Prof. dr. J.E. (Judith) Rispens
Hoogleraar Nederlandse taalkunde
Faculteit der Geesteswetenschappen
Capaciteitsgroep Nederlandse Taalkunde
Fotograaf: onbekend
Bezoekadres
- Spuistraat 134
- Kamernummer: 417
Postadres
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Postbus 1637
1000 BP Amsterdam
Contactgegevens
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Profile
Judith Rispens is hoogleraar Nederlandse Taalkunde (Dutch Linguistics) at the department of Dutch. Currently she is the director of LOT. You can find an overview of my publications here.
Research interests
- Language learning in typical and disordered development
- Literacy development in typical and disordered development
- Overlap between DLD and developmental dyslexia
- Statistical learning
- Morphophonology
Current externally funded research projects:
- Effectmeting kansrijke interventies in het PO en VO (NRO grant 2024-2026) met het Kohnstamm instituut. Effectmeting van NELI in het SBO.
- Leesevolutie (NWO grant: NWA consortium route)
Completed externally funded research projects:
- The ORWELL project: Improving the acquisition of English at school (NRO grant 2015-2022 with Maurits van der Molen, Patrick Snellings and Jurgen Tijms).
- Examining the contribution of procedural learning to grammar and literacy acquisition in children (NWO Vidi grant 2014-2021)
- Understanding the failure to repeat 'wafeisin': a study into the deficit underlying poor non-word repetition in SLI ( NWO VENI grant 2007-2011)
Ph.D. students:
Akke de Blauw (thesis defended 16-01-2015): Precursors of narrative ability: an in-depth study of three Dutch children (with Anne Baker)
Tiffany Boersma (thesis defended 09-03-2018): The acquisition of morphophonology (with Anne Baker and Fred Weerman)
Hernan Labbe Grunberg (thesis defended April 2020): Automatic unconscious processing of Dutch morphosyntax by L2 speakers (with Fred Weerman and Jan Don)
Merel van Witteloostuijn (thesis defended June 2020): Procedural learning in children with developmental dyslexia (Vidi project, with Paul Boersma and Frank Wijnen)
Imme Lammertink (thesis defended June 2020): Procedural learning in children with specific language impairment (Vidi project, with Paul Boersma and Frank Wijnen)
Sybren Spit (thesis defend February 2022): Awareness and instruction when kindergarteners acquire grammar (with Sible Andringa and Enoch Aboh)
Nihayra Leona: Improving the acquisition of English at school (ORWELL project, with Patrick Snellings, Jurgen Tijms and Maurits van der Molen)
Iris Broedelet (defended 8 February 2023): Lexical-semantic deficits in children with developmental language disorders: the role of implicit statistical learning (NWO: PhD in the Humanities grant with Paul Boersma)
Natalia Rivera-Vera (defended 6 June 2024): The effect of speaker reliability in adult cross-situational word learning (with Padraic Monaghan, Sible Andringa and Edmundo Kronmuller)
Lani Freeborn: Language aptitude (with Sible Andringa)
Jie Fu (defended 8 December 2023): Metaphors in aphasia (with Suzanne Aalberse and Marianna Bolongesi)
Heleen de Vries: Does language count? Numeracy, language and statistical learning in children with and without Developmental Language Disorder (NWO: PhD in the Humanities with Caitlin Meyer and Alla Peeters-Podgaevskaja)
Klaartje Dalderop: Connectedness is key (with Sible Andringa)
Marijke van der Liende: The association between spoken. and written comprehension (NWA Consortium route with Elise de Bree)
Elise van Wonderen: Pragmatic abilities in multlingual children (with Josje Verhagen and Kimberley Mulder within the Multicue Vidi grant of Josje Verhagen
Judith is associate editor of the journal First Language
Teaching:
BA Nederlandse Taal en Cultuur
RMA Linguistics and communication
BA Cognition, Language and Communication
RMA Brain and Cognitive Sciences
Projects for students
Students who are interested in doing a project (stage or scriptie) in the area of language development, language disorders or language learning can contact me. Projects involve setting up an experimental design (including ERP), assessing children and/or analysing the experimental data.
