Hanne Gram Simonsen

• Kristoffersen, Kristian Emil; Garmann, Nina Gram & Simonsen, Hanne Gram (2026). Norwegian Speech Development. In McLeod, Sharynne (Eds.), The Oxford Handbook of Speech Development in Languages of the World. Oxford University Press. ISSN 9780192868862. p. 945–964. Full text in Research Archive
• Mustonen, R.; Torppa, R.; Kraljević, J. Kuvač; Matić, A.; Schults, A. & Krajewski, G. [Show all 12 contributors for this article] (2026). Association Between Parental Attitudes Towards Screen Time and Children's Language Skills in Four European Countries. Acta Paediatrica. ISSN 0803-5253. doi: 10.1111/apa.70588. Full text in Research Archive Show summary

  ABSTRACT Aim This study examined associations between parental attitudes towards children's screen time, children's screen use, and their language skills. Methods Subjects were 315 children aged 36 to 42 months and their parents from Croatia, Estonia, Finland and Poland. The Screen Time Inventory was used to collect information on parental attitudes towards screen time in relation to the development of speaking, communication skills, and acquiring knowledge, and information on the amount of children's screen time (alone, co‐viewing, total). Information on children's language skills (vocabulary, grammatical skills) was collected using the MacArthur‐Bates Communicative Development Inventory III. Analysis of covariance was used. Results Parental attitudes towards screen time were mostly consistent across countries, although Finnish parents considered screen time more beneficial than parents in other countries. Across countries, the more beneficial parents considered screen time, the more screen time their children spent co‐viewing and in total, after controlling for children's age, gender, and parental educational level. Furthermore, the more screen time children had alone and in total, the lower their language skills. Conclusion Parental attitudes were associated with children's screen habits, which in turn were linked to language skills. Identifying parental attitudes and informing parents of potential risks of screen time is important.

• Simonsen, Hanne Gram; Garmann, Nina Gram & Kristoffersen, Kristian Emil (2026). Norwegian CDIs in research. Hrvatska revija za rehabilitacijska istrazivanja / Croatian Review of Rehabilitation Research. ISSN 1331-3010. 62. doi: 10.31299/hrri.62.si.13. Full text in Research Archive Show summary

  The Norwegian CDI-I, CDI-II, and CDI-III have been used in research on typical and atypical acquisition of monoand multilingual children who speak Norwegian. The studies on typical acquisition have examined the influence of linguistic, family, and environmental factors on lexical development, the relationship between lexical and grammatical development, lexical development in bilingual children, and the correlation between CDI reports from different raters. The papers on atypical acquisition have addressed reliability, validity, and correlation between raters regarding language acquisition in children with autism, and lexical and grammatical acquisition in children with 5p– syndrome.

• Matić, Ana; Pourquié, Marie; Norvik, Monica; Kraljević, Jelena Kuvač; Simonsen, Hanne Gram & Martínez-Ferreiro, Silvia [Show all 34 contributors for this article] (2026). Setting a research agenda for the assessment and treatment of aphasia in minority languages. Cortex. ISSN 0010-9452. 198, p. 26–26. doi: 10.1016/j.cortex.2026.02.013. Full text in Research Archive Show summary

  The aim of this position article is to establish the state of affairs in aphasia assessment and treatment in individuals who speak minority languages. This article reports on recommendations from a panel of experts working with individuals with aphasia in a variety of languages to develop a research agenda for aphasia assessment and treatment in minority languages. Members of Working Group 2 (Aphasia Assessment and Outcomes) of the Collaboration of Aphasia Trialists (CATs) were invited to respond to a short online agenda-setting questionnaire and to discuss issues regarding this topic. The panel of experts then refined the responses and recommendations into future research themes and objectives. Seven priority themes were identified: Definitions, Tools, Research Practices, Treatment, Speech and language pathology (SLP) Training, Societal Impact, and Norms. In the EU alone, about 60 minority/regional languages are spoken by around 40 million people. Considering increasing caseloads and a lack of clinical tools for speakers of minority languages, this research agenda has an important impact for future research and clinical advancements.

• Skoric, Ana Matic; Norvik, Monica I.; Kraljevic, Jelena Kuvac; Røste, Ingvild & Simonsen, Hanne Gram (2026). Comprehensive Aphasia Test (CAT): Comparability of the Croatian and Norwegian versions. Aphasiology. ISSN 0268-7038. 40(2), p. 301–307. doi: 10.1080/02687038.2023.2250516. Full text in Research Archive Show summary

  To be able to conduct comparative research on aphasia assessment and rehabilitation across languages, there is a need for comparable assessment tools. Croatian and Norwegian are among the first languages for which the Comprehensive Aphasia Test (CAT) versions have been published within the Working Group 2 of the Collaboration of Aphasia Trialists network. Comparing the performance of PwA and the psychometric properties of the CAT in these two languages is an interesting test case for the validity of the adaptation process due to the linguistic and cultural differences between the two languages. Aims The aim of this article is to investigate whether the goal of creating comparable versions of the CAT – the Croatian (CAT-HR) and the Norwegian (CAT-N) – could be achieved. First, we compare the performance of the two groups of PwA, and second, we investigate the psychometric properties of the two tests and the influence of age and education level on performance. Analogous (psycho)linguistic decisions during test adaptations should secure the comparability of the two versions. Moreover, education level is expected to influence outcome more than age. Methods and procedure Two groups of persons with aphasia (PwA), native speakers of Croatian and Norwegian (N Cro = 114; N Nor = 85), were included, as well as two groups of healthy controls (HS: N Cro = 123; N Nor = 84). Data was collected during the norming process of CAT-HR and CAT-N. We compared the performance of HS and PwA on 20 subtests across six language modalities, using nonparametric tests for independent samples. Psychometric properties were assessed through item difficulty and alpha reliability coefficients. The influence of socio-demographic variables on performance was examined using ANOVA. Outcomes and results Between-group differences were obtained on six subtests and two modalities, with the Norwegian PwA achieving higher scores on all but one subtest. All HS scored almost at ceiling, but differences were found on twelve subtests; Norwegian HS achieved higher scores on nine. Items in CAT-N have lower overall item difficulty, but alpha reliability coefficients are comparable across subtests. In the Croatian sample, mainly education level influenced performance. In the Norwegian sample, this was observed to a much lesser extent. Conclusion Between-group differences can be explained by differences in language structure, reflected also in the item difficulty. On the other hand, reliability of CAT-HR and CAT-N is high and comparable. Implications are discussed in the context of the test adaptation process.

• Martinez-Ferreiro, Silvia; Arslan, Seckin; Fyndanis, Valantis; Howard, David; Kraljević, Jelena Kuvač & Škorić, Ana Matić [Show all 14 contributors for this article] (2026). Guidelines and recommendations for cross-linguistic aphasia assessment: a review of 10 years of comprehensive aphasia test adaptations. Aphasiology. ISSN 0268-7038. 40(2), p. 215–239. doi: 10.1080/02687038.2024.2343456. Full text in Research Archive Show summary

  Background. Standardised aphasia assessment tools may not always be available in a variety of languages, making it difficult for speech and language therapists to appropriately assess and diagnose aphasia in speakers of those languages. In 2013, Working Group 2 (WG2) Aphasia Assessment & Outcomes, part of the Collaboration of Aphasia Trialists network, was formed with the purpose of developing reliable and valid aphasia assessment tools and their cross-linguistic adaptations. Over the past decade, WG2 has undertaken important adaptation projects, including the cross-linguistic adaptation of the Comprehensive Aphasia Test (CAT; Swinburn et al., 2004). Aims. This review aims to achieve three objectives: (a) describe the adaptation procedure of the CAT within WG2, (b) summarise common guidelines and recommendations for future adaptations, and (c) provide concrete solutions for specific cross-linguistic and cross-cultural challenges encountered during the adaptation and validation procedures of the CAT. Method

• Hansen, Pernille Bonnevie; Landmark, Anne Marie; Simonsen, Hanne Gram & Svennevig, Jan (2025). Seek, and you will find? Word finding in multilingual dementia. International Journal of Bilingualism. ISSN 1367-0069. (early online), p. 1–18. doi: 10.1177/13670069251374585. Full text in Research Archive Show summary

