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Due to increased data caps, revolutions in mobile camera technology and a hyperconnected generation, video-centric social media services are rapidly becoming one of the most popular ways of consuming digital media. These services allow users to view, share and produce short-form media content at any time. The content viewed is provided algorithmically and will adapt based on the user's interactions. The platform will therefore entertain regular users more effectively, further increasing the likelihood of continuous use. This study aims to understand young adults' use, non-use, and attitude towards video-centric social media applications. Further questions regarding risks of addiction as well as possibilities for content creators are also explored. Analyzing the results using the Uses & Gratifications theory, video-centric social media services met "play/fun", "responsiveness", "ownness", "community building", "purpose" and "coolness" gratifications. Furthermore, the study found differences in usage patterns depending on the user's age. Comparably, non-users expressed fear of addiction and low-quality content as the main deterrents for usage.

This dissertation investigates the vocabulary and narrative skills of 100 Arabic-Swedish-speaking children (aged 4–7 years) in Sweden cross-sectionally and the development of these skills (4 to 6) in a subgroup of 10 children longitudinally. Also, the vocabulary skills of 100 Arabic-speaking bilingual children (aged 4–7 years) in Lebanon are investigated cross-sectionally and compared to the Swedish cross-sectional study. Parental questionnaires were used to gather background information concerning language input and use inside and outside the home. The comprehension and production of vocabulary was assessed with the Cross-linguistic Lexical Task (CLT; Haman et al., 2015) and narrative macrostructure with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). In Sweden, both Arabic and Swedish were investigated for vocabulary (language differences, age, socio-economic status (SES) and language input) and for narrative macrostructure (language differences, age and task effects). In Lebanon, Arabic vocabulary skills were explored in relation to age, SES and language input. Sweden: For both vocabulary and narrative macrostructure, development with age was not only evident in Swedish, but also in Arabic. Children scoring high on Arabic vocabulary comprehension and production were older and had parents speaking with them mostly in Arabic. Joint book reading in Arabic boosted the children’s Arabic expressive vocabulary whereas being exposed predominantly to Swedish had a negative effect. For Swedish, high scoring children were older and had an early age of onset of Swedish. Children who were mostly exposed to Arabic scored lower on Swedish vocabulary. Surprisingly, SES (parental education) did not predict any of the vocabulary scores. In line with international studies, narrative macrostructure production scores were generally low at this age for both languages, even for the oldest children, whereas narrative comprehension was generally well

This dissertation investigates the vocabulary and narrative skills of 100 Arabic-Swedish-speaking children (aged 4–7 years) in Sweden cross-sectionally and the development of these skills (4 to 6) in a subgroup of 10 children longitudinally. Also, the vocabulary skills of 100 Arabic-speaking bilingual children (aged 4–7 years) in Lebanon are investigated cross-sectionally and compared to the Swedish cross-sectional study. Parental questionnaires were used to gather background information concerning language input and use inside and outside the home. The comprehension and production of vocabulary was assessed with the Cross-linguistic Lexical Task (CLT; Haman et al., 2015) and narrative macrostructure with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). In Sweden, both Arabic and Swedish were investigated for vocabulary (language differences, age, socio-economic status (SES) and language input) and for narrative macrostructure (language differences, age and task effects). In Lebanon, Arabic vocabulary skills were explored in relation to age, SES and language input. Sweden: For both vocabulary and narrative macrostructure, development with age was not only evident in Swedish, but also in Arabic. Children scoring high on Arabic vocabulary comprehension and production were older and had parents speaking with them mostly in Arabic. Joint book reading in Arabic boosted the children’s Arabic expressive vocabulary whereas being exposed predominantly to Swedish had a negative effect. For Swedish, high scoring children were older and had an early age of onset of Swedish. Children who were mostly exposed to Arabic scored lower on Swedish vocabulary. Surprisingly, SES (parental education) did not predict any of the vocabulary scores. In line with international studies, narrative macrostructure production scores were generally low at this age for both languages, even for the oldest children, whereas narrative comprehension was generally well

This dissertation investigates the vocabulary and narrative skills of 100 Arabic-Swedish-speaking children (aged 4–7 years) in Sweden cross-sectionally and the development of these skills (4 to 6) in a subgroup of 10 children longitudinally. Also, the vocabulary skills of 100 Arabic-speaking bilingual children (aged 4–7 years) in Lebanon are investigated cross-sectionally and compared to the Swedish cross-sectional study. Parental questionnaires were used to gather background information concerning language input and use inside and outside the home. The comprehension and production of vocabulary was assessed with the Cross-linguistic Lexical Task (CLT; Haman et al., 2015) and narrative macrostructure with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). In Sweden, both Arabic and Swedish were investigated for vocabulary (language differences, age, socio-economic status (SES) and language input) and for narrative macrostructure (language differences, age and task effects). In Lebanon, Arabic vocabulary skills were explored in relation to age, SES and language input. Sweden: For both vocabulary and narrative macrostructure, development with age was not only evident in Swedish, but also in Arabic. Children scoring high on Arabic vocabulary comprehension and production were older and had parents speaking with them mostly in Arabic. Joint book reading in Arabic boosted the children’s Arabic expressive vocabulary whereas being exposed predominantly to Swedish had a negative effect. For Swedish, high scoring children were older and had an early age of onset of Swedish. Children who were mostly exposed to Arabic scored lower on Swedish vocabulary. Surprisingly, SES (parental education) did not predict any of the vocabulary scores. In line with international studies, narrative macrostructure production scores were generally low at this age for both languages, even for the oldest children, whereas narrative comprehension was generally well