Former projects
- Post-doc at PI Research / VU (2004-2007)
- Ph.D. Project Rijksuniversiteit Groningen 1999-2004: Syntactic and Phonological processing in developmental dyslexia
I am also a trained speech and language therapist (MA University of Reading, 1999)
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Publicaties
- refereed (56)
- wetenschappelijk (5)
- vakpublicatie (3)
- congresbijdragen (22)
- erkenning (1)
- datasets (7)
2023
Broedelet, I., Boersma, P., & Rispens, J. (2023). Implicit cross-situational word learning in children with and without developmental language disorder and its relation to lexical-semantic knowledge. Frontiers in Communication, 8, Article 1021654. https://doi.org/10.3389/fcomm.2023.1021654 [details]- Dalderop, K., Andringa, S., & Rispens, J. (2023). Strategy focused instruction in literacy education and second language learning for adults (LESLLA) in the Netherlands. Dutch Journal of Applied Linguistics, 12 . Advance online publication. https://doi.org/10.51751/dujal12291 [details]
- Downloads
- Supplementary files
- supplementary
- Downloads
- Freeborn, L., Andringa, S., Lunansky, G., & Rispens, J. (2023). Network analysis for modeling complex systems in SLA research. Studies in Second Language Acquisition, 45(2), 526-557. https://doi.org/10.1017/S0272263122000407 [details]
- Labbé Grunberg, H., Rispens, J., Don, J., Weerman, F., & Vet, D. J. (2023). Probing early lexical and morphological processing in Dutch with the MMN response: Different responses to morphologically simple and complex words in Dutch. Nederlandse Taalkunde, 28(1), 36-71. https://doi.org/10.5117/NEDTAA2023.1.002.GRUN [details]
- Downloads
- NEDTAA2023.1.002.GRUN (embargo until 01 April 2025)
- Downloads
- van Koert, M., Leona, N., Rispens, J., Tijms, J., van der Molen, M., Labbé Grunberg, H., & Snellings, P. (2023). English Grammar Skills in Dutch Grade 4 Children: Examining the Relation Between L1 and L2 Language Skills. Journal of Psycholinguistic Research, 52, 1737-1753. https://doi.org/10.1007/s10936-023-09968-x [details]
- van Wonderen, E., Mulder, K., Rispens, J., & Verhagen, J. (2023). Learning how to communicate: Does exposure to multiple languages promote children’s pragmatic abilities? A meta-analytic review. Cognitive Development, 68, Article 101384. https://doi.org/10.1016/j.cogdev.2023.101384 [details]
2022
- Broedelet, I., Boersma, P., & Rispens, J. (2022). School-Aged Children Learn Novel Categories on the Basis of Distributional Information. Frontiers in Psychology, 12, Article 799241. https://doi.org/10.3389/fpsyg.2021.799241 [details]
- Related datasets
- Broedelet-Resink, I., Boersma, P. & Rispens, J. (18-6-2020). OUTPUT - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12488882.v1
- Broedelet-Resink, I., Boersma, P. & Rispens, J. (1-10-2020). DATA ANALYSIS - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12488870.v3
- Broedelet-Resink, I., Boersma, P. & Rispens, J. (1-10-2020). DATA - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12458480.v3
- Related datasets
- Rivera-Vera, N., Andringa, S., Kronmüller, E., Monaghan, P., & Rispens, J. (2022). The effect of speaker reliability on adult cross-situational word learning. Glossa Psycholinguistics, 1(1). Advance online publication. https://doi.org/10.5070/G601113 [details]
- Downloads
- eScholarship UC item 1p34f58m
- Supplementary files
- qt1p34f58m
- qt1p34f58m
- Downloads
- Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2022). Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements. Journal of Psycholinguistic Research, 51(6), 1311-1333. Advance online publication. https://doi.org/10.1007/s10936-022-09898-0 [details]
- Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2022). The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development, 18(2), 201-228. Advance online publication. https://doi.org/10.1080/15475441.2021.1941968 [details]
- Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., van Daal, V. H. P., & Snellings, P. (2022). The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language. In V. De Wilde, & C. Goriot (Eds.), Second Language Learning Before Adulthood: Individual Differences in Children and Adolescents (pp. 31-64). (Studies on Language Acquisition ; Vol. 65). De Gruyter Mouton. Advance online publication. https://doi.org/10.1515/9783110743043-003 [details]
- de Bree, E., Lammertink, I., van Witteloostuijn, M., & Rispens, J. (2022). Word-level spelling of children with dyslexia and developmental language disorder. Stem-, Spraak-, en Taalpathologie, 27, 24-52. https://doi.org/10.21827/32.8310/2022-SG-24 [details]
2021
- Broedelet, I., Boersma, P., & Rispens, J. (2021). Measuring (online) word segmentation in adults and children. Dutch Journal of Applied Linguistics, 10. Advance online publication. https://doi.org/10.51751/dujal9607 [details]
- Related datasets
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). DATA ANALYSIS - Measuring (online) word segmentation in adults. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304840.v1
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). DATA - Measuring (online) word segmentation in adults. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304810.v1
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). OUTPUT - Measuring (online) word segmentation in adults and children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304822.v1
- Related datasets
- Leona, N. L., van Koert, M. J. H., van der Molen, M. W., Rispens, J. E., Tijms, J., & Snellings, P. (2021). Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation. System, 96, Article 102402. https://doi.org/10.1016/j.system.2020.102402 [details]
- Downloads
- 1-s2.0-S0346251X20307624-main
- Supplementary files
- 1-s2.0-S0346251X20307624-mmc1
- Downloads
- Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2021). Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire? Language Learning, 71(2), 573-611. Advance online publication. https://doi.org/10.1111/lang.12445 [details]
- van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2021). Grammatical performance in children with dyslexia: the contributions of individual differences in phonological memory and statistical learning. Applied Psycholinguistics, 42(3), 791-821. Advance online publication. https://doi.org/10.1017/S0142716421000102 [details]
- van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2021). The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia. Dyslexia, 27(2), 168-186. https://doi.org/10.1002/dys.1678 [details]
2020
- Lammertink, I., Boersma, P., Rispens, J., & Wijnen, F. (2020). Visual statistical learning in children with and without DLD and its relation to literacy in children with DLD. Reading and Writing, 33(6), 1557 - 1589. https://doi.org/10.1007/s11145-020-10018-4 [details]
- Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2020). Children With Developmental Language Disorder Have an Auditory Verbal Statistical Learning Deficit: Evidence From an Online Measure. Language Learning, 70(1), 137-178. Advance online publication. https://doi.org/10.1111/lang.12373 [details]
- Downloads
- lang.12373
- Supplementary files
- lang12373-sup-0001-appendix
- Downloads
- Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2020). Statistical Learning in the Visuomotor Domain and Its Relation to Grammatical Proficiency in Children with and without Developmental Language Disorder: A Conceptual Replication and Meta-Analysis. Language Learning and Development, 16(4), 426-450. https://doi.org/10.1080/15475441.2020.1820340 [details]
2019
- Boersma, T., Rispens, J., Weerman, F., & Baker, A. (2019). Acquiring diminutive allomorphs: taking item-specific characteristics into account. Journal of Child Language, 46(3), 567-593. https://doi.org/10.1017/S0305000919000047 [details]
- Lammertink, I., van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2019). Auditory statistical learning in children: Novel insights from an online measure. Applied Psycholinguistics, 40(2), 279-302. Advance online publication. https://doi.org/10.1017/S0142716418000577 [details]