  Purpose: Among the first linguistic symptoms of several types of dementia are word-finding problems. Multilinguals with dementia may have stronger difficulties, as multilinguals are found to retrieve words more slowly than monolinguals, possibly due to larger vocabularies and the additional cognitive load of suppressing non-target languages. A deeper insight into the factors that influence word retrieval and trigger word-search sequences in multilingual dementia may inform linguistic theory, improve dementia assessment and help caregivers in overcoming communicative challenges. Approach: In this study, we combine a usage-based and a conversation analytic approach to language and communication to explore lexical aspects of word-finding problems in multilingual speakers with dementia. Data: The participants are seven multilingual persons with dementia with different first languages, but English and Norwegian in common. They completed a picture-based naming task with nouns and verbs, took part in a semi-structured interview on their language background and went through a cognitive assessment. Naming performance was scored, and conversation analysis was further used to assess the presence of word search sequences. Findings: With one exception, the participants scored highest in their self-identified strongest language. Despite long exposure to Norwegian, all seven scored higher in English. Word-search sequences were evenly distributed between these two languages, but notably more successful in English. Higher scores and fewer searches were observed for nouns than for verbs, and for words with high imageability and low age of acquisition. High frequency and cognateness were associated with higher scores. Implications: Theoretically, combining frameworks was a prerequisite for investigating word searching and word finding in union, and the approach allowed for a nuanced understanding of the mental and interactional accomplishment of lexical retrieval as gradual and situated rather than binary. Originality: The paper proposes a psycho-conversational model of word retrieval as a gradient.

• Muszynska, Karolina; Krajewski, Grzegorz; Dynak, Agnieszka; Garmann, Nina Gram; Romøren, Anna Sara H. & Luniewska, Magdalena [Show all 14 contributors for this article] (2025). Bilingual children reach early language milestones at the same age as monolingual peers. Journal of Child Language. ISSN 0305-0009. p. 1–24. doi: 10.1017/S0305000924000655. Full text in Research Archive Show summary

  In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0–24 months), matched on sex, age at study entry, duration of parental reporting, and parental education. The milestones under investigation include crawling, walking, babbling, first, 10th, 50th word, and first multi-word utterances. The data was collected with a specially designed mobile app, in which parents reported their children’s development repeatedly. Using this relatively big sample and looking at a wide range of investigated milestones, we present evidence that typical bilingual development follows a trajectory similar to monolingual development. We also evaluate the feasibility and usefulness of online data collection using mobile apps to study early language development.

• Krysztofiak, Magdalena; Łuniewska, Magdalena; Chyl-Tanaś, Katarzyna; Hansen, Pernille Bonnevie; Kołak, Joanna & Muszyńska, Karolina [Show all 9 contributors for this article] (2025). Searching for words: picture naming errors and contributing factors in bilingual and monolingual children aged 3–7 years. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. 28(7), p. 707–725. doi: 10.1080/13670050.2025.2455671. Full text in Research Archive Show summary

  To investigate how children organise their vocabularies, we can analyse the errors they make when unable to retrieve a word. Analysis of naming errors has not been sufficiently explored in the first language (L1) of bilingual children. We employed a picture naming task to investigate the types of errors made by 142 bilingual and 119 monolingual children aged 3–7 years. Children named actions and objects in their L1 (Polish). We categorised children’s naming errors into four categories: semantic errors, non-semantic errors, omissions, and language-switch errors. We compared the proportions of responses in each error category between the groups, and investigated how input in each language, child’s age, and naming accuracy contributed to these proportions among bilinguals. Although bilinguals made more naming errors and displayed a higher proportion of omissions than monolinguals, the proportion of semantic errors was the same in both groups. Regression analyses indicated that naming accuracy predicted the proportion of semantic errors, while the child’s age and input in L2 predicted the proportion of omissions. These results suggest that young bilinguals can rely on the available L1 semantic connections in their mental lexicon similarly to monolinguals and indicate possible factors behind the error patterns.

• Kristoffersen, Kristian Emil & Simonsen, Hanne Gram (2024). The relationship between vocabulary and grammar in two children with 5p deletion syndrome. Clinical Linguistics & Phonetics. ISSN 0269-9206. doi: 10.1080/02699206.2024.2359461. Full text in Research Archive Show summary

  5p deletion syndrome is a rare genetic condition associated with severe speech and language problems. In general, research on speech and language skills is scarce, but there is more knowledge on phonetic and phonological skills than on lexical and grammatical skills. And till now no studies have addressed the relationship between grammar and vocabulary. Therefore, in this study, we address aspects of this relation based on longitudinal parent-reported data (MacArthur-Bates Communicative Development Inventories) from two children with this syndrome aged 2;0–7;3, and 1;11–7;1, respectively. We examine the development of the vocabulary size in each child, seen in relation to the development of grammar (inflections, combinations of words, complexity, and productivity), and see to what extent they can be compared to typically developing children. Results show that they follow a similar pattern to typically developing children but are delayed and have slightly different individual profiles.

• Jensen, Bård Uri; Norvik, Monica I. & Simonsen, Hanne Gram (2024). Statistics and psychometrics for the CAT-N: Documenting the Comprehensive Aphasia Test for Norwegian. Aphasiology. ISSN 0268-7038. 38(3), p. 412–439. doi: 10.1080/02687038.2023.2200132. Full text in Research Archive Show summary

  Background Ivanova and Hallowell 2013 emphasise the importance of reporting on test development and psychometric properties of tests in international journals. Such documentation may serve as references for other test developers and enable researchers and clinicians to assess reliability and validity issues in tests made for a language unknown to them. The CAT (Comprehensive Aphasia Test) is a general aphasia test which examines linguistic skills broadly, within the cognitive neuropsychological tradition; it has been and is being adapted to a number of languages. Aims The aim of this article is to document the statistical procedures used in the development and standardisation of the Norwegian adaptation of the CAT (CAT-N), to document its psychometric properties, and to discuss validity and reliability issues. Methods & procedures The adaptation of the CAT-N involved careful design of subtests and test items, taking into account features like word frequency, imageability and phonological and other language-specific linguistic variables. The prototype was tested on a normative sample of 85 persons with aphasia and a control group of 84 persons without aphasia. The items of some subtests were reordered based on the norming. A new scoring scheme was developed for two subtests of Picture description. The CAT-N includes the Aphasia Impact Questionnaire (AIQ), which is a new patient reported outcome measure developed for the CAT. Outcomes & Results Statistical methods are documented and discussed. Descriptive statistics for subtests and linguistic domains are presented. Internal consistency and partial inter-rater and intra-rater reliability aspects are investigated and documented. Construct validity is investigated and documented by factor analysis. Sensitivity and specificity are investigated through pairwise comparisons for subtests and domains and the use of normal-language cutoff values. Concurrent validity is investigated through comparisons with results from an existing aphasia test for Norwegian (NBAA). Conclusions The CAT-N is shown to have good reliability and validity, and it distinguishes well between persons with and without aphasia. The article provides explicit documentation of design decisions which may be useful in future adaptations of the CAT.