This dissertation investigates the vocabulary and narrative skills of 100 Arabic-Swedish-speaking children (aged 4–7 years) in Sweden cross-sectionally and the development of these skills (4 to 6) in a subgroup of 10 children longitudinally. Also, the vocabulary skills of 100 Arabic-speaking bilingual children (aged 4–7 years) in Lebanon are investigated cross-sectionally and compared to the Swedish cross-sectional study. Parental questionnaires were used to gather background information concerning language input and use inside and outside the home. The comprehension and production of vocabulary was assessed with the Cross-linguistic Lexical Task (CLT; Haman et al., 2015) and narrative macrostructure with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). In Sweden, both Arabic and Swedish were investigated for vocabulary (language differences, age, socio-economic status (SES) and language input) and for narrative macrostructure (language differences, age and task effects). In Lebanon, Arabic vocabulary skills were explored in relation to age, SES and language input. Sweden: For both vocabulary and narrative macrostructure, development with age was not only evident in Swedish, but also in Arabic. Children scoring high on Arabic vocabulary comprehension and production were older and had parents speaking with them mostly in Arabic. Joint book reading in Arabic boosted the children’s Arabic expressive vocabulary whereas being exposed predominantly to Swedish had a negative effect. For Swedish, high scoring children were older and had an early age of onset of Swedish. Children who were mostly exposed to Arabic scored lower on Swedish vocabulary. Surprisingly, SES (parental education) did not predict any of the vocabulary scores. In line with international studies, narrative macrostructure production scores were generally low at this age for both languages, even for the oldest children, whereas narrative comprehension was generally well

This dissertation investigates the vocabulary and narrative skills of 100 Arabic-Swedish-speaking children (aged 4–7 years) in Sweden cross-sectionally and the development of these skills (4 to 6) in a subgroup of 10 children longitudinally. Also, the vocabulary skills of 100 Arabic-speaking bilingual children (aged 4–7 years) in Lebanon are investigated cross-sectionally and compared to the Swedish cross-sectional study. Parental questionnaires were used to gather background information concerning language input and use inside and outside the home. The comprehension and production of vocabulary was assessed with the Cross-linguistic Lexical Task (CLT; Haman et al., 2015) and narrative macrostructure with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2019). In Sweden, both Arabic and Swedish were investigated for vocabulary (language differences, age, socio-economic status (SES) and language input) and for narrative macrostructure (language differences, age and task effects). In Lebanon, Arabic vocabulary skills were explored in relation to age, SES and language input. Sweden: For both vocabulary and narrative macrostructure, development with age was not only evident in Swedish, but also in Arabic. Children scoring high on Arabic vocabulary comprehension and production were older and had parents speaking with them mostly in Arabic. Joint book reading in Arabic boosted the children’s Arabic expressive vocabulary whereas being exposed predominantly to Swedish had a negative effect. For Swedish, high scoring children were older and had an early age of onset of Swedish. Children who were mostly exposed to Arabic scored lower on Swedish vocabulary. Surprisingly, SES (parental education) did not predict any of the vocabulary scores. In line with international studies, narrative macrostructure production scores were generally low at this age for both languages, even for the oldest children, whereas narrative comprehension was generally well

Due to increased data caps, revolutions in mobile camera technology and a hyperconnected generation, video-centric social media services are rapidly becoming one of the most popular ways of consuming digital media. These services allow users to view, share and produce short-form media content at any time. The content viewed is provided algorithmically and will adapt based on the user's interactions. The platform will therefore entertain regular users more effectively, further increasing the likelihood of continuous use. This study aims to understand young adults' use, non-use, and attitude towards video-centric social media applications. Further questions regarding risks of addiction as well as possibilities for content creators are also explored. Analyzing the results using the Uses & Gratifications theory, video-centric social media services met "play/fun", "responsiveness", "ownness", "community building", "purpose" and "coolness" gratifications. Furthermore, the study found differences in usage patterns depending on the user's age. Comparably, non-users expressed fear of addiction and low-quality content as the main deterrents for usage.

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

In working on a work of art and defining its main stages, the teacher considers the specific features of the work of art as a work of art and the level of preparation of students.&nbsp

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4–11 years, but focus mainly on age 4–7, a period in a child’s life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a ‘visual’ representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children’s mastery of referentiality. Finally, an overview of the contributions in the special issue is given., uppsala universitet https://doi.org/10.13039/501100007051, Peer Reviewed

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4-11 years, but focus mainly on age 4-7, a period in a child's life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a 'visual' representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children's mastery of referentiality. Finally, an overview of the contributions in the special issue is given.