- Spit, S., & Rispens, J. (2019). On the Relation Between Procedural Learning and Syntactic Proficiency in Gifted Children. Journal of Psycholinguistic Research, 48(2), 417-429. Advance online publication. https://doi.org/10.1007/s10936-018-9611-6 [details]
- Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2019). The opt out paradigm: First steps towards a new experimental method that measures meta-linguistic awareness. Dutch Journal of Applied Linguistics, 8(2), 206-227. https://doi.org/10.1075/dujal.17027.spi [details]
- de Blauw, A., Baker, A., & Rispens, J. (2019). Precursors of narrative abilities: Non-present talk, temporality development and topic elaboration in early parent-child interaction. In E. Veneziano , & A. Nicolopoulou (Eds.), Narrative, Literacy and Other Skills: Studies in intervention (pp. 221-242). (Studies in Narrative; Vol. 25). John Benjamins Publishing Company. https://doi.org/10.1075/sin.25.10bla [details]
- van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2019). Statistical learning abilities of children with dyslexia across three experimental paradigms. PLoS ONE, 14(8), Article e0220041. https://doi.org/10.1371/journal.pone.0220041 [details]
- van Witteloostuijn, M., Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2019). Assessing Visual Statistical Learning in Early-School-Aged Children: The Usefulness of an Online Reaction Time Measure. Frontiers in Psychology, 10, Article 2051. https://doi.org/10.3389/fpsyg.2019.02051 [details]
- Downloads
- fpsyg-10-02051
- Supplementary files
- table 1
- Downloads
2018
- Boersma, T., Baker, A., Rispens, J., & Weerman, F. (2018). The effects of phonological skills and vocabulary on morphophonological processing. First Language, 38(2), 147-174. Advance online publication. https://doi.org/10.1177/0142723717725430 [details]
2017
- Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2017). Statistical Learning in Specific Language Impairment: A Meta-Analysis. Journal of Speech, Language, and Hearing Research, 60, 3474-3486. https://doi.org/10.1044/2017_JSLHR-L-16-0439 [details]
- Rispens, J., & Soto de Amesti, V. (2017). What makes syntactic processing of subject–verb agreement complex? The effects of distance and additional agreement features. Language Sciences, 60, 160-172. Advance online publication. https://doi.org/10.1016/j.langsci.2016.09.004 [details]
- Rispens, J., & de Bree, E. (2017). Past tense production in children with SLI and bilingual children: The influence of vocabulary and non-word repetition. In E. Blom, L. Cornips, & J. Schaeffer (Eds.), Cross-linguistic influence in bilingualism: In honor of Aafke Hulk (pp. 259-278). (Studies in Bilingualism; Vol. 52). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.52.12ris [details]
- le Clercq, C. M. P., van der Schroeff, M. P., Rispens, J. E., Ruytjens, L., Goedegebure, A., van Ingen, G., & Franken, M-C. (2017). Shortened Nonword Repetition Task (NWR-S): A Simple, Quick, and Less Expensive Outcome to Identify Children With Combined Specific Language and Reading Impairment. Journal of Speech, Language, and Hearing Research, 60(8), 2241-2248. https://doi.org/10.1044/2017_JSLHR-L-16-0060 [details]
- van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2017). Visual artificial grammar learning in dyslexia: A meta-analysis. Research in Developmental Disabilities, 70, 126-137. https://doi.org/10.1016/j.ridd.2017.09.006 [details]
2016
- van der Kleij, S. W., Rispens, J. E., & Scheper, A. R. (2016). The effect of phonotactic probability and neighbourhood density on pseudoword learning in 6- and 7-year-old children. First Language, 36(2), 93-108. https://doi.org/10.1177/0142723715626064 [details]
2015
- Labbé Grünberg, H., & Rispens, J. (2015). Automatic learning of morphology-based associations in Dutch. Linguistics in Amsterdam, 8(1), 1-22. Article 1. http://www.linguisticsinamsterdam.nl/home?issue=81 [details]
- Lam-de Waal, N. A. W., Scheper, A. R., & Rispens, J. E. (2015). Vertelvaardigheden bij kinderen met een specifieke taalontwikkelingsstoornis en zich normaal ontwikkelende kleuters. Stem-, Spraak-, en Taalpathologie, 20, 175-197. http://sstp.nl/article/view/11294 [details]
