Magdalena Łuniewska

Magdalena Łuniewska
University of Warsaw | UW · Faculty of Psychology

Doctor of Philosophy
I am a post-doc and I work on development of Cross-Linguistic Lexical Tasks CLTs (https://multilada.pl/en/projects/clt/)

About

50
Publications
22,554
Reads
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591
Citations
Introduction
I have two PhD titles: (1) in psychology (Faculty of Psychology, University of Warsaw; 2018 with honors) and (2) in neurobiology (Nencki Institute of Experimental Biology at the Polish Academy of Sciences; 2020). I have a MA in Psychology, with a specialization in Psychometrics and a BSc in Mathematics with a specialization in Statistics. Currently, I am working on development of Cross-Linguistic Lexical Tasks (CLTs) and on lexical development of Polish-Norwegian bilinguals.
Additional affiliations
October 2020 - present
University of Warsaw
Position
  • PostDoc Position
Description
  • I am currently working on further development of the Cross-Linguistic Lexical Tasks (CLTs), i.e. norming studies, developing new language versions, preparing a manual for CLTs. I am also involved in two grants on early language development and development of language and word knowledge skills in Polish-Norwegian children (PI in both: Ewa Haman).
October 2015 - November 2020
Nencki Institute of Experimental Biology
Position
  • PhD Student
Description
  • PhD in neurobiology. Thesis entitled "Phonological deficit and (lack of) visual attention spam deficit in developmental dyslexia". My work at the Nencki Institute covered topics of: dyslexia, familial risk of dyslexia, computer-based interventions in dyslexia, cognitive deficits in dyslexia, early diagnosis of dyslexia, neural basis of dyslexia and cognitive deficits in dyslexia, visual crowding in dyslexia.
October 2013 - July 2018
University of Warsaw
Position
  • PhD Student
Description
  • PhD in psychology. Thesis entitled "Vocabulary size and organization of the mental lexicon in typically developing children and children at risk of specific language impairment SLI". My work at the University of Warsaw covered topics of SLI/DLD, vocabulary development, bilingualism, developing assessment tools, norming studies. Taught courses in Excel, Experimental Psychology, Eye-tracking and Statistics. Co-taught courses in Language Development.
Education
October 2015 - September 2020
October 2013 - June 2018
University of Warsaw
Field of study
  • Psychology
October 2008 - July 2013
University of Warsaw
Field of study
  • Psychology