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4-11 years, but focus mainly on age 4-7, a period in a child's life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a 'visual' representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children's mastery of referentiality. Finally, an overview of the contributions in the special issue is given.

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4-11 years, but focus mainly on age 4-7, a period in a child's life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a 'visual' representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children's mastery of referentiality. Finally, an overview of the contributions in the special issue is given.

The article is very relevant in the work, the sanitary component of forestplantations and the degree of their damage by stem pests have beenestablished. For these purposes, 21 plots with a trial plot were allocated to thenama, the selection of trial plots was made on the basis of a preliminaryreconnaissance survey of plantings. They carried out a continuous inventory oftrees by rows and species. In general, on the irrigated and rainfed lands of theKarshi steppe, on a separate site, protective forest plantations growsatisfactorily, have a good sanitary condition and high protective propertieswith timely agrotechnical and silvicultural maintenance in the form of soilloosening, watering and thinning

In working on a work of art and defining its main stages, the teacher considers the specific features of the work of art as a work of art and the level of preparation of students.&nbsp

The main aim of this article to give a brief explanation about the development of handicraft production in Central Asia. Because handicraft was important in the economic life of the cities of Central Asia

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4-11 years, but focus mainly on age 4-7, a period in a child's life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a 'visual' representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children's mastery of referentiality. Finally, an overview of the contributions in the special issue is given.

This study investigates story comprehension in 124 typically-developing children aged 4-6 growing up in Sweden, using the LITMUS-MAIN (Multilingual Assessment instrument for Narratives, Gagarina et al. 2012). 72 Swedish monolinguals and 52 Swedish-English bilinguals from similar socio-economic backgrounds told two MAIN stories each and answered standardised questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores were calculated per narrative, and responses to individual questions were analysed. Results were compared across age groups, languages, and tasks. Already at age 4, and certainly at age 6, overall comprehension scores were high, indicating good general understanding of the stories. Scores differed significantly between tasks, suggesting that comprehension of MAIN Cat/Dog is easier than Baby Birds/Baby Goats. For both tasks, protagonists’ goals were understood well at age 4, approaching ceiling (>90%) at age 5-6. Internal states as initiating events were also relatively well understood. However, many children struggled to infer emotional reactions of protagonists when this necessitated taking the whole plotline into account. We suggest that the processing abilities of the average 6-year-old are not yet developed enough to master every aspect of inferential understanding probed on the MAIN. Results held across languages and mono-/bilinguals, suggesting that they generalize.

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4–11 years, but focus mainly on age 4–7, a period in a child’s life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a ‘visual’ representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children’s mastery of referentiality. Finally, an overview of the contributions in the special issue is given., uppsala universitet https://doi.org/10.13039/501100007051, Peer Reviewed

This study investigates story comprehension in 124 typically-developing children aged 4-6 growing up in Sweden, using the LITMUS-MAIN (Multilingual Assessment instrument for Narratives, Gagarina et al. 2012). 72 Swedish monolinguals and 52 Swedish-English bilinguals from similar socio-economic backgrounds told two MAIN stories each and answered standardised questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores were calculated per narrative, and responses to individual questions were analysed. Results were compared across age groups, languages, and tasks. Already at age 4, and certainly at age 6, overall comprehension scores were high, indicating good general understanding of the stories. Scores differed significantly between tasks, suggesting that comprehension of MAIN Cat/Dog is easier than Baby Birds/Baby Goats. For both tasks, protagonists’ goals were understood well at age 4, approaching ceiling (>90%) at age 5-6. Internal states as initiating events were also relatively well understood. However, many children struggled to infer emotional reactions of protagonists when this necessitated taking the whole plotline into account. We suggest that the processing abilities of the average 6-year-old are not yet developed enough to master every aspect of inferential understanding probed on the MAIN. Results held across languages and mono-/bilinguals, suggesting that they generalize.

This study investigates story comprehension in 124 typically-developing children aged 4-6 growing up in Sweden, using the LITMUS-MAIN (Multilingual Assessment instrument for Narratives, Gagarina et al. 2012). 72 Swedish monolinguals and 52 Swedish-English bilinguals from similar socio-economic backgrounds told two MAIN stories each and answered standardised questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores were calculated per narrative, and responses to individual questions were analysed. Results were compared across age groups, languages, and tasks. Already at age 4, and certainly at age 6, overall comprehension scores were high, indicating good general understanding of the stories. Scores differed significantly between tasks, suggesting that comprehension of MAIN Cat/Dog is easier than Baby Birds/Baby Goats. For both tasks, protagonists’ goals were understood well at age 4, approaching ceiling (>90%) at age 5-6. Internal states as initiating events were also relatively well understood. However, many children struggled to infer emotional reactions of protagonists when this necessitated taking the whole plotline into account. We suggest that the processing abilities of the average 6-year-old are not yet developed enough to master every aspect of inferential understanding probed on the MAIN. Results held across languages and mono-/bilinguals, suggesting that they generalize.