• Landmark, Anne Marie; Hansen, Pernille Bonnevie; Simonsen, Hanne Gram; Knapskog, Anne-Brita & Svennevig, Jan (2024). Word searching in multilingual dementia: An interdisciplinary approach. International Journal of Bilingualism. ISSN 1367-0069. 29(4), p. 1–23. doi: 10.1177/13670069241256479. Full text in Research Archive Show summary

  Aims and objectives: This study investigates how multilingual speakers with dementia mobilise their multilingual and interactional resources when searching for words in a naming test setting, and how their word-search behaviour relates to lexical retrieval processes characteristic of multilinguals, as well as to aspects of cognitive decline. Methodology and approach: The study takes an interdisciplinary approach by combining conversation analysis (CA) with psycholinguistic perspectives on lexical access and neurological perspectives on cognitive decline. Data and analysis: Data for the study are video/audio-recordings of seven multilingual speakers with dementia carrying out a naming test in their two common languages, English and Norwegian. CA was used for analysing the data and developing a coding scheme for word-search strategies. These findings were explored with statistical analysis based on language background, test scores, word properties/psycholinguistic properties, and cognitive/diagnostic assessment. Findings/conclusions: Multilingual speakers with dementia mainly used six general word- search strategies in the Norwegian and English naming test sessions: turn-holding, semantic searches, phonetic searches, embodied demonstrations, code-switching to another language, and inviting help from the conversation partner. The participants used more search-strategies in English, although it was their stronger language. Code-switching appeared to be the most successful strategy in English and phonetic searches appeared to be the most successful strategy in Norwegian. In-depth analysis of two participants indicate a benefit of using multiple strategies, drawing on their full linguistic repertoire. Originality: The study adds new knowledge to the interrelated, but previously separated areas of psycholinguistic word-finding difficulties and interactional word-searching behaviour, in the context of multilingual dementia. Implications: The study has implications for our understanding of the relation between observable word-searching behaviour and mental processes of word finding in multilinguals with dementia. The study also contributes to our growing understanding of test situations as interaction, with implications for everyday interaction and clinical practice.

• Ribu, Ingeborg Sophie; Simonsen, Hanne Gram; Norvik, Monica I.; Lehtonen, Minna H; Murstad, Jeanett & Theimann, Ane [Show all 8 contributors for this article] (2024). Prediction ability in bilingual individuals: an eye tracking study with younger and older adults. Journal of Cultural Cognitive Science. ISSN 2520-100X. doi: 10.1007/s41809-024-00155-5. Full text in Research Archive Show summary

  Studies with monolingual speakers show that people predict upcoming linguistic elements during sentence processing. Linguistic prediction behavior has been found to be less consistent in studies with bilingual individuals performing in their non-native language and in neurotypical older monolingual adults. The present study utilized an eye-tracking paradigm to investigate whether bilingual younger and older neurotypical individuals predict upcoming nouns in sentences that include constraining verbs, and if they do so both in their first language (L1) and in their second language (L2). Data were analyzed from 44 Norwegian-English proficient bilingual adults; 27 younger (20–35 years, mean age 27) and 17 older adults (54–81 years, mean age 64) who completed the eye-tracking experiment in each of the two languages, as well as cognitive and linguistic tests. The results demonstrated similar prediction abilities in L1 and L2 for both the younger and older participants on sentences with constraining verbs. Older adults predicted slower than younger adults. Participants’ working memory span and language proficiency did not explain prediction performance; cognate status of the stimuli partially did. The study adds to the relatively sparse existing data on prediction abilities in bilingual people and in older individuals.

• Norvik, Monica I.; Ribu, Ingeborg Sophie; Hansen, Pernille & Simonsen, Hanne Gram (2024). Beyond Naming: Narrative Production in L1 and L2 in Multilingual Individuals with and without Dementia. In Goral, Mira & Lerman, Aviva (Ed.), Advances in the Neurolinguistic Study of Multilingual and Monolingual Adults. Routledge. ISSN 9781032360966. p. 95–112. doi: 10.4324/9781003330318-10. Full text in Research Archive Show summary

  Persons with dementia (PWD) experience language impairments, mainly related to lexical retrieval. Linguistic assessment of multilingual PWD is particularly challenging due to a lack of appropriate tools. Narrative production may provide a broader understanding of the language impairments in dementia. Thus, we investigate narrative production in native (L1) and non-native (L2) speakers of Norwegian with dementia of the Alzheimer's type (DAT) and the logopenic variant of Primary Progressive Aphasia (lvPPA), and neurologically healthy controls. The participants described the Bird story from the Bilingual Aphasia Test. We calculated several lexical variables, including lexical density and pronoun ratio. Additionally, through a bottom-up procedure, we identified 10 key content components across both storylines of the cartoon, considered necessary for a coherent story. The lexical analysis showed that PWD had lower lexical density and higher pronoun ratio than control participants, indicative of word retrieval difficulties. Furthermore, the combination of being an L2 user and having dementia amplified the word-finding difficulties. Concerning content, only dementia seems to play a role – PWD produced fewer key components than control participants regardless of whether testing occurred in their L1 or L2. The results confirm that analyses of narratives can provide a broader understanding of the multifaceted impairments than single-word naming, in language impairment associated with dementia.

• Maasø, Arnt & Simonsen, Hanne Gram (2023). Problem-Based Peer Group Mentoring and Organisational Learning. In Lange, Thomas de & Wittek, Anne Line (Ed.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_7. Full text in Research Archive Show summary

  This chapter demonstrates how problem-based peer group mentoring in groups can facilitate change and learning in an organisation. This is exemplified by a 5-year project at a humanities faculty at a large, research-based university, where the supervisors of master’s students discussed their supervision-related problems in groups following a strictly structured method, termed as problem-based peer group mentoring (PPGM). Throughout the course, it became evident that the problems were related to the role of supervision not only at an individual (micro) level but, to a large extent, at an organisational (macro) level. The goal of the project was to encourage a culture of collaboration among the teachers. This goal seemed to be fulfilled during the semester of the PPGM course, though few long-term changes in supervision practices were evident. However, we found that interesting changes took place at an organisational level, although this was not the initial goal of the project. We argue that in addition to the peer group mentoring model, bringing participants together from different departments encouraged knowledge-sharing across the institution and contributed to organisational learning. To know if lasting organisational learning takes place, we suggest that structural components must be taken into consideration in the design of PPGM initiatives and that measures are taken to document and evaluate change—for example, in routines and practices. Previous research on organisational learning supports this conclusion (Argote, Organizational learning: creating, retaining and transferring knowledge. Springer, New York, 2012).

• Strangmann, Iris; Antolovic, Katarina; Hansen, Pernille & Simonsen, Hanne Gram (2023). The cognate continuum Approaches to empirically establishing form overlap. The Mental Lexicon. ISSN 1871-1340. 18(1), p. 151–175. doi: 10.1075/ml.22018.str. Full text in Research Archive Show summary

  Cognates, words that are similar in form and meaning across two languages, form compelling test cases for bilingual access and representation. Overwhelmingly, cognate pairs are subjectively selected in a categorical either- or manner, often with criteria and modality unspecified. Yet the few studies that take a more nuanced approach, selecting cognate pairs along a continuum of overlap, show interesting, albeit somewhat divergent results. This study compares three measures that quantify cognateness continuously to obtain modality-specific cognate scores for the same set of Norwegian-English word-translation pairs: 1) Researcher Intuitions – bilingual researchers rate the degree of overlap between the paired words, 2) Levenshtein Distance – an algorithm computes overlap between word pairs, and 3) Translation Elicitation – English-speaking monolinguals guess what Norwegian words mean. Results demonstrate that cognateness can be ranked on a continuum and reveal measure and modality-specific effects. Orthographic presentation yields higher cognateness status than auditory presentation overall. Though all three measures intercorrelated moderately to highly, Researcher Intuitions demonstrated a bimodal distribution, yielding scores on the high and low end of the spectrum, consistent with the common categorical approach in the field. Levenshtein Distance would be preferred for fine-grained distinctions along the continuum of form overlap.

• Miezskowska, Karolina; Krajewski, Grzegorz; Sobota, Krzysztof; Dynak, Agnieszka; Kolak, Joanna & Krysztofiak, Magdalena [Show all 15 contributors for this article] (2022). Parental Report via a Mobile App in the Context of Early Language Trajectories: StarWords Study Protocol. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 19(5), p. 1–18. doi: 10.3390/ijerph19053067. Full text in Research Archive Show summary

  Abstract: 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 limita- tions, previous studies on bilingual children have explored the language development trajectories in general (e.g., by including few and largely set apart timepoints), or focused on small, homogeneous samples. The present study protocol presents a new, on-going study which uses new technologies to collect longitudinal data continuously from parents of multilingual, bilingual, and monolingual children. Our primary aim is to establish the developmental trajectories in Polish-British English and Polish-Norwegian bilingual children and Polish monolingual children aged 0–3 years with the use of mobile and web-based applications. These tools allow parents to report their children’s language development as it progresses, and allow us to characterize children’s performance in each language (the age of reaching particular language milestones). The project’s novelty rests on its use of mobile technologies to characterize the bilingual and monolingual developmental trajectory from the very first words to broader vocabulary and multiword combinations.

• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Multilingualism and verbal short-term/working memory: Evidence from academics. Bilingualism: Language and Cognition. ISSN 1366-7289. 26(3), p. 490–503. doi: 10.1017/S1366728922000621. Full text in Research Archive Show summary

  To date, the evidence regarding the effect of bilingualism/multilingualism on short-term memory (STM) and working memory (WM) capacity is inconclusive. This study investigates whether multilingualism has a positive effect on the verbal STM and WM capacity of neurotypical middle-aged and older individuals. Eighty-two L1-Norwegian sequential bilingual/ multilingual academics were tested with tasks measuring verbal STM/WM capacity. Degree of bilingualism/multilingualism for each participant was estimated based on a comprehensive questionnaire. Different measures of bilingualism/multilingualism were used. Data on potentially influencing non-linguistic factors were also collected. Correlation and regression analyses showed that multilingualism impacts both verbal STM and verbal WM. In particular, all analyses showed that number of known foreign languages was the strongest predictor of verbal STM and WM capacity. The results are discussed in light of recent studies on the impact of bilingualism on STM/WM and

• Maasø, Arnt & Simonsen, Hanne Gram (2021). Kollegaveiledning i en lærende organisasjon. In Wittek, Anne Line & Lange, Thomas de (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 143–159. Full text in Research Archive Show summary

  Dette kapittelet viser hvordan kollegaveiledning i gruppe har potensial til å bidra til endring og læring i en organisasjon. Vi eksemplifiserer dette med et prosjekt ved Det humanistiske fakultet (HF, UiO) i perioden 2017–2019. I gjennomføringen av kollegaveiledningskurset viste det seg at problemene som ble avdekket, ikke bare gjaldt selve veilederrollen på individnivå (mikronivå), men i like stor grad problemer på organisasjonsnivå (makronivå). Fakultetets mål med kollegaveiledningen var å bidra til en økt delingskultur blant de ansatte. Målsettingen så ut til å bli oppfylt godt det semesteret kollegaveiledningen foregikk, men ser ikke ut til å ha ført til varige endringer. For å oppnå slike endringer bør makro-nivået tenkes inn fra starten, og selve organisasjonen bør forplikte seg ved at kunnskapen som oppnås på individnivå, blir dokumentert og innbakt i rutiner eller praksis på et overordnet nivå. Denne konklusjonen stemmer også godt overens med tidligere forskning på læring i organisasjoner (Argote, 2012).

• Garmann, Nina Gram; Hansen, Pernille; Simonsen, Hanne Gram; Holm, Elisabeth; Tengesdal, Eirik & Post, Brechtje [Show all 7 contributors for this article] (2021). Vocalic Intrusions in Consonant Clusters in Child-Directed vs. Adult-Directed Speech. Frontiers in Psychology. 12, p. 1–13. doi: 10.3389/fpsyg.2021.688002. Full text in Research Archive Show summary

  In this paper, we investigate a prosodic-phonetic feature in child-directed speech within a dynamic, complex, interactive theoretical framework. We focus on vocalic intrusions, commonly occurring in Norwegian word initial consonant clusters. We analysed child-directed speech from nine Norwegian-speaking mothers to their children, aged 2;6, 4, and 6 years, and compared the incidence and duration of vocalic intrusions in initial consonant clusters in these data with those in adult-directed speech and child speech. When viewed overall, vocalic intrusion was found to be similar in incidence in child- and adult-directed speech. However, closer examination revealed differential behaviour in child-directed speech for certain conditions. Firstly, a difference emerged for one particular phonetic context: While vocalic intrusions in /Cr/ clusters are frequent in adult-directed speech, their presence is near-categorical in child-directed speech. Secondly, we found that the duration of vocalic intrusions was longer in child- than in adult-directed speech, but only when directed to 2;6-year-olds. We argue that vocalic intrusions in child-directed speech may have both a bonding as well as a didactic function, and that these may vary according to the age of the child being addressed.

• Simonsen, Hanne Gram & Southwood, Frenette (2021). Child language assessment across different multilingual contexts: Insights and challenges from South and North. In Røyneland, Unn & Blackwood, Robert (Ed.), Multilingualism across the Lifespan. Routledge. ISSN 9781003125815. p. 11–30. doi: 10.4324/9781003125815-3. Full text in Research Archive Show summary

  In this chapter, we discuss insights gathered from developing comparable language versions of child language assessment tools in different geographic, linguistic and sociocultural contexts. We use two tools as case studies: the LITMUS Crosslinguistic Lexical Tasks (CLT), which has been developed for more than 25 languages and assesses the comprehension and production of nouns and verbs, and the MacArthur-Bates Communicative Developmental Inventory (CDI), a parental questionnaire on infants’ and toddlers’ communicative gestures, words and early grammar. These two tools were both developed with monolingual populations, but the assumption is that comparable language versions can be used successfully with a multilingual child, providing indications of strengths and weaknesses in each of the child’s languages. Our work across very different populations has, however, indicated that the tools we have, however comparable they are meant to be, need to be used with care. The results obtained from child language assessment – even when employing standard practices, such as assessing all the child’s languages and using a comprehensive background questionnaire – need to be interpreted reflectively, especially in the absence of detailed information on local language socialisation practices. This is apparent from our (under-researched) African multilingual contexts but also in our more researched European contexts.

• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille; Holm, Elisabeth; Post, Brechtje & Payne, Elinor (2020). Cross-linguistic variation in word-initial cluster production in adult and child language: evidence from English and Norwegian. Journal of Child Language. ISSN 0305-0009. 48(1), p. 1–30. doi: 10.1017/S0305000920000069. Full text in Research Archive Show summary

  Young children simplify word initial consonant clusters by omitting or substituting one (or both) of the elements. Vocalic insertion, coalescence and metathesis are said to be used more seldom (McLeod, van Doorn & Reed, 2001). Data from Norwegian children, however, have shown vocalic insertion to be more frequently used (Simonsen, 1990; Simonsen, Garmann & Kristoffersen, 2019). To investigate the extent to which children use this strategy to differing degrees depending on the ambient language, we analysed word initial cluster production acoustically in nine Norwegian and nine English speaking children aged 2;6–6 years, and eight adults, four from each language. The results showed that Norwegian-speaking children produce significantly more instances of vocalic insertions than English-speaking children do. The same pattern is found in Norwegian- versus English-speaking adults. We argue that this cross-linguistic difference is an example of the influence of prosodic-phonetic biases in language-specific developmental paths in the acquisition of speech.

• Svennevig, Jan; Hansen, Pernille; Simonsen, Hanne Gram & Landmark, Anne Marie Dalby (2019). Code-switching in multilinguals with dementia: patterns across speech contexts. Clinical Linguistics & Phonetics. ISSN 0269-9206. doi: 10.1080/02699206.2019.1600170. Full text in Research Archive Show summary

  The study investigates code-switching by multilingual persons with dementia in two different speech contexts, picture naming tests and spontaneous conversation. It combines a psycholinguistic perspective on cognitive and linguistic skills with a qualitative conversation analytic approach to understanding the functions and appropriateness of code-switching in social interaction. The analysis shows that code-switching is used as a resource for compensating for word-retrieval problems in both the naming tests and in word search sequences in conversation. Furthermore, it serves to demarcate meta-communicative parentheses in which the participants comment on their process of word retrieval or express frustration about processing problems. Code-switching is generally treated as appropriate and relevant by the participants. In most instances, the speakers switch to a language known by the interlocutor. Only a few instances are treated as inappropriate by not being understandable to the interlocutor or by not adapting to the established language of the conversation. The patterns of code-switching are discussed considering typical symptoms of cognitive decline associated with dementia. Only very few instances may be interpreted as caused by a lack of awareness of the interlocutor’s language background (associated with reduced episodic memory) or a lack of inhibition. Code-switching thereby presents itself primarily as a communicative resource for handling and overcoming another dementia-related symptom, namely anomia.

