Joanna Kolak

Joanna Kolak
University of Salford · School of Health & Society

PhD

About

15
Publications
4,305
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152
Citations

Publications

Publications (15)
Article
Touchscreen apps have the potential to teach children important early skills including oral language. However, there is little empirical data assessing the educational potential of children's apps in the app market or how apps link to theories of cognitive development to support learning. We compared popular children's apps with a learning goal (N=...
Article
Language in touchscreen apps could be useful as an additional source of children's language input, alongside child directed speech (CDS) and books. Here we performed the first analysis of language in apps, as compared with books and CDS. We analysed language in 18 of the most popular educational apps targeting pre-schoolers and compared their langu...
Article
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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
In the present paper, we assess whether website rating systems are useful for selecting educational apps for preschool age children. We selected the 10 highest scoring and 10 lowest scoring apps for 2–4‐year‐olds from two widely used websites (Good App Guide; Common Sense Media). Apps rated highly by the two websites had a higher educational potent...
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Orben (2021) proposed a 'Digital Diet' approach to thinking about children's consumption of digital media. Here, we consider the Digital Diet with a focus on young children under 5. As well as discussing how Type and Amount apply to this age group, we argue that Balance needs to be considered differently for young children, and their families, comp...
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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...
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Selecting high-quality apps can be challenging for caregivers and educators. We here develop tools evaluating educational potential of apps for preschool children. In Study 1, we developed two complementary evaluation tools tailored to different audiences. We grounded them in developmental theory and linked them to research on children’s experience...
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The aim of this large-scale, preregistered, cross-linguistic study was to mediate between theories of the acquisition of inflectional morphology, which lie along a continuum from rule-based to analogy-based. Across three morphologically rich languages (Polish, Finnish and Estonian), 120 children (mean age 48.32 months, SD = 7.0 months) completed an...
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The aim of the present work was to develop a computational model of how children acquire inflectional morphology for marking person and number; one of the central challenges in language development. First, in order to establish which putative learning phenomena are sufficiently robust to constitute a target for modelling, we ran large-scale elicite...
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...
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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...
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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...
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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
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...

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