This special issue investigates the use of referential expressions in elicited picture-based narratives by children with and without developmental language disorders, across a range of languages and language combinations. All contributions use the Multilingual Assessment Instrument for Narratives (MAIN, Gagarina et al. 2012, 2019). The studies featured in this issue cover monolingual and bilingual children aged 4-11 years, but focus mainly on age 4-7, a period in a child's life where great strides are made in the development of narrative skills. This collection of papers offers a new perspective on referentiality for several reasons: all studies use the same stimuli and by and large the same procedure for the elicitation of narratives. The stimuli, four picture-based stories, are controlled for comparability of protagonists, plot and story structure. They were designed as a 'visual' representation of a multidimensional model of story grammar. This methodological and theoretical base allows for a comparative investigation of referentiality (including reference introduction, maintenance and reintroduction) in narratives, across languages and populations. This introduction addresses theoretical aspects of referentiality in decontextualised discourse and reviews the literature regarding the impact of language-specific referential systems and the age and path of acquisition in typically developing children and children with developmental language disorders. We also discuss methodological aspects of eliciting referentiality in narratives in detail. This introduction thus seeks explanations for the diverse and sometimes contradictory empirical results regarding children's mastery of referentiality. Finally, an overview of the contributions in the special issue is given.

This study investigates story comprehension in 124 typically-developing children aged 4-6 growing up in Sweden, using the LITMUS-MAIN (Multilingual Assessment instrument for Narratives, Gagarina et al. 2012). 72 Swedish monolinguals and 52 Swedish-English bilinguals from similar socio-economic backgrounds told two MAIN stories each and answered standardised questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores were calculated per narrative, and responses to individual questions were analysed. Results were compared across age groups, languages, and tasks. Already at age 4, and certainly at age 6, overall comprehension scores were high, indicating good general understanding of the stories. Scores differed significantly between tasks, suggesting that comprehension of MAIN Cat/Dog is easier than Baby Birds/Baby Goats. For both tasks, protagonists’ goals were understood well at age 4, approaching ceiling (>90%) at age 5-6. Internal states as initiating events were also relatively well understood. However, many children struggled to infer emotional reactions of protagonists when this necessitated taking the whole plotline into account. We suggest that the processing abilities of the average 6-year-old are not yet developed enough to master every aspect of inferential understanding probed on the MAIN. Results held across languages and mono-/bilinguals, suggesting that they generalize., Boken som kapitlet ingår i är i skrivande stund under utgivning (och har varit det ganska länge)

This study investigates story comprehension in 124 typically-developing children aged 4-6 growing up in Sweden, using the LITMUS-MAIN (Multilingual Assessment instrument for Narratives, Gagarina et al. 2012). 72 Swedish monolinguals and 52 Swedish-English bilinguals from similar socio-economic backgrounds told two MAIN stories each and answered standardised questions that probe inferencing of goals and emotions of story characters. Overall comprehension scores were calculated per narrative, and responses to individual questions were analysed. Results were compared across age groups, languages, and tasks. Already at age 4, and certainly at age 6, overall comprehension scores were high, indicating good general understanding of the stories. Scores differed significantly between tasks, suggesting that comprehension of MAIN Cat/Dog is easier than Baby Birds/Baby Goats. For both tasks, protagonists’ goals were understood well at age 4, approaching ceiling (>90%) at age 5-6. Internal states as initiating events were also relatively well understood. However, many children struggled to infer emotional reactions of protagonists when this necessitated taking the whole plotline into account. We suggest that the processing abilities of the average 6-year-old are not yet developed enough to master every aspect of inferential understanding probed on the MAIN. Results held across languages and mono-/bilinguals, suggesting that they generalize., Boken som kapitlet ingår i är i skrivande stund under utgivning (och har varit det ganska länge)

Closely related Swedish and German both mark information status of referents morphologically, though little is known about its acquisition. This study investigates character introductions in the narratives of 4- and 6-year-old Swedish–German bilinguals (N = 40) in both languages, elicited with MAIN Cat/Dog. We analyse effects of age group, language and animacy (human vs nonhuman characters) on the type of referring expression (indefinite NP and pronoun), as well as effects of language proficiency and exposure on the use of indefinite NPs for each language. We also explore which syntactic constructions indefinite NPs occur in. A significant difference was found between the two age groups, but not between languages. No effect was found of language skills or exposure. Four-year-olds used more pronouns and a lower proportion of indefinite NPs than 6-year-olds. Pronouns were more frequent for the human character than for nonhuman animate characters. Whilst animacy (humanness) promoted the use of pronouns, it did not affect the choice of morphological form for lexical NPs (indefinite/definite). The age groups differed in how indefinite NPs were used. Four-year-olds produced fewer narrative presentations (where a character is introduced as part of a typical story opening, e.g. Once upon a time there was a cat) than 6-year-olds, and more labellings (with only an NP, or a clausal predicative, e.g. That’s a cat). Qualitative analyses suggest that the children’s indefinite NPs in labelling constructions can be both referential (when setting the narrative scene), and type-denoting (when naming referents in individual pictures). Whilst the children’s abilities to introduce story characters develop measurably from 4 to 6 years in Swedish and German, appropriateness of character introductions not only depends on whether an indefinite NP is chosen, but also on the syntactic construction this indefinite NP is used in., Peer Reviewed