- Rispens, J., & de Bree, E. (2015). Bilingual children's production of regular and irregular past tense morphology. Bilingualism : Language and Cognition, 18(2), 290-303. Advance online publication. https://doi.org/10.1017/S1366728914000108 [details]
- Rispens, J., Baker, A., & Duinmeijer, I. (2015). Word Recognition and Nonword Repetition in Children with Language Disorders: The Effects of Neighborhood Density, Lexical Frequency, and Phonotactic Probability. Journal of Speech, Language, and Hearing Research, 58(1), 78-92. Advance online publication. https://doi.org/10.1044/2014_JSLHR-L-12-0393 [details]
- de Blauw, A., Baker, A., & Rispens, J. (2015). Predicting narrative ability: parental and child factors in early interaction. In M. Boogaard, B. van den Bogaerde, S. Bachinni, M. Curcic, N. de Jong, E. le Pichon, & L. Rasier (Eds.), Artikelen van de 8e Anéla Conferentie Toegepaste Taalwetenschap 2015 (pp. 27-38). Eburon. https://8fa626ab-a-62cb3a1a-s-sites.googlegroups.com/site/anelaconferentie/bundel/03%20De%20Blauw%20Baker%20en%20Rispens.pdf?attachauth=ANoY7coBMrmtMyuFRXcY6f3nVOBjopi_zZS36sebcZnxKKFpIdoIN-X_wqALte-awlg1aenSZ3dwuqXgdtCJqzqihPXMMVJ-eatMeYOyDQeJRGGiustzcOeXb7d9dB5CTMnMLpjJ319VYnlPyG_F2fFo_LDVKJQnFZwaFkTLnyHNuzcJv8ej5HyMnVkjrRIn18EhOb7kF8cdai5ajSZYA_YkO3iDJ9v5HqLVo70GpDJQI1PoJjbdL5uaVyU0eRqIqSYr49YrNsJu&attredirects=0 [details]
2014
- Rispens, J. E., & de Bree, E. H. (2014). Past tense productivity in Dutch children with and without SLI: The role of morphophonology and frequency. Journal of Child Language, 41(1), 200-225. https://doi.org/10.1017/S0305000912000542 [details]
- Rispens, J., & de Bree, E. (2014). Past tense productivity: comparing bilingual children and children with SLI. In W. Orman, & M. J. Valleau (Eds.), Proceedings of the 38th Annual Boston University Conference on Language Development (Vol. 2, pp. 368-379). (BUCLD; Vol. 38). Cascadilla Press. [details]
2012
- Rispens, J., & Baker, A. (2012). Nonword repetition: the relative contributions of phonological short-term memory and phonological representations in children with language and hearing impairment. Journal of Speech, Language, and Hearing Research, 55(3), 683-694. https://doi.org/10.1044/1092-4388(2011/10-0263) [details]
2011
- Tong, H., McBride-Chang, C., Wong, AM-Y., Hua, S., Reitsma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34(3), 315-332. https://doi.org/10.1111/j.1467-9817.2009.01426.x [details]
2010
- Parigger, E. M., & Rispens, J. E. (2010). De relatie tussen non-woord repetitie en leesvaardigheid bij kinderen met een specifieke taalontwikkelingsstoornis. Stem-, Spraak-, en Taalpathologie, 16(4), 224-238. http://sstp.nl/article/view/3286 [details]
- Rispens, J., & Krikhaar, E. (2010). Using Event-Related Potentials in language acquisition research. In E. Blom, & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 95-114). (Language learning & language teaching; No. 27). Benjamins. [details]
- Rispens, J., & Parigger, E. (2010). Non-word repetition in Dutch-speaking children with specific language impairment with and without reading problems. British Journal of Developmental Psychology, 28(1), 177-188. https://doi.org/10.1348/026151009X482633 [details]
2008
- Rispens, J. E., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading & Writing, 21(6), 587-607. https://doi.org/10.1007/s11145-007-9077-7 [details]
2007
- Rispens, J. E., & Been, P. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and SLI: A closer look. International Journal of Language and Communication Disorders, 42(3), 293-305. https://doi.org/10.1080/13682820600988777 [details]
- de Bree, E., Rispens, J., & Gerrits, E. (2007). Non-word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics & Phonetics, 21(11-12), 935-944. https://doi.org/10.1080/02699200701576892 [details]
2006
- Rispens, J. E., Been, P., & Zwarts, F. (2006). Brain responses to subject-verb agreement violations in spoken language in developmental dyslexia: An ERP study. Dyslexia, 12, 149.