Publications

Publications (50)
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
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
Full-text available
Recent studies have suggested that an increase of inter-letter spacing may improve reading performance of dyslexic readers by reducing visual crowding. However, these results have been difficult to replicate. This study directly compares reading accuracy and comprehension, as well as reading speed, and number and duration of fixations of 38 dyslexi...
Article
Full-text available
This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills’ predictive value for reading...
Article
Full-text available
There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components and whether they rely, in a similar fashion, on sublexical and lexical pathways of word processing. The present study investigates whether the neural substrates of word processing differ in children with various patterns of reading...
Preprint
This study focused on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills’ predictive value for reading...
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...
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...
Article
Full-text available
Despite dissimilarities among scripts, a universal hallmark of literacy in skilled readers is the convergent brain activity for print and speech. Little is known, however, whether this differs as a function of grapheme to phoneme transparency in beginning readers. Here we compare speech and orthographic processing circuits in two contrasting langua...
Preprint
Full-text available
Despite dissimilarities among scripts, a universal hallmark of literacy in adults is the convergent brain activity for print and speech. Little is known, however, how early it emerges. Here we compare speech and orthographic processing systems in two contrasting languages, Polish and English, in 100 7-year-old children performing identical fMRI tas...
Article
Full-text available
Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginnin...
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 manuscript reports a study on a large sample (N = 170) of Polish speaking 8–13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed to relate brain activation to individual differences in reading and spelling. We found that individual proficiency in both reading and...
Article
Objective: Decreased activation to print in the left ventral, dorsal, and anterior pathways has been implicated in readers with dyslexia (DRs) but also is characteristic for typical beginning readers. Because most studies have compared DRs with their age-matched peers, the observed results could represent a dyslexia phenotype or a developmental de...
Article
Full-text available
In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills. LS integration is related to left superior temporal cortex (STC) activity and its disruption was previously observed in dyslexia (DYS). Whether disruption in LS association is a cause of reading impairment or a conse...
Article
Full-text available
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
Introduction. The application of flexible occlusal splints in therapy of the stomatognatic system is recommended for short-term use only because of the risk of muscle overloading or occlusal plane disorders. Mouthguards used in prevention of head and mouth injuries are a modification of occlusal splints. They are made of flexible material with prop...
Article
Full-text available
The prevalence and long-term consequences of dyslexia make it crucial to look for efective and efcient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difculties in reading in Italian and English-speaking children. However, the studies examining the efectiveness of AVG application in dyslexia sufered from signifc...
Chapter
Full-text available
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...
Article
Introduction. Long-term use of diving mouthpieces may have a negative impact on the stomatognathic system, causing problems with the chewing muscles and the temporomandibular joint. An increased stress level connected with practising an extreme sport discipline, as well as the environmental conditions, constitute additional risk factors. Aim of the...
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
Introduction. Regular use of mouthguards requires proper arrangements for their disinfection and sanitization. Incorrect or infrequent hygiene procedures may lead to inflammatory infection in the oral cavity. Prevention measures also involve periodical replacement of mouthguards due to the growth of microorganisms on their surface, along with incre...
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
Full-text available
Purpose: The essential function of mouthguards is protection against the effects of injuries sustained during sports activities. This purpose will be successfully achieved if appropriate materials ensuring sufficient reduction of the injury force are used for mouthguard fabrication. Objective: The objective of the study was to investigate the fo...
Article
Background: Mouthguards provide an effective preventive method against the effects of injuries sustained during sports activities, in particular cycling, football, basketball, skiing or hockey. However, when placed in the oral cavity, they can induce disorders in basic physiological functions. Aim: The objective of this clinical study was to com...
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...
Chapter
Full-text available
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
Full-text available
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
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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Projects

Projects (5)
Project
Projekt polega na opracowaniu zestawu narzędzi przeznaczonych do specjalistycznej diagnozy dzieci i młodzieży w obszarze funkcjonowania poznawczego. Stworzono je na podstawie autorskiej i nowatorskiej koncepcji teoretycznej dotyczącej funkcji wykonawczych (pamięć, uwagę, myślenie) w połączeniu ze sferą percepcji, języka i komunikacji. W skład zestawu narzędzi diagnostycznych wchodzi bateria testów, mierząca funkcje poznawcze, takie jak pamięć, myślenie, uwagę, język. Badanie jest prowadzone w formie atrakcyjnej dla dzieci oraz młodzieży i polega z m.in. na wykonywaniu testów w aplikacji komputerowej. Dzięki temu zapewniona jest pełna standaryzacja przebiegu badania oraz przyspieszony proces diagnozy poprzez automatyczne obliczanie i tworzenie profili wyników. Opracowane narzędzia diagnostyczne będą przeznaczone także do diagnozy uczniów z niepełnosprawnościami i specjalnymi potrzebami edukacyjnymi (SPE), w tym dzieci z dysfunkcją wzroku i słuchu, uczniów z zaburzeniami ze spektrum autyzmu, z zaburzeniami uczenia się, z niepełnosprawnością intelektualną, a także dzieci dwujęzycznych (pochodzących z innych kultur, dzieci imigrantów) oraz uczniów zdolnych.
Project
As a means to construct Cross-linguistic Lexical Tasks (http://psychologia.pl/clts) we collect AoA ratings of 299 across 32 languages.
Project
The main aim of the project is to develop LITMUS-CLTs for assessing the lexical knowledge in mono-, bi- and multilingual preschool children acquiring Persian as one of their languages. CLTs are picture-choice and picture naming tasks. CLTs comprise four parts: comprehension and production of nouns and verbs. For cross-linguistic comparison CLT is not translated, but constructed for each language according to a set of rules based on each word’s semantics, age of acquisition, and phonological and grammatical complexity. CLTs may be used in research with monolingual and bilingual participants in preschool age.