Inom det kliniska arbetet för logopeder finns det behov av fler riktlinjer och bedömningsmaterial för att kunna bedöma flerspråkiga barn. Därför finns det även behov av mer forskning gällande flerspråkiga barns språkutveckling och mer information om flerspråkigabarn med språkstörning. Syftet med denna studie var att undersöka hur flerspråkiga svenskarabisktalandebarn introducerade karaktärer i muntligt berättande. Berättarförmåganundersöktes hos 20 svensk-arabisktalande barn med typisk språkutveckling i åldrarna 5:0-6:11och 9 svensk-arabiskatalande barn med språkstörning i samma ålder. Sedan jämfördes förmågan att introducera karaktärer mellan de två grupperna. Det undersöktes även om det fanns några skillnader mellan barnens förmåga att introducera karaktärer vid berättande på svenska respektive arabiska. Det granskades om det fanns samband mellan förmågan att introducera karaktärer och barnets ordförråd på de olika språken eller bakgrundsfaktorer, såsom exponering av respektive språk. Testet Multilingual Assessment Instrument for Narratives(MAIN) användes för elicitering av berättande till olika bildserier ur MAIN, där barnen vid ett tillfälle berättade på svenska och vid ett annat berättade på arabiska. Cross-linguistic LexicalTask (CLT) användes för att testa ordförrådet på båda barnens språk. Föräldrarna fick fylla i ett formulär med bakgrundsinformation om barnets språkutveckling och exponering för de båda språken. Vid jämförelse av barn med respektive utan språkstörning sågs en statistisk signifikant skillnad mellan hur barn med typisk språkutveckling introducerar karaktärer på svenska jämförtmed barn med språkstörning, men denna skillnad sågs inte vid berättande på arabiska. Däremot vid jämförelse av barnens förmåga att introducera karaktärer på arabiska respektive svenska, hos både barn med och utan språkstörning, framkom ingen skillnad mellan barnens förmåga att introducera karaktärer på arabiska respektive svenska, vilket kan tolkas som att förmågan att i, In the clinical work of speech and language pathologists, there is a need for more guidelines and assessment materials to be able to assess multilingual children. Therefore, there is also a need for more research on multilingual children's language development, especially multilingual children with language impairment. The purpose of this study was to investigate how multilingual Swedish-Arabic-speaking children introduce characters in oral narratives. Storytelling abilities were examined in 20 Swedish-Arabic-speaking children 5:0-6:11years of age with typical language development and 9 Swedish-Arabic-speaking children with language impairment of the same age. Specifically, the ability to introduce characters was compared between the two groups. Potential differences between Swedish or Arabic were also investigated and whether vocabulary knowledge in the two languages or exposure had an impact on character introduction. The Multilingual Assessment Instrument for Narratives (MAIN) was used to elicit storytelling with different picture sequences, at one test meeting in Swedish and at another test meeting in Arabic. Cross-linguistic Lexical Tasks (CLT) were used to test vocabulary in the children's both languages. Parents filled in a questionnaire with background information on the child's language development and their exposure to the different languages. There was a significant difference between how children with typical language development and children with language impairment introduced characters in Swedish, but this difference was not seen in Arabic. The children's ability to introduce characters did not significantly differ between Arabic and Swedish, respectively, and this can be interpreted as the ability to introduce characters is transferable between languages. When introducing characters, both children with and without language impairment used mostly lexical phrases (and not just pronouns or verbal inflection), indicating that they had an understanding th