• Garmann, Nina Gram; Hansen, Pernille; Simonsen, Hanne Gram & Kristoffersen, Kristian Emil (2019). The Phonology of Children's Early Words: Trends, Individual Variation, and Parents' Accommodation in Child-Directed Speech. Frontiers in Communication. 4, p. 1–11. doi: 10.3389/fcomm.2019.00010. Full text in Research Archive Show summary

  The mental lexicon is dynamic and changes throughout the lifespan, but how does it begin? Previous research has established that children’s first words depend on their communicative needs, but also on their phonetic repertoire and phonological preferences. In this paper, we focus on the phonological characteristics of children’s first words, primarily looking at word-initial labials and word length in Norwegian children’s first words, as well as at how parents accommodate to child patterns in their speech. Comparing the Norwegian child data with data from children speaking five different languages, we examine how the child’s emergent lexicon is on the one hand shaped by the input of the ambient language, but on the other hand limited by more common phonological characteristics of child speech. Based on data from parental reports (CDI), we compared the 50 first words in Norwegian to those in Danish, Swedish, English, and Italian, analyzing two phonological aspects: word initial bilabials and word length in syllables. We found that Norwegian-speaking children follow the children speaking these other languages in having an affinity for word initial bilabials, but that the proportions of mono-, di-, and polysyllables vary depending on the language acquired. Comparisons of the Norwegian child data with samples of adult directed speech (ADS) and child-directed speech (CDS) revealed more word-initial bilabials and shorter words among children than among adults. The CDS was more similar to children’s speech than ADS concerning the two phonological aspects dealt with here, which suggests that parents accommodate to children in phonologically detailed ways.

• Urek, Olga; Vulane, Anna; Dargis, Roberts; Taurina, Agrita; Zirina, Tija & Simonsen, Hanne Gram (2019). Latvian CDI: Methodology, developmental trends and cross-linguistic comparison. Journal of Baltic Studies. ISSN 0162-9778. 50(3), p. 285–305. doi: 10.1080/01629778.2019.1590433. Full text in Research Archive Show summary

  In this article, we report the results of a large-scale population study based on the Latvian adaptation of Communicative Development Inventories (CDI) – a parental report tool aimed at mapping the lexical and grammatical development of children under the age of three. Two CDI forms are discussed: CDI I: ‘Words and Gestures’ (8–16 months), and CDI II: ‘Words and Sentences’ (17–36 months). This article discusses the Internet-based methodology used for the data collection, reports the main developmental trends of the lexical development of Latvian children, and compares these trends to analogous data from American English, Norwegian, and Russian.

• Hansen, Pernille; Łuniewska, Magdalena; Simonsen, Hanne Gram; Haman, Ewa; Mieszkowska, Karolina & Kołak, Joanna [Show all 7 contributors for this article] (2019). Picture-based vocabulary assessment vs. parental questionnaires: A cross-linguistic study of bilingual assessment methods. International Journal of Bilingualism. ISSN 1367-0069. 23(2), p. 437–456. doi: 10.1177/1367006917733067. Full text in Research Archive Show summary

  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 Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-linguistic Lexical Tasks (CLT), and the reporting instrument Parents of Bilingual Children Questionnaire (PaBiQ), which offers an indirect measure of overall language skills. Data: The participants were 36 children (4;2 – 6;6) of Polish immigrants to Norway or the UK. Correlations were investigated with Kendall’s rank correlation, and comparisons carried out with Wilcoxon rank sum tests. Findings: The results from the two tools correlated. The CLT results were higher in the minority language (Polish) than in the majority language, with difference between the groups. Still, the parents in the UK judged their children as less proficient in Polish than those in Norway did. Two different accounts for this incongruity are discussed: First, parents in the UK may set higher benchmarks for their children’s minority language skills than the parents in Norway. Alternative accounts of this interpretation related to differences in the parents’ socio-economic background, minority language proficiency or language attitudes are discussed. Second, parental report may indicate early stages of attrition of the minority language among the children in the UK that the direct lexical assessment tool may not be sensitive enough to uncover. Originality: The study used two new tools designed for multilingual children to compare two groups of children of a recent and growing immigration group, whose language development is currently underinvestigated. Implications: The findings underscore the complexity of assessing bilingual children’s full language competence. The cross-cultural differences documented call for further longitudinal research comparing immigrant children from different language backgrounds.

• Mercan, Gözde & Simonsen, Hanne Gram (2019). The production of passives by English-Norwegian and Turkish-Norwegian bilinguals: a preliminary investigation using a cross-linguistic structural priming manipulation. Journal of Cultural Cognitive Science. ISSN 2520-100X. p. 1–16. doi: 10.1007/s41809-019-00040-6. Full text in Research Archive Show summary

  Abstract This preliminary study tested cross-linguistic structural priming of passives in two groups of adult bilinguals speaking Norwegian-English and Norwegian-Turkish to understand the nature of syntactic mental representations in bilingual minds. Passives in spoken Norwegian are structurally similar to those in English, whereas passives in Turkish are distinct in being morphologically constructed. A shared syntax account based on the similarity of the structures would predict structural priming effects for the Norwegian-English group but not the Norwegian-Turkish group. Results of a computerized picture description task showed that participants provided more active descriptions than passives, but did not indicate any priming in terms of an increased likelihood of repeating the type of the prime they heard in Norwegian in their target picture description in English or Turkish. This can be related to the small sample size or the observation that there were too few passive productions overall. We thus ran an additional analysis which indicated that participants were more likely to produce passives when the target pictures contained inanimate agents. We also ran a separate analysis on Turkish target responses, which did not reveal an effect of prime type on the emphasis of thematic role (agent vs. patient). However, this analysis also showed that pictures with inanimate agents were more likely to be described with target structures emphasizing the patient rather than the agent. We suggest that further research is required to get a clearer picture of the role of the similarity of passives in cross-linguistic structural priming.

• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Flygstad, Nina; Milder, Nina; Pedersen, Ingrid & Simonsen, Hanne Gram [Show all 7 contributors for this article] (2019). Språkkartlegging i norske barnehager -en pilotundersøkelse av foreldres og barnehageansattes rapportering av norsktalende tre-åringers språkferdigheter ved hjelp av CDI III. RASK: Internationalt tidsskrift for sprog og kommunikation. ISSN 0909-8976. 49, p. 87–103. Full text in Research Archive Show summary

  Language assessment in Norwegian kindergartens - a pilot study of parents' and ECEC staff's reports on Norwegian-speaking three-year-olds using CDI III

• Ribu, Ingeborg Sophie; Simonsen, Hanne Gram; Løver, Morten Aase; Strand, Bror-Magnus S. & Kristoffersen, Kristian Emil (2019). N-LARSP: A Developmental Language Profile for Norwegian. In Ball, Martin J.; Fletcher, Paul & Crystal, David (Ed.), Grammatical Profiles: Further Languages of LARSP. Multilingual Matters. ISSN 9781788924382. p. 1–28. doi: 10.21832/9781788924399-003. Full text in Research Archive
• Simonsen, Hanne Gram; Garmann, Nina Gram & Kristoffersen, Kristian Emil (2019). Consonant clusters in the speech of children with 5p deletion syndrome. In Hognestad, Jan Kristian; Kinn, Torodd & Lohndal, Terje (Ed.), Fonologi, sosiolingvistikk og vitenskapsteori. Festskrift til Gjert Kristoffersen. Novus Forlag. ISSN 9788283900293. p. 295–314. Full text in Research Archive Show summary

  Due to motor problems and intellectual impairment, individuals with 5p deletion syndrome experience speech and language problems to varying degrees. This paper examines a corpus of spoken words and larger expressions uttered by eight children aged between four and twelve years with this syndrome, aiming to find out how they produce word initial consonant clusters in the target language. Most of the children used the same strategies as younger, typically developing Norwegian speaking children to render the target clusters: omission, substitution and vowel intrusion. The most common strategy was omission, followed by substitution and vowel intrusion. In addition, some children also used preposed vowels and metathesis, and a few showed more idiosyncratic patterns, indicative of specific phonological problems.

