad Myśleniem (TRM, Reflection on Thinking Test), designed to investigate the development of refl ection on thinking in children above 4 years of age. TRM is composed of nine tasks in the form of illustrated stories. The tasks assess child's understanding of the 1 st order beliefs (Unexpected Transfer Test and Dece...
Article
Purpose As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach Two new tools from the battery Language Impa...
Article
Full-text available
Most studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing and discourse. We first compared Polish language skills between bilinguals and their Polish non-migran...
Article
Full-text available
Language input is crucial for language acquisition and especially for children’s vocabulary size. Bilingual children receive reduced input in each of their languages, compared to monolinguals, and are reported to have smaller vocabularies, at least in one of their languages. Vocabulary acquisition in trilingual children has been largely understudie...
Article
This paper is the Editorial to the Special Issue: ‘Testing Vocabulary in Bilingual Children across Languages’ of Clinical Linguistics & Phonetics.
Article
This article investigates whether the bilingual status of 56 typically developing children aged 60-69 months influenced their lexical abilities. The participants were identified as Maltese-dominant (Me) (n = 21), English-dominant (Em) (n = 15) and balanced bilingual (ME) (n = 20) on the basis of language exposure and proficiency, as reported by the...
Article
Full-text available
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 knowledg...
Article
The novel assessment tool Cross-Linguistic Lexical Tasks (LITMUS-CLT) aims for comparable cross-linguistic assessment of multilingual children’s lexical skills by basing each language version on two language-specific variables: age of acquisition (AoA) and complexity index (CI), a novel measure related to phonology, morphology, exposure and etymolo...
Article
Full-text available
he expressive lexical skills of 53 Polish bilinguals aged 24–36 months living in the UK and Ireland were assessed using Polish and British English adaptations of the MacArthur-Bates Communicative Development Inventories. Polish vocabulary scores were compared to those of 53 Polish monolinguals matched for age, gender and parental education. The bil...
Article
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This study investigates relationships between acquisition of exhaustivity in single and multiple wh-questions, mastery of semantic and pragmatic aspects of quantifier comprehension and general skills in receptive grammar. The participants of the study were twenty five Polish monolingual typically developing children aged 4;02-6;02, who were adminis...
Article
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http://www.tandfonline.com/doi/full/10.1080/13670050.2016.1179256 This study investigated the role of language exposure in vocabulary acquisition in Irish, a threatened minority language in Ireland which is usually acquired with English in a bilingual context. Using a bilingual Irish–English adaptation of the MacArthur-Bates Communicative Developme...
Article
Children’s narrative abilities in the preschool years have been found to predict their later literacy skills. Mothers’ verbalizations during shared personal narratives with their preschoolers have been shown to facilitate children’s development of narrative skills. The present study sought to extend the literature by investigating mothers’ use of t...
Article
Full-text available
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...
Article
Full-text available
This paper compared the vocabulary size of a group of 250 bilinguals aged 24–36 months acquiring six different language pairs using an analogous tool, and attempted to identify factors that influence vocabulary sizes and ultimately place children at risk for language delay. Each research group used adaptations of the MacArthur-Bates Communicative D...
Article
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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 di...
Chapter
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Limited expressive vocabulary skills in young children are considered to be the first warning signs of a potential Specific Language Impairment (SLI) (Ellis & Thal, 2008). In bilingual language learning environments, the expressive vocabulary size in each of the child's developing languages is usually smaller compared to the number of words produce...
Article
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The article discusses the problems of the possibility of using picture word comprehension tests in logopedic diagnosis of hearing-impaired persons. The study presents the example of adjusting the procedure and interpretation of the Polish Picture Vocabulary Test – Comprehension [Polish: Obrazkowy Test Słownikowy – Rozumienie (OTSR)] to test hearing...
Article
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W artykule poruszona jest problematyka możliwości posługiwania się obrazkowymi testami rozumienia słów w diagnostyce logopedycznej osób z uszkodzeniami słuchu (US). Prezentowany jest przykład dostosowania procedury i interpretacji wyników Obrazkowego Testu Słownikowego – Rozumienie OTSR do badań dzieci i młodzieży z US. Przedstawiono przykładowe ba...
Chapter
Full-text available
WYZWANIA W DIAGNOZIE ROZWOJU JĘZYKOWEGO DZIECI DWU-I WIELOJĘZYCZNYCH W artykule przedstawiono kluczowe wyzwania, jakie stają przed osobami prowa-dzącymi diagnozę kompetencji językowych i poznawczych dzieci dwujęzycznych. Wyzwania te dotyczą nieuniknionych różnic w przebiegu rozwoju językowego między dziećmi dwu- i jednojęzycznymi, charakterystyki z...
Article
Full-text available
We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugri...
Article
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This study develops a single elicitation method to test the acquisition of third-person pronominal objects in 5-year-olds for 16 languages. This methodology allows us to compare the acquisition of pronominals in languages that lack object clitics (“pronoun languages”) with languages that employ clitics in the relevant context (“clitic languages”),...
Article
This cross-linguistic study evaluates children’s understanding of passives in eleven typologically different languages: Catalan, Cypriot Greek, Danish, Dutch, English, Estonian, Finnish, German, Hebrew, Lithuanian, and Polish. The study intends to determine whether the reported gaps between the comprehension of active and passive and between short...
Chapter
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While the majority of work in communication disorders has focused on English; there has been a growing trend in recent years for the publication of information on languages other than English.'However, much of this is scattered through a large number of journals in the field of speech pathology/ communication disorders, and therefore, not always re...
Article
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This paper presents an interpretation of the notion of a norm in interdisciplinary research verging on the domains of psychology (including psychometrics), psycholinguistics and applied linguistics. The empirical descriptive norm is contrasted with the prescriptive norm, also called the postulative norm. The authors point to the need to elaborate e...
Article
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The aim of this randomised crossover study was to investigate the development of reading skills in children with low letter knowledge in the first year of their formal reading instruction and to assess the effectiveness of GraphoGame Polish (PL) – intensive computer game-based training in recognition of grapheme-phoneme associations. The results sh...
Article
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Variability in reasons for sharing narratives with their preschoolers was examined across samples of middle-class American mothers and Polish mothers. Participants responded to an open-ended interview question and completed a 54-item measure, the Parents’ Beliefs About Storytelling Questionnaire. Several significant differences were found across th...
Article
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The paper describes a Polish research project which aims at creating a cognitive and linguistic profile of the Polish-English bilingual child at the school entrance age. With the increase in the number of bilingual children due to economic migrations, researchers, educators and practitioners are often faced with diagnostic dilemmas which arise from...
Article
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Coining Compounds and Derivations - A Crosslinguistic Elicitation Study of Word-Formation Abilities of Preschool Children and Adults in Polish and English This paper examines word-formation abilities in coining compounds and derivatives in preschool children and adult speakers of two languages (English and Polish) differing in overall word-formatio...
Article
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The present work is an attempt to explain how the structure of derived words influences the order of acquisition of word formation rules. Three main types of derivatives — transpositions, modifications and mutations — are investigated in Polish child language. The differences among the three categories (analyzed in nouns, verbs and adjectives) are...

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