Inom det kliniska arbetet för logopeder finns det behov av fler riktlinjer och bedömningsmaterial för att kunna bedöma flerspråkiga barn. Därför finns det även behov av mer forskning gällande flerspråkiga barns språkutveckling och mer information om flerspråkigabarn med språkstörning. Syftet med denna studie var att undersöka hur flerspråkiga svenskarabisktalandebarn introducerade karaktärer i muntligt berättande. Berättarförmåganundersöktes hos 20 svensk-arabisktalande barn med typisk språkutveckling i åldrarna 5:0-6:11och 9 svensk-arabiskatalande barn med språkstörning i samma ålder. Sedan jämfördes förmågan att introducera karaktärer mellan de två grupperna. Det undersöktes även om det fanns några skillnader mellan barnens förmåga att introducera karaktärer vid berättande på svenska respektive arabiska. Det granskades om det fanns samband mellan förmågan att introducera karaktärer och barnets ordförråd på de olika språken eller bakgrundsfaktorer, såsom exponering av respektive språk. Testet Multilingual Assessment Instrument for Narratives(MAIN) användes för elicitering av berättande till olika bildserier ur MAIN, där barnen vid ett tillfälle berättade på svenska och vid ett annat berättade på arabiska. Cross-linguistic LexicalTask (CLT) användes för att testa ordförrådet på båda barnens språk. Föräldrarna fick fylla i ett formulär med bakgrundsinformation om barnets språkutveckling och exponering för de båda språken. Vid jämförelse av barn med respektive utan språkstörning sågs en statistisk signifikant skillnad mellan hur barn med typisk språkutveckling introducerar karaktärer på svenska jämförtmed barn med språkstörning, men denna skillnad sågs inte vid berättande på arabiska. Däremot vid jämförelse av barnens förmåga att introducera karaktärer på arabiska respektive svenska, hos både barn med och utan språkstörning, framkom ingen skillnad mellan barnens förmåga att introducera karaktärer på arabiska respektive svenska, vilket kan tolkas som att förmågan att i, In the clinical work of speech and language pathologists, there is a need for more guidelines and assessment materials to be able to assess multilingual children. Therefore, there is also a need for more research on multilingual children's language development, especially multilingual children with language impairment. The purpose of this study was to investigate how multilingual Swedish-Arabic-speaking children introduce characters in oral narratives. Storytelling abilities were examined in 20 Swedish-Arabic-speaking children 5:0-6:11years of age with typical language development and 9 Swedish-Arabic-speaking children with language impairment of the same age. Specifically, the ability to introduce characters was compared between the two groups. Potential differences between Swedish or Arabic were also investigated and whether vocabulary knowledge in the two languages or exposure had an impact on character introduction. The Multilingual Assessment Instrument for Narratives (MAIN) was used to elicit storytelling with different picture sequences, at one test meeting in Swedish and at another test meeting in Arabic. Cross-linguistic Lexical Tasks (CLT) were used to test vocabulary in the children's both languages. Parents filled in a questionnaire with background information on the child's language development and their exposure to the different languages. There was a significant difference between how children with typical language development and children with language impairment introduced characters in Swedish, but this difference was not seen in Arabic. The children's ability to introduce characters did not significantly differ between Arabic and Swedish, respectively, and this can be interpreted as the ability to introduce characters is transferable between languages. When introducing characters, both children with and without language impairment used mostly lexical phrases (and not just pronouns or verbal inflection), indicating that they had an understanding th

We analysed narrative comprehension in 5-to-6-year-old simultaneously bilingual Finnish-Swedish (n = 16) and monolingual Finnish children (n = 16) by using the Multilingual Assessment Instrument for Narratives (MAIN). We assessed mean total narrative comprehension scores for bilingual children in both of their languages and for monolingual children in Finnish, in both telling and retelling conditions. We compared bilingual and monolingual children’s narrative comprehension in Finnish and analysed the association between comprehension and production. We also analysed the children’s ability to answer different types of comprehension questions (i.e., questions probing goals, internal state terms, and questions requiring both the ability to draw inferences and to explain answers). We found no difference in total narrative comprehension scores for bilingual children between their two languages or between monolingual and bilingual children. This suggests language-independent narrative comprehension. We found no difference in narrative comprehension between telling and retelling and no correlation between narrative comprehension and production. However, we found a clear question type effect. Children performed better on questions probing goals or internal state terms, but questions that required both inferencing and ability to explain answers were very demanding. In conclusion, detailed analysis of narrative comprehension provides knowledge on how children create a coherent understanding of a story and utilise information in the comprehension process.

This publication is with permission of the rights owner freely accessible due to an alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively., Closely related Swedish and German both mark information status of referents morphologically, though little is known about its acquisition. This study investigates character introductions in the narratives of 4- and 6-year-old Swedish–German bilinguals (N = 40) in both languages, elicited with MAIN Cat/Dog. We analyse effects of age group, language and animacy (human vs nonhuman characters) on the type of referring expression (indefinite NP and pronoun), as well as effects of language proficiency and exposure on the use of indefinite NPs for each language. We also explore which syntactic constructions indefinite NPs occur in. A significant difference was found between the two age groups, but not between languages. No effect was found of language skills or exposure. Four-year-olds used more pronouns and a lower proportion of indefinite NPs than 6-year-olds. Pronouns were more frequent for the human character than for nonhuman animate characters. Whilst animacy (humanness) promoted the use of pronouns, it did not affect the choice of morphological form for lexical NPs (indefinite/definite). The age groups differed in how indefinite NPs were used. Four-year-olds produced fewer narrative presentations (where a character is introduced as part of a typical story opening, e.g. Once upon a time there was a cat) than 6-year-olds, and more labellings (with only an NP, or a clausal predicative, e.g. That’s a cat). Qualitative analyses suggest that the children’s indefinite NPs in labelling constructions can be both referential (when setting the narrative scene), and type-denoting (when naming referents in individual pictures). Whilst the children’s abilities to introduce story characters develop measurably from 4 to 6 years in Swedish and German, appropriateness of character introductions not only depends on whether an indefinite NP is chosen, but also on the syntactic construction this indefinite NP is used in., Peer Reviewed