• Lind, Marianne; Simonsen, Hanne Gram; Ribu, Ingeborg Sophie; Svendsen, Bente Ailin; Svennevig, Jan & Bot, Kees de (2018). Lexical access in a bilingual speaker with dementia: Changes over time. Clinical Linguistics & Phonetics. ISSN 0269-9206. 32(4), p. 353–377. doi: 10.1080/02699206.2017.1381168. Full text in Research Archive Show summary

  In this article, we explore the naming skills of a bilingual English- Norwegian speaker diagnosed with Primary Progressive Aphasia, in each of his languages across three different speech contexts: confrontation naming, semi-spontaneous narrative (picture description), and conversation, and at two points in time: 12 and 30 months post diagnosis, respectively. The results are discussed in light of two main theories of lexical retrieval in healthy, elderly speakers: the Transmission Deficit Hypothesis and the Inhibitory Deficit Theory. Our data show that, consistent with the participant’s premorbid use of and proficiency in the two languages, his performance in his L2 is lower than in his L1, but this difference diminishes as the disease progresses. This is the case across the three speech contexts; however, the difference is smaller in the narrative task, where his performance is very low in both languages already at the first measurement point. Despite his word finding problems, he is able to take active part in conversation, particularly in his L1 and more so at the first measurement point. In addition to the task effect, we find effects of word class, frequency, and cognateness on his naming skills. His performance seems to support the Transmission Deficit Hypothesis. By combining different tools and methods of analysis, we get a more comprehensive picture of the impact of the dementia on the speaker’s languages from an intra-individual as well as an inter-individual perspective, which may be useful in research as well as in clinical practice.

• Garmann, Nina Gram; Kristoffersen, Kristian Emil & Simonsen, Hanne Gram (2018). Phonological patterns (templates) in 5p deletion syndrome. Clinical Linguistics & Phonetics. ISSN 0269-9206. 32(2), p. 101–113. doi: 10.1080/02699206.2017.1316775. Full text in Research Archive Show summary

  Whole word phonological patterns (templates) in utterances produced by children with 5p deletion syndrome are analysed, addressing four questions: (1) Are children with 5p deletion syndrome able to generalise over words? (2) How does the template score of children with 5p deletion syndrome relate to those of typically developing children and of the target language? (3) How do the template scores relate to other phonological measures, PCC and consonant variegation? (4) What can the relationship between template scores and phonological measures tell us about templates? Children with 5p deletion syndrome are able to generalise over words, some to a target like extent, others generalise more than expected for their age. The template scores relate to other phonological measures, with two exceptions. The exceptions indicate that the template score of a child with articulatory difficulties may reflect more detailed representations of the words in memory than she is able to express.

• Hansen, Pernille; Simonsen, Hanne Gram; Łuniewska, Magdalena & Haman, Ewa (2017). Validating the psycholinguistic aspects of LITMUS-CLT: Evidence from Polish and Norwegian. Clinical Linguistics & Phonetics. ISSN 0269-9206. 31(11-12), p. 910–930. doi: 10.1080/02699206.2017.1307455. Full text in Research Archive Show summary

  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 etymology. This article investigates the validity of this methodology, asking whether the underlying properties are robust predictors of children’s performance. The Polish and Norwegian CLTs were used to assess 32 bilingual Polish–Norwegian, 34 monolingual Norwegian and 36 monolingual Polish children. The effects of AoA and CI were contrasted with frequency in child directed speech (CDS) and imageability, two known predictors of lexical development. AoA was a reliable predictor of performance within all parts of CLT, in contrast to CI. Apart from AoA, only exposure and CDS frequency had a significant effect within both monolinguals and bilinguals. These results indicate that CLT assesses lexical skills in a cross-linguistically comparable manner, but suggest a revision of the CI measure.

• Haman, Ewa; Łuniewska, Magdalena; Hansen, Pernille; Simonsen, Hanne Gram; Chiat, Shula & Bjekic, Jovana [Show all 33 contributors for this article] (2017). Noun and verb knowledge in monolingual preschool children across 17 languages: Data from Cross-linguistic Lexical Tasks (LITMUS-CLT). Clinical Linguistics & Phonetics. ISSN 0269-9206. 31(11-12), p. 818–843. doi: 10.1080/02699206.2017.1308553. Full text in Research Archive Show summary

  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 knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0 – 6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.

• Payne, Elinor; Post, Brechtje; Garmann, Nina Gram & Simonsen, Hanne Gram (2017). The acquisition of long consonants in Norwegian. In Kubozono, Haruo (Eds.), The Phonetics and Phonology of Geminate Consonants.. Oxford University Press. ISSN 9780198754930. p. 130–162. doi: 10.1093/oso/9780198754930.003.0007. Full text in Research Archive
• Knoph, Monica I. Norvik; Simonsen, Hanne Gram & Lind, Marianne (2017). Cross-linguistic transfer effects of verb-production therapy in two cases of multilingual aphasia. Aphasiology. ISSN 0268-7038. 31(12), p. 1482–1509. doi: 10.1080/02687038.2017.1358447. Full text in Research Archive Show summary

  Background: Verb retrieval is challenging for monolingual and multilingual speakers with aphasia. Previous research on bilingual aphasia shows equivocal results of cross-linguistic transfer and inhibition. Aims: This study explores the impact of verb-production treatment in the treated and untreated languages of two bilingual speakers with aphasia. The main goals were to explore treatment effects, possible cross-linguistic transfer effects and to investigate possible inhibition of the untreated languages. Methods & Procedures: The participants were one trilingual speaker (Portuguese-Ronga-Norwegian) with nonfluent aphasia and one bilingual speaker (English-Norwegian) with fluent aphasia. They received two types of treatment: communication-based therapy and Semantic Feature Analysis. Treatment was conducted in Norwegian, a late-acquired language for both speakers. Treatment effects were measured in action naming tasks and narrative tasks in the treated language as well as the untreated languages. Outcomes & Results: Overall, the participants responded positively to the verb production treatments. This was demonstrated at the lexical level and also in discourse production, especially in the treated, but also in the untreated languages. No inhibition of the untreated languages was found. Conclusions: The data provide evidence for positive effects of verb-retrieval treatment provided in sentence contexts in a late-learned weaker language of multilingual speakers with aphasia. The treatments did not lead to an unwanted inhibition of the untreated language, which is an important finding for clinicians as well as for researchers. The results provide evidence for a shared conceptual network of the languages in bilingual speakers, supporting current models of bilingual language processing. This article has been published in Aphasiology. © 2017 Taylor & Francis

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• Moen, Inger; Simonsen, Hanne Gram & Hide, Øydis (2021). Norsk fonetikk i et klinisk perspektiv. Novus Forlag. ISBN 9788283900651. 183 p. Full text in Research Archive
• Bot, Kees de; Plejert, Charlotta; Simonsen, Hanne Gram; Fyndanis, Valantis; Hansen, Pernille & Norvik, Monica I. [Show all 8 contributors for this article] (2020). Multilingualism and ageing. An Overview. De Gruyter Brill. ISBN 9789004445390. 98 p. Full text in Research Archive Show summary

  This publication provides an overview of research on a large range of topics relating to language processing and language use from a life-span perspective. It is unique in covering and combining psycholinguistic and sociolinguistic approaches, discussing questions such as: Is it beneficial to speak more than one language when growing old? How are languages processed in multilingual persons, and how does this change over time? What happens to language and communication in multilingual aphasia or dementia? How is multilingual ageing portrayed in the media? It is a joint, cross-disciplinary venture of researchers from the Centre for Multilingualism in Society across the Lifespan at The University of Oslo and the editors of this publication.