- Rispens, J. E., Geelhoed, J., Stegge, H., & Reitsma, P. (2006). Zelfbeeld en competentiebeleving bij kinderen met leerproblemen uit het speciaal en regulier basisonderwijs. Tijdschrift voor Orthopedagogiek, 5, 229-239.
2004
- Gerrits, E., de Jong, J., & Rispens, J. (2004). Dyslexie als taalstoornis. In H. F. M. Peters et al (Ed.), Handboek Stem-/taal-/spraakpathologie Afl. 25, B 10.2.4. (pp. 1-35). Bohn Stafleu van Loghum. [details]
- Rispens, J. E., & Roeleven, S. (2004). Werkwoordsmorfologie bij kinderen met ontwikkelingsdyslexie: grammaticaliteitsbeoordelingen en spontane taal. Stem-, Spraak-, en Taalpathologie, 12, 1-15.
- Rispens, J. E., Roeleven, S., & Koster, C. (2004). Sensitivity to subject-verb agreement in spoken language in children with developmental dyslexia. Journal of Neurolinguistics, 17, 333-347. https://doi.org/10.1016/S0911-6044(03)00076-9
2002
- Bastiaanse, Y. R. M., Rispens, J. E., Ruigendijk, E., Juncos-Rabadan, O., & Thompson, C. (2002). Verbs: some properties and their consequences for agrammatic Broca's aphasia. Journal of Neurolinguistics, 15, 39-64.
2001
- Rispens, J. E., & Bastiaanse, Y. R. M. (2001). Negation in agrammatism: A cross-linguistic comparison. Journal of Neurolinguistics, 14, 59-83. https://doi.org/10.1016/S0911-6044(00)00004-X
2023
- Don, J., Meyer, C., & Rispens, J. (Eds.) (2023). Taal en Taalwetenschap. (3e ed.) Wiley-Blackwell. [details]
2021
- Freeborn, L. J. V. (Author), Andringa, S. J. (Author), & Rispens, J. E. (Author). (2021). The Aptitude Project. Web publication or website
2014
- Rispens, J., de Bree, E., & Kerkhoff, A. (2014). What’s in a suffix? The past tense in Dutch children with reading problems. In J. Hoeksema, D. Gilbers, & P. Hendriks (Eds.), Black book: a festschrift in honor of Frans Zwarts (pp. 271-281). University of Groningen. [details]
2010
- Rispens, J., & de Bree, E. H. (2010). Past tense productivity in Dutch children with SLI: the role of phonology. Boston University Conference on Language Development. Proceedings, 34, 327-338. http://www.cascadilla.com/bucld34toc.html [details]
2000
- Bastiaanse, R., Rispens, J., & Maas, E. (2000). De Werkwoorden- en Zinnentest (WEZT): test die zich richt op het vaststellen van onderliggende stoornis: een nieuw diagnostisch instrument voor afasie. Logopaedie en Phoniatrie, 72(12), 259-267.
