Marta Bialecka-Pikul

Marta Bialecka-Pikul
Nicolaus Copernicus University | umk

Professor

About

46
Publications
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222
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Publications

Publications (46)
Research
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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
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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
Introduction Although much is known about theory of mind (ToM) development during childhood, data on how these skills develop in adolescence is scarce. This cavity is due in part to the limited knowledge about measures of advanced theory of mind. Methods The study examined the relation among six common story-based tasks designed to measure advance...
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The dichotomy between explicit and implicit theory of mind remains controversial. This study proposed a developmental and social-constructionist perspective that challenges this notion through a model showing that coordination of perspectives (CoP) is a continuously developing ability in children. Our tested model comprises eight distinct abilities...
Article
Preschool children engage in flattery behaviors, including expressing opinions toward other people or objects that—although favorable—are not truly held. Research shows that in the following years, the number and complexity of motives underlying such insincere behavior increase. The current study focused on children’s overt behavior, examining two...
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A growing body of research on theory of mind (ToM) highlights its significance for childhood social outcomes. Extending the developmental scope of this work, the current study investigated links between advanced ToM abilities and peer attachment in adolescence. Polish adolescents (16 to 18 years old; N = 302; 57.6% girls) completed two advanced ToM...
Article
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The current research aims at constructing a developmentally sensitive mindreading scale (i.e., a battery of tasks measuring different aspects of mindreading ability in children from 1 to 3.5 years of age). Over 300 Polish children were tested at six-month intervals with 48 different tasks designed to measure mindreading ability (for a total of six...
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
The theory of mind (ToM) is the ability to understand mental states in others. The previous research has highlighted age- and language-dependent effects during childhood and provided inconsistent data regarding the role of gender. Notably, these variables were rarely studied simultaneously among adolescents. Accordingly, this short longitudinal stu...
Article
Theoretical models suggest a relation between children's attachment and their theory of mind (ToM), but existing empirical studies are inconclusive with respect to the existence and magnitude of this association. We present the first meta‐analytic review of available studies on the attachment‐ToM association during childhood. Fifteen research on at...
Article
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Self-esteem is continuous and has stable characteristics, but it may also change, e.g., during transitions from one educational level to the next. In a prospective cross-sectional study over a year and a half, 250 Polish early adolescents (N = 109, 54 girls; mean age at T1 = 12.68 years, SD = 0.49) and middle adolescents (N = 141, 107 girls; mean a...
Article
“Deception” is defined predominantly as the intentional attempt to create false beliefs in others. However, the intentionality behind early acts of deception and its relation to false‐belief understanding remain unresolved. In this article, we offer a three‐stage theoretical model of the development of deception in human ontogeny. We posit that at...
Article
Full-text available
Purpose To date, there is no tool for assessing early pragmatic development of Polish-speaking children. This study aimed to adapt to Polish a standardized parent report measure, the Language Use Inventory (LUI; O'Neill, 2009 , in order to enable cross-cultural comparisons and to use the LUI-Polish to screen for pragmatic development in children 18...
Article
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Parents influence the development of children’s social understanding by using mental state terms that denote concepts which children are about to develop (Taumoepeau & Ruffman, 2006, 2008) or via the usage of contrastive and/or causal mental state talk (Peterson & Slaughter, 2003). The present longitudinal study examined parent-child dyads and asse...
Article
The significance of pointing gestures in the development of linguistic communication is linked to their referential character and formation of common ground in use of gestures and speech. Our longitudinal study aimed to define the nature of this relationship more precisely and to explore whether the relevance vs lack of relevance of a child’s point...
Article
Inspired by the emotional reactivity hypothesis, Wellman et al. (2011) found that explicit false belief attribution is more mature in 5-year-old children who are more observant and less aggressive. Our goal was to complement this result by providing new data on the role of observationally measured behavioral inhibition in the development of early,...
Article
From the interaction theory perspective, we aimed to verify whether the interactive context in which theory of mind is mea- sured can allow children younger than 4 years to pass the verbal false belief task (FBT). Therefore, an interactive FBT (iFBT) was devised, in which children were actively engaged in the story, and was used to test 210 childre...
Article
We conducted a study to examine the impact of motivation and length of delay on performance on prospective memory (PM) tasks in 2-year of children. A total of 158 children aged exactly 24 months were asked to perform a naturalistic PM task. Length of delay (10 min; 35 min) and motivation (high; very high) were between-subjects factors. Two thirds o...
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...
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
The main aim of the study was to investigate whether the Children’s Social Understanding Scale (CSUS), a parent report technique, is a valid and reliable measure of Theory of Mind (ToM) abilities in Polish-speaking children. Additionally, the role of language abilities in ToM development was explored. A group of 225 parents of approximately 3.5-yea...
Article
The ability to delay gratification – conceived as an early expression of self-regulation – develops in the second half of the second year of life. We used inductive methodology to identify different behaviors and set of behaviors performed by children while waiting for a treat. We asked which sets are more effective when it comes to successfully de...