This thesis investigates the vocabulary and narrative macrostructure skills of 102 typically-developing (TD) 4- to 7-year-old Turkish-Swedish bilingual children (cross-sectional), the development of these skills over time from age 4 to 6 in a subgroup of 10 children (longitudinal), and six Turkish-Swedish children with a language impairment (LI) diagnosis (clinical). The children’s health, family and language backgrounds, their language use and input patterns are explored through parental questionnaires, family interviews, and interviews with teachers and speech-language pathologists. In both Turkish and Swedish, comprehension and production are assessed with comparable materials: Cross-Linguistic Lexical Tasks (CLT; Haman et al., 2015), and Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2012). For vocabulary (CLT), age development, language differences (Turkish vs. Swedish), differences between comprehension and production, and effects of language use and input are explored. For narrative macrostructure (MAIN), age development, language differences and task differences (Cat/Dog vs. Baby Birds/Baby Goats) are analyzed. LI children’s scores are compared with TD children, with additional focus on the LI children’s communicative, linguistic and social behavior. In both vocabulary comprehension and production, the youngest TD groups performed better in Turkish than in Swedish, but by age 6, Turkish and Swedish vocabulary scores matched due to rapid improvement in Swedish. Factors related to vocabulary scores were: daily language input, parents’ language use with each other and with the child, and child’s language with the sibling(s). For narratives, comprehension was ahead of production. There was no difference between Turkish and Swedish MAIN comprehension, but for both languages a task effect was found (higher scores on Cat/Dog than Baby Birds/Baby Goats). Narrative production scores were generally low for both languages, but increased more

This study investigates macrostructure in elicited narratives of 69monolingual German-, Russian- and Swedish-speaking adults. Using theLITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its BabyGoats and Baby Birds stories, story structure and story complexity, concerning episodicorganization, were examined across the 3 languages. As theoretical underpinnings,a multidimensional model of macrostructure was used. This model includesanalyses of story structure (SS), in which a narrative merits a maximum scoreof 17, based on the occurrence of five types of macrostructural components (Internalstates as initiating event and as reaction, Goal, Attempt and Outcome), and of storycomplexity (SC), which measures combinations of Goals, Attempts and Outcomeswithin one episode. The highest attainable complexity is the GAO-sequence, whena Goal, Attempt and Outcome are produced within the same episode. The resultsfor SS were similar for German, Russian and Swedish, where adults included 11-12components per story. A more detailed analysis of the individual componentsrevealed striking similarities across the 3 languages, both for frequently usedand seldom occurring components. SC did not differ significantly acrosslanguages nor across stories, whilst for SS, a slight difference between the two stories was found. We interpret thisfinding as story complexity (a qualitative measure of macrostructure) being ofa more universal nature. Furthermore, our results indicate that caution iswarranted when conclusions about children’s narrative skills are to be drawn onthe basis of the MAIN Baby Goats and Baby Birds stories.

This thesis investigates the vocabulary and narrative macrostructure skills of 102 typically-developing (TD) 4- to 7-year-old Turkish-Swedish bilingual children (cross-sectional), the development of these skills over time from age 4 to 6 in a subgroup of 10 children (longitudinal), and six Turkish-Swedish children with a language impairment (LI) diagnosis (clinical). The children’s health, family and language backgrounds, their language use and input patterns are explored through parental questionnaires, family interviews, and interviews with teachers and speech-language pathologists. In both Turkish and Swedish, comprehension and production are assessed with comparable materials: Cross-Linguistic Lexical Tasks (CLT; Haman et al., 2015), and Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2012). For vocabulary (CLT), age development, language differences (Turkish vs. Swedish), differences between comprehension and production, and effects of language use and input are explored. For narrative macrostructure (MAIN), age development, language differences and task differences (Cat/Dog vs. Baby Birds/Baby Goats) are analyzed. LI children’s scores are compared with TD children, with additional focus on the LI children’s communicative, linguistic and social behavior. In both vocabulary comprehension and production, the youngest TD groups performed better in Turkish than in Swedish, but by age 6, Turkish and Swedish vocabulary scores matched due to rapid improvement in Swedish. Factors related to vocabulary scores were: daily language input, parents’ language use with each other and with the child, and child’s language with the sibling(s). For narratives, comprehension was ahead of production. There was no difference between Turkish and Swedish MAIN comprehension, but for both languages a task effect was found (higher scores on Cat/Dog than Baby Birds/Baby Goats). Narrative production scores were generally low for both languages, but increased more

This study investigates macrostructure in elicited narratives of 69monolingual German-, Russian- and Swedish-speaking adults. Using theLITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its BabyGoats and Baby Birds stories, story structure and story complexity, concerning episodicorganization, were examined across the 3 languages. As theoretical underpinnings,a multidimensional model of macrostructure was used. This model includesanalyses of story structure (SS), in which a narrative merits a maximum scoreof 17, based on the occurrence of five types of macrostructural components (Internalstates as initiating event and as reaction, Goal, Attempt and Outcome), and of storycomplexity (SC), which measures combinations of Goals, Attempts and Outcomeswithin one episode. The highest attainable complexity is the GAO-sequence, whena Goal, Attempt and Outcome are produced within the same episode. The resultsfor SS were similar for German, Russian and Swedish, where adults included 11-12components per story. A more detailed analysis of the individual componentsrevealed striking similarities across the 3 languages, both for frequently usedand seldom occurring components. SC did not differ significantly acrosslanguages nor across stories, whilst for SS, a slight difference between the two stories was found. We interpret thisfinding as story complexity (a qualitative measure of macrostructure) being ofa more universal nature. Furthermore, our results indicate that caution iswarranted when conclusions about children’s narrative skills are to be drawn onthe basis of the MAIN Baby Goats and Baby Birds stories.