2024
- Bosch, J. E., Aalberse, S. P., & Rispens, J. E. (2024). Thuistalen inzetten voor meer leesplezier met meertalige boekenclubs. Tijdschrift Taal voor Opleiders en Onderwijsadviseurs. https://www.tijdschrift-taal.nl/art/50-8218_Meer-leesplezier-met-meertalige-boekenclubs
2018
- Lammertink, I., & Rispens, J. (2018). Statistisch leren bij kinderen met TOS. Van Horen Zeggen - online. http://vhz-online.nl/statistisch-leren-bij-kinderen-met-tos [details]
2011
- Rispens, J. (2011). [Review of: (2010) Reading development and diffificulties]. International Journal of Language and Communication Disorders, 46(4), 495. https://doi.org/10.1111/j.1460-6984.2011.00001.x [details]
2024
- Bosch, J. E., Aalberse, S. P., & Rispens, J. E. (2024). Meertalige boekenclubs: thuistalen inzetten voor meer leesplezier. Paper presented at Grote Taaldag, Utrecht, Netherlands.
- Bosch, J. E., Aalberse, S. P., Rock, J. A. T., Tijms, J., & Rispens, J. E. (2024). Teenagers’ attitudes towards multilingual literacy and reading in the heritage language at school. Paper presented at Conference on Multilingualism, Aix-en-Provence, France.
2022
- Lammertink, I. L., Bazioni, M., Verhagen, J., Rispens, J. E., & Raviv, L. (2022). Learnability effects in children: Are languages with more structure easier to learn?.
- de Vries, H. M., Meyer, C. M., Peeters-Podgaevskaja, A. V., & Rispens, J. E. (2022). Taal en telvaardigheid: De rol van statistisch leren bij de verwerving van telwoorden. Poster session presented at Studiedag ANéLA, Amsterdam. https://www.caitlinmeyer.net/wp-content/uploads/2022/03/Anelastudiedag-2022_Taal-en-telvaardigheid-de-rol-van-statistisch-leren_DeVriesMeyerPeeters-PodgaevskajaRispens.pdf
2021
- Broedelet, I. R. L., Boersma, P. P. G., & Rispens, J. E. (2021). Distributional learning of visual object categories in children with and without DLD.
2020
- Broedelet, I. R. L., Rispens, J. E., & Boersma, P. P. G. (2020). Distributional learning of visual object categories in school aged children. Poster session presented at Interdisciplinary Approaches in the Language Sciences, Nijmegen, Netherlands.
2019
- Broedelet, I. R. L., Rispens, J. E., & Boersma, P. P. G. (2019). Methodological issues in measuring (online) word segmentation. Poster session presented at Interdisciplinary advances in statistical learning, San Sebastian, Spain.
- Related datasets
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). DATA ANALYSIS - Measuring (online) word segmentation in adults. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304840.v1
- Related datasets
- Broedelet, I. R. L., Rispens, J. E., & Boersma, P. P. G. (2019). Using eye-tracking to measure cross-situational word learning online in Dutch adults. Poster session presented at The Lund Symposium on Cognition, Communication and Learning, Lund, Sweden.
- Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2019). A statistical learning deficit in children with developmental language disorder: investigating the role of modality and type of dependency. Paper presented at Interdisciplinary advances in statistical learning, San Sebastian, Spain.
- Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2019). The (missing) link between statistical learning and expressive grammar knowledge: A meta-analysis. Poster session presented at Interdisciplinary advances in statistical learning, San Sebastian, Spain. https://www.researchgate.net/publication/334304803_The_missing_link_between_statistical_learning_and_grammar_knowledge_Meta-Analysis
2018
- Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2018). Individual differences in children with Developmental Language Disorder: associations between reading, visual statistical learning and phonological processing. Paper presented at Child Language Symposium, Reading, United Kingdom.
- Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2018). Statistical learning in children with Developmental Language Disorder: Novel insights from an online measure. Paper presented at Symposium on Research in Child Language Disorder, Madison, United States.
- Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (2018). Kindergarteners’ statistical learning is influenced by instruction.
2017
- Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F. N. K., & Rispens, J. E. (2017). Online measure of nonadjacent dependency learning in typically developing children. Poster session presented at Research workshop of the Israeli Science foundation on Procedural and Declarative memory, language aquisition and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children, Israel.
- Downloads
- Supplementary files
- Poster Progracy Israel portrait
- Downloads
- Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2017). Impliciet leren bij kinderen met een TOS. Poster session presented at Taalstaal 2017, Utrecht, Netherlands.
- Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2017). Online implicit learning of nonadjacent dependencies in children with and without Specific Language Impairment. Poster session presented at Many paths to Language Acquisition, Nijmegen, Netherlands.
- Spit, S. B., Aboh, E. O., Andringa, S. J., & Rispens, J. E. (2017). Opting out as a measure of meta-linguistic awareness in children. https://indd.adobe.com/view/0958d82a-e815-4a54-aefe-50e9f37a00c8
- Downloads
- Supplementary files
- Opting out as a measure of meta-linguistic awareness in children
- Downloads
- Spit, S. B., Lammertink, I. L., Rispens, J. E., & van Witteloostuijn, M. T. G. (2017). Procedural memory in the gifted child. https://indd.adobe.com/view/40e65064-5c8b-4e95-8eef-962a4d969dae
- Downloads
- Supplementary files
- Procedural memory in the gifted child
- Downloads
- van Witteloostuijn, M. T. G., Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2017). Insights from novel measures of visual statistical learning in children.
2016
- Boersma, T. A., Rispens, J. E., Baker, A. E., & Weerman, F. P. (2016). Production of the diminutive and past tense: The relative contributions of phonological skills and vocabulary in 5 to 9 year old children. Poster session presented at Symposium on Research in Child Language Disorders (SRCLD), Madison, US.
- van Witteloostuijn, M. T. G., Lammertink, I. L., Davalos, T., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2016). The relation between implicit learning and spelling ability in adults: an individual differences approach. Poster session presented at Fifth Implicit Learning Seminar.
2015
- Broedelet, I., Scheper, A. R., & Rispens, J. E. (2015). Vertelvaardigheden en Executieve Functies bij kinderen met een taalontwikkelingsstoornis (TOS).
Spreker
- Baker, A. (speaker), de Blauw, A. T. (speaker) & Rispens, J. E. (speaker) (19-7-2014). The effect of early initiating behavior in the child on later narrative skills, International Association for the Study of Child Language.
2021
- Broedelet, I. R. L., Boersma, P. P. G. & Rispens, J. E. (22-10-2021). DATA ANALYSIS - Distributional learning of novel visual object categories in children with and without developmental language disorder. Universiteit van Amsterdam. https://doi.org/10.21942/uva.13095317.v1
2020
- Broedelet-Resink, I., Boersma, P. & Rispens, J. (1-10-2020). DATA - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12458480.v3
- Broedelet-Resink, I., Boersma, P. & Rispens, J. (1-10-2020). DATA ANALYSIS - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12488870.v3
- Broedelet-Resink, I., Boersma, P. & Rispens, J. (18-6-2020). OUTPUT - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12488882.v1
2019
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). DATA ANALYSIS - Measuring (online) word segmentation in adults. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304840.v1
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). DATA - Measuring (online) word segmentation in adults. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304810.v1
- Broedelet, I. R. L., Rispens, J. E. & Boersma, P. (10-12-2019). OUTPUT - Measuring (online) word segmentation in adults and children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.10304822.v1
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Nevenwerkzaamheden
- Geen nevenwerkzaamheden
Broedelet, I., Boersma, P., & Rispens, J. (2023). Implicit cross-situational word learning in children with and without developmental language disorder and its relation to lexical-semantic knowledge. Frontiers in Communication, 8, Article 1021654.