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• Matić, Ana; Norvik, Monica I.; Simonsen, Hanne Gram & Kraljević, Jelena Kuvač (2026). Elaboration of events in a picture description task: A case of Croatian and Norwegian PwA. Full text in Research Archive
• Norvik, Monica I.; Simonsen, Hanne Gram & Ribu, Ingeborg Sophie (2026). Underrepresented languages in aphasia research. Full text in Research Archive
• Simonsen, Hanne Gram & Norvik, Monica Irene (2024). Cross-linguistic adaptation of language assessments: Experience from Norwegian. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2023). Multilingualism does not affect time reference production in L1: Evidence from academics. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2023). Multilingualism does not affect time reference production in L1: Evidence from academics. Full text in Research Archive
• Norvik, Monica I.; Winsnes, Ingvild Elisabeth & Simonsen, Hanne Gram (2023). The Aphasia Impact Questionnaire: An assessment tool of emotional well-being in aphasia. Full text in Research Archive Show summary

  There has been a lack in aphasia assessment of outcome measures on how persons with aphasia experience life with aphasia. The new Aphasia Impact Questionnaire (AIQ) is a patient reported outcome measure, and a part of the Comprehensive Aphasia Test (CAT). The CAT test is currently being adapted into more than 20 languages, paving the way for cross-linguistic research, as well as assessment of multilingual persons with aphasia. The AIQ is constructed to explore and evaluate the consequences of living with aphasia, and assesses communication, participation, and emotional well-being through a picture-based scale. The Norwegian version was published in 2021.

• Norvik, Monica I.; Ribu, Ingeborg Sophie; Simonsen, Hanne Gram; Lehtonen, Minna H & Goral, Mira (2023). Verb-mediated prediction in bilingual speakers with aphasia –data from an eye-tracking study. Full text in Research Archive
• Norvik, Monica I.; Ribu, Ingeborg Sophie; Hansen, Pernille & Simonsen, Hanne Gram (2023). Cartoon description in neurotypical adults: Data from L1 and L2 speakers of Norwegian. Full text in Research Archive
• Kartushina, Natalia; Onnis, Luca; Rosslund, Audun; Singh, Arun Prakash; White, Michelle Jennifer & Theimann, Ane [Show all 14 contributors for this article] (2023). Babies and kids - how do they acquire and learn multiple lects? Full text in Research Archive
• Norvik, Monica I.; Köder, Franziska Maria; Simonsen, Hanne Gram; Hansen, Pernille; Landmark, Anne Marie Dalby & Svennevig, Jan [Show all 10 contributors for this article] (2023). Multilingualism and language disorders. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Bilingualism/Multilingualism does not affect production of time reference in L1: Evidence from Norwegian academics. Full text in Research Archive
• Škorić, Ana Matić; Norvik, Monica I.; Kraljević, Jelena Kuvač & Simonsen, Hanne Gram (2022). Comprehensive Aphasia Test: what do Norwegian and Croatian data reveal. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Sequential multilingualism and verbal short-term/working memory: Evidence from academics. Full text in Research Archive
• Røste, Ingvild; Norvik, Monica I. & Simonsen, Hanne Gram (2022). CAT-N: Comprehensive aphasia test på norsk. Norsk tidsskrift for logopedi. ISSN 0332-7256. p. 6–14. Full text in Research Archive
• Mieszkowska, Karolina; Krajewski, Grzegorz; Alcock, Katie; Dynak, Agnieszka; Garmann, Nina Gram & Hansen, Pernille [Show all 15 contributors for this article] (2022). StarWords: early language development in monolingual and multilingual settings - study overview & challenges of remote longitudinal data collection. Full text in Research Archive
• Norvik, Monica I. & Simonsen, Hanne Gram (2022). Katta ut av sekken – tilpasning av afasitesten CAT til norsk. Full text in Research Archive
• Ribu, Ingeborg Sophie; Goral, Mira; Theimann, Ane; Iacorossi, Michela; Lehtonen, Minna & Norvik, Monica I. [Show all 10 contributors for this article] (2022). Eye-tracking Measures of Prediction in L1 and L2 in Bilingual People with and without Aphasia. Full text in Research Archive
• Simonsen, Hanne Gram; Norvik, Monica I.; Killmer, Helene & Hansen, Pernille (2022). Working with multilingual people with acquired language disorders:Challenges and solutions. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille; Holm, Elisabeth; Tengesdal, Eirik & Payne, Elinor [Show all 7 contributors for this article] (2022). Consonant cluster realisation in Norwegian- and English-speaking children: The role of input. Full text in Research Archive
• Vebenstad, Marit Aaby & Simonsen, Hanne Gram (2021). Frustrert baby? Dette kan hjelpe. [Internet]. klikk.no - Foreldre. Full text in Research Archive Show summary

  − Babytegn gjør at barnet blir mindre frustrert, det reduser gråt og unødvendige misforståelser dere imellom, sier kursholder i babytegn, Christina Eng Hauge. Men professor er usikker på hvor nødvendig det er.