Article
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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...
Article
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The ability to recursively infer the mental states of others to explain their complex behavior in ambiguous social situation may be called Advanced Theory of Mind (aToM). The relations between two components of aToM, cognitive and affective, measured on a behavioral level in 151 Polish 13-year-olds and 174 16-year-olds was examined. The role of age...
Article
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Purpose: The objective of this study was to compare vocabulary size and composition in 2-year-olds learning Polish or English as measured by the Language Development Survey (LDS; Rescorla, 1989). Method: Participants were 199 Polish toddlers (M = 24.14 months, SD = 0.35) and 422 U.S. toddlers (M = 24.69 months, SD = 0.78). Results: Test-retest...
Article
The main aim of the study was to determine the psychometric properties of the version of the Early Childhood Behavior Questionnaire (ECBQ) adapted to Polish culture. Since temperament in toddlers was being observed in a laboratory, an external validity of the ECBQ was also provided. Kagan’s observational paradigm was used to test 215 18-month-old c...
Article
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The objective of the presented research was to test whether working memory, measured using the Spin the Pots task, is an important factor in passive vocabulary development in 2- and 3-year-old children. Two longitudinal studies were conducted. In the first, 135 children participated in the first study. At 18 months their responding to joint attenti...
Chapter
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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
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The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the pape...
Article
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The main aim of the study was to check: (a) attachment-related differences in alexithymia and (b) the mediating role of mind-mindedness in attachment-alexithymia relationship. Method: Attachment (PAM; Berry et al., 2007), alexithymia (TAS-20; Bagby, Taylor, & Parker, 1994) and mind-mindedness ("describe your friend" method; Meins et al, 2008) were...
Article
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Diseases caused by mutations in SCN1A are currently named Genetic Epilepsies with Febrile Seizures Plus, and this term stands for expanded spectrum of syndrome previously called as GEFS+ (Generalized Epilepsy with Febrile Seizures Plus). SCN1A is the uniquely identified gene directly linked to specific type of epilepsy, and its testing has been inc...
Article
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Analyses of interactions between an adult and a one-year-old child are often connected with studying early communicative competences, e.g. the child’s participation in turn-taking sequences, in joint attention, and use of pointing gestures. Infants’ communicative behaviors were studied using a structured observational measure - the Early Social Com...
Article
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The aim of the present analysis is to describe the developmental trajectory of the infant and toddler communicative competencies. Turn-taking, gaze-following, joint attention and pointing gestures are the most important expressions of these competencies that could be measured by the Early Social Communication Scale (ESCS Mundy et al., 2003). We pre...
Article
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Recent research shows that the ability to understand the mental states of self and others [theory of mind (ToM)] develops throughout childhood into adolescence and may differ across cultures. Although links may exist between ToM understanding and other aspects of social cognition including self-concept, there remains a lack of cross-cultural studie...
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
The objective of the present study was to verify whether metaphors could be a tool in examining and teaching children's theory of mind (ToM) ability. Searching for sources of ToM development, we tried to stimulate mind-reading ability via metaphors. A group of 109 children participated in the project. Four and five-year-old participants (mean age 4...
Article
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Constructing a Narrative in the Standard Unexpected Transfer Test in Adolescence and Adulthood The aim of the presented research was the replication and extension of the research by Nelson, Plesa and Henseler (1998), which was the basis for examining the nature of the theory of mind or mentalizing ability (that is, the ability to attribute mental s...
Article
Generating and Understanding Jokes by Five- And Nine-Year-Olds as an Expression of Theory of Mind The main aim of the presented research is to describe children's ability to generate and understand humorous stories and pictures drawn by their peers and older or younger children. From the perspective of research on children's theories of mind, we as...
Article
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FRAGMENT Tytułem wprowadzenia czytelnika w treść zagadnień prezentowanych w obecnym numerze "Psychologii Rozwojowej" stawiamy na wstępie pozornie prosto sformułowane pytanie: dlaczego perspektywa rozwojowa jest ważna, gdy poszukujemy mechanizmów powstawania zaburzeń rozwoju i skutecznych sposobów terapii dzieci z takimi zaburzeniami? Pytanie o rolę...

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Projects

Projects (3)
Project
Celem Apelu jest upowszechnianie wiedzy o dwujęzyczności opartej na przesłankach naukowych i zapobieganie rozprzestrzenianiu się nieprawdziwych informacji na ten temat. *** The purpose of the Appeal is to disseminate knowledge about bilingualism based on scientific evidence and to prevent the spread of false information on this topic.
Project
The project aims to describe developmental regularities in pragmatic competence acquisition in Polish children and collect data that will serve as a starting point for the complete norming process of the Questionnaire measuring pragmatic competence: LUI-Polish (Poland) (Białecka-Pikul, Duda, Kuś, O’Neill, 2018). The tool is a Polish adaptation of the Language Use Inventory (LUI) developed by D. O’Neill (2007). It enables assessing how children between 18 and 47 months use preverbal means of communication (e.g., gestures) and language in social contexts. More information about the project can be found here (in Polish): https://lui-polski.psychologia.uj.edu.pl/.
Project
This project encompasses all articles and information related to the development of the LUI, the psychometrics of the LUI, its Manual and availability via LanguageUseInventory.com, and all articles related to translations of the LUI into other languages.