• Krysztofiak, Magdalena; Mieszkowska, Karolina; Alcock, Katie; Dynak, Agnieszka; Garmann, Nina Gram & Romøren, Anna Sara H. [Show all 11 contributors for this article] (2021). Bilingual milestones in early language development: a study of parental reports on words gathered via StarWords mobile app. Full text in Research Archive
• Mieszkowska, Karolina; Luniewska, Magdalena; Dynak, Agnieszka; Komorowska, Ewa; Krajewski, Grzegorz & Romøren, Anna Sara H. [Show all 10 contributors for this article] (2021). Early language development in bilinguals and monolinguals. There’s an app for that! Full text in Research Archive
• Ribu, Ingeborg Sophie; Norvik, Monica I.; Lehtonen, Minna & Simonsen, Hanne Gram (2021). Free word associations in healthy aging and dementia. Full text in Research Archive
• Ribu, Ingeborg Sophie; Theimann, Ane Ylje Opedal; Kuzmina, Ekaterina; Goral, Mira; Iacorossi, Michela & Lehtonen, Minna [Show all 8 contributors for this article] (2021). Predictive ability in bilingual speakers with and without aphasia. Full text in Research Archive
• Ribu, Ingeborg Sophie; Hansen, Pernille; Simonsen, Hanne Gram & Norvik, Monica I. (2021). Narrative production in speakers with and without dementia. Full text in Research Archive
• Simonsen, Hanne Gram & Southwood, Frenette (2021). Child language assessment across different multilingual contexts: Insights and challenges from South and North. Full text in Research Archive
• Simonsen, Hanne Gram (2020). Om flerspråklige barn. [Radio]. Foreldrerådet (podcast). Full text in Research Archive
• Hansen, Pernille & Simonsen, Hanne Gram (2020). Når man ikke finner ord. Full text in Research Archive
• Strangmann, Iris; Antolovic, Katarina; Hansen, Pernille; Simonsen, Hanne Gram; Norvik, Monica I. & Obler, Loraine (2020). The continuity of cognates: Approaches to empirically establish form overlap in data from patients with dementia and aphasia. Full text in Research Archive
• Simonsen, Hanne Gram; Norvik, Monica I. & Ribu, Ingeborg Sophie (2020). Flerspråklig aldring: Hva skjer med språkene, og hvordan kan vi undersøke det? Full text in Research Archive
• Lanza, Elizabeth; Liu, Liquan; Gonzalez, Elisabet; Sevinc, Yesim; Simonsen, Hanne Gram & Norvik, Monica I. [Show all 7 contributors for this article] (2020). The MultiLingual Mind Across the Lifespan. Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie; Simonsen, Hanne Gram & Svennevig, Jan (2020). Word finding difficulties in testing and conversation: An interdisciplinary approach to the study of multilinguals with dementia. Full text in Research Archive
• Fyndanis, Valantis; Haman, Ewa; Hansen, Pernille; Luniewska, Magdalena; Norvik, Monica I. & Simonsen, Hanne Gram (2020). Meeting a need for tools: Experiences from two international networks. Full text in Research Archive
• Strangmann, Iris; Hansen, Pernille; Antolovic, Katarina; Bøyum, Malene; Simonsen, Hanne Gram & Obler, Loraine (2019). Empirically establishing cognateness: Translation elicitation of Norwegian words by English monolinguals. Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie Dalby; Simonsen, Hanne Gram & Svennevig, Jan (2019). Ordfinning og ordleting hos sju flerspråklige med demens. Full text in Research Archive
• Hansen, Pernille & Simonsen, Hanne Gram (2019). Lexical factors in naming among multilinguals with dementia: The effects of frequency, age of acquisition, phonological neighbourhood density, word class, imageability and cognate status. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille & Romøren, Anna Sara Hexeberg (2019). Utvikling bør skje i samspill mellom gründere, forskere og praksisfeltet. barnehage.no. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Holm, Elisabeth; Sandvik, Margareth; Hansen, Pernille & Romøren, Anna Sara Hexeberg [Show all 7 contributors for this article] (2019). Syltynn Bravo-rapport. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
• Norvik, Monica I.; Goral, Mira; Kuzmina, Ekaterina; Røste, Ingvild & Simonsen, Hanne Gram (2019). Within and between language treatment effects in severe aphasia in multilingual speakers. Frontiers in Neuroscience. ISSN 1662-4548. doi: 10.3389/conf.fnhum.2019.01.00089. Full text in Research Archive
• Holm, Elisabeth; Hansen, Pernille; Romøren, Anna Sara Hexeberg; Simonsen, Hanne Gram & Garmann, Nina Gram (2019). Helhetlig kartlegging av flerspråklige barns språk: Noen fallgruver og tre mulige løsninger. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille & Romøren, Anna Sara Hexeberg (2019). Tidlig språkinnsats: Språklek med svakt forskningsbelegg. Full text in Research Archive
• Garmann, Nina Gram; Hansen, Pernille; Holm, Elisabeth; Simonsen, Hanne Gram; Tengesdal, Eirik & Romøren, Anna Sara Hexeberg [Show all 8 contributors for this article] (2018). Consonant clusters in Norwegian CDS: are they produced differently from clusters in ADS? Full text in Research Archive
• Hansen, Pernille; Simonsen, Hanne Gram; Jong, Jan de; Morken, Frøydis; Garmann, Nina Gram & Romøren, Anna Sara Hexeberg (2018). Statped må styrkes. [Journal]. Dagsavisen. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille & Simonsen, Hanne Gram (2018). Screening for language delay using Norwegian CDI III. Full text in Research Archive
• Hansen, Pernille; Simonsen, Hanne Gram; Jong, Jan de; Morken, Frøydis; Garmann, Nina Gram & Romøren, Anna Sara Hexeberg (2018). Statped - en bro mellom forskning og praksis. [Internet]. barnehage.no. Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie Dalby; Lind, Marianne; Simonsen, Hanne Gram; Svennevig, Jan & Vonen, Maria Njølstad (2018). Code-switching in multilinguals with dementia: Individual patterns across speech contexts. Full text in Research Archive
• Kuzmina, Ekaterina; Norvik, Monica I.; Goral, Mira & Simonsen, Hanne Gram (2018). Auditory comprehension in bilingual aphasia: what can eye-tracking data tell us? Aphasiology. ISSN 0268-7038. p. 117–118. doi: 10.1080/02687038.2018.1487924. Full text in Research Archive
• Simonsen, Hanne Gram & Hansen, Pernille (2018). Kartlegging av 4åringers språk: En ny kortversjon av "Preteritumstesten". Full text in Research Archive
• Hansen, Pernille; Lind, Marianne & Simonsen, Hanne Gram (2018). Bildebenevning hos eldre innvandrere med demens: Hvilke egenskaper ved ordene påvirker benevningen? Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie Dalby; Lind, Marianne; Simonsen, Hanne Gram & Svennevig, Jan (2018). Communicative competence in multilingual persons with dementia: A linguistic perspective. Full text in Research Archive
• Simonsen, Hanne Gram & Svennevig, Jan (2018). Språk og kommunikasjon hos flerspråklige eldre med demens. Full text in Research Archive
• Fyndanis, Valantis; Cameron, S.; Caplan, D.; Davril, C.; Kaldhol, Nina Hagen & Knoph, Monica I. K. [Show all 10 contributors for this article] (2018). The impact of successive bi-/multilingualism on the cognitive abilities of healthy older speakers: Evidence from Norwegian academics. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille; Simonsen, Hanne Gram & Pedersen, Ingrid (2018). Norwegian CDI III. Full text in Research Archive
• Norvik, Monica I.; Hansen, Jessica Pedersen Belisle; Simonsen, Hanne Gram & Svennevig, Jan Ludvig (2018). Språk, migrasjon og helse. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille; Simonsen, Hanne Gram & Pedersen, Ingrid (2018). Norsk CDI III. Full text in Research Archive
• Garmann, Nina Gram; Hansen, Pernille; Holm, Elisabeth; Romøren, Anna Sara Hexeberg; Simonsen, Hanne Gram & Tengesdal, Eirik [Show all 8 contributors for this article] (2018). Uttaler voksene konsonantgerupper på en annen måte til barn enn til voksene? Full text in Research Archive
• Simonsen, Hanne Gram & Haman, Ewa (2017). LITMUS-CLT: A new way to assess bilingual lexicons. Clinical Linguistics & Phonetics. ISSN 0269-9206. 31(11-12), p. 811–817. doi: 10.1080/02699206.2017.1307454. Full text in Research Archive Show summary

  All words are learned. The only source of words for children acquiring a language is the surrounding social environment. How many and which words children learn depend crucially on how many and which words they encounter. Bilinguals are prone to have smaller vocabularies (in one language) compared to monolinguals since their immersion in a language is split between the two systems. This may lead to an incorrect diagnosis of language disorder in bilingual children, since children with Specific Language Impairment (SLI) are usually late talkers and lag behind typically developing children with respect to vocabulary size during preschool. On the other hand, bilingual children with a language disorder also run the risk of not being diagnosed, since a smaller vocabulary is expected in a bilingual child. Thus, an accurate assessment of vocabulary size of bilingual children in both of their languages is needed to differentiate between children with typical, balanced language development (similar vocabulary size in both languages, smaller than in monolingual children but typical of bilingual ones), unbalanced language development (significantly smaller vocabulary in one language only, but typical of bilinguals in the other one) and suppressed vocabulary in both languages (suggesting a risk for SLI). [...] This is an accepted version of an article published in Clinical Linguistics & Phonetics. © 2017 Taylor & Francis

• Simonsen, Hanne Gram; Lind, Marianne; Ribu, Ingeborg Sophie; Bøyum, Malene & Svennevig, Jan (2017). Lexical access in a bilingual speaker with dementia: Changes over time. Full text in Research Archive
• Svennevig, Jan & Simonsen, Hanne Gram (2017). The MultiLing Dementia Project. Full text in Research Archive Show summary

  What happens with language – or the languages – in bilinguals with dementia? What aspects of language are affected, and are both languages affected in a similar way? In The MultiLing Dementia Project we will specifically look at word finding problems in bilinguals with Dementia of the Alzheimer Type (DAT), using different methods: In addition to a test battery consisting of a naming test and various cognitive tests as well as a background questionnaire on functional communication skills, we have elicited oral narratives and collected conversational data. In this talk we will present some results from a pilot study with two male bilingual speakers of American English and Norwegian, both 68 years of age, one neurologically healthy and one with a diagnosis of probable DAT. We will demonstrate how the naming abilities are affected by DAT in the two languages, and what strategies can be used both by the person affected and by his interlocutors to compensate for the problems encountered.

• Svennevig, Jan; Simonsen, Hanne Gram; Lind, Marianne & Ribu, Ingeborg Sophie (2017). Word search and lexical access in a bilingual speaker with dementia. Full text in Research Archive
• Fyndanis, Valantis; Lind, Marianne; Balčiūnienė, Ingrida; Bjekić, Jovana; Ceder, Klaudia & Gavarró, Anna [Show all 26 contributors for this article] (2017). Cross-linguistic adaptations of the Comprehensive Aphasia Test. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Simonsen, Hanne Gram; Flygstad, Nina & Gullvik, Marthe [Show all 8 contributors for this article] (2017). Assessing language skills in Norwegian kindergartens: Piloting CDI III in Norwegian. Full text in Research Archive

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