This study investigates macrostructure in elicited narratives of 69monolingual German-, Russian- and Swedish-speaking adults. Using theLITMUS-MAIN (Multilingual Assessment Instrument for Narratives), and its BabyGoats and Baby Birds stories, story structure and story complexity, concerning episodicorganization, were examined across the 3 languages. As theoretical underpinnings,a multidimensional model of macrostructure was used. This model includesanalyses of story structure (SS), in which a narrative merits a maximum scoreof 17, based on the occurrence of five types of macrostructural components (Internalstates as initiating event and as reaction, Goal, Attempt and Outcome), and of storycomplexity (SC), which measures combinations of Goals, Attempts and Outcomeswithin one episode. The highest attainable complexity is the GAO-sequence, whena Goal, Attempt and Outcome are produced within the same episode. The resultsfor SS were similar for German, Russian and Swedish, where adults included 11-12components per story. A more detailed analysis of the individual componentsrevealed striking similarities across the 3 languages, both for frequently usedand seldom occurring components. SC did not differ significantly acrosslanguages nor across stories, whilst for SS, a slight difference between the two stories was found. We interpret thisfinding as story complexity (a qualitative measure of macrostructure) being ofa more universal nature. Furthermore, our results indicate that caution iswarranted when conclusions about children’s narrative skills are to be drawn onthe basis of the MAIN Baby Goats and Baby Birds stories.

Les douleurs ostéo-articulaires de la main et du poignet font essentiellement suite à des phénomènes dégénératifs liés à l’arthrose. Les 2 causes principales de celle-ci sont la dégénérescence spontanée, en relation notamment avec l’âge, et la dégénérescence post-traumatique. Les traumatismes entraînent des lésions ostéo-articulaires directes ou une instabilité secondaire aux déformations osseuses ou aux lésions ligamentaires. Le traitement de l’arthrose primaire, dominée par la rhizarthrose (à la base du pouce) est d’abord conservateur, utilisant les anti-inflammatoires (per os et en massages locaux) et les attelles de repos. Des infiltrations de corticoïdes ou d’acide hyaluronique peuvent constituer une deuxième ligne de traitement. Finalement, la chirurgie par arthroplastie prothétique ou non donne habituellement de bons résultats dans les cas plus sévères. En situation post-traumatique, la reconnaissance précoce d’une instabilité peut permettre une chirurgie de stabilisation évitant les douleurs et les lésions dégénératives secondaires. La radiographie, l’arthroscanner et l’(arthro)-IRM sont les examens de choix pour compléter l’examen clinique., [Degenerative hand and wrist pain] Hand and the wrist osteo-articular pain is usually related to degenerative phenomena associated with osteoarthritis. Spontaneous degeneration, in relation with the age, and post-traumatic degeneration are the 2 main causes. Trauma produces direct osteoarticular lesions or instability secondary to bone malunions and ligamentous lesions. The treatment of primary osteoarthritis, dominated by rhizarthrosis (at the base of the thumb), is initially conservative, using anti-inflammatory drugs (per os and by local massages) and resting splints. Infiltration with corticosteroids or hyaluronic acid may be a second line of treatment. Finally, surgery with prosthetic or non-prosthetic arthroplasty usually gives good results in more severe cases. In post-traumatic situations, early recognition of instability may allow surgical stabilization to avoid pain and secondary degenerative lesions. Radiographs, CT arthrography and (arthro) -MRI are the exams of choice to complete the clinical examination

Les plaintes de mains qui fourmillent et s’endorment sont fréquentes. Ces paresthésies sont le plus souvent témoins d’une neuropathie compressive sur un trajet d’innervation de la main. La compression du nerf médian dans le canal carpien est la plus fréquente, suivie de la compression du nerf ulnaire dans le tunnel cubital au coude. Plus rarement, le nerf médian est comprimé au niveau de l’arcade du rond pronateur à l’avant-bras et le nerf ulnaire dans le canal de Guyon au poignet. D’autres sites de compression touchant aussi le nerf radial, essentiellement sous des arcades fibro-musculaires (distribuées depuis le défilé cervico-thoracique jusqu’à la partie distale du membre), de même que des compressions radiculaires au niveau cervical peuvent aussi provoquer des paresthésies. Le diagnostic, essentiellement clinique, peut être aidé particulièrement par l’électromyographie et l’échographie. Le traitement est habituellement conservateur dans les cas débutants, évitant les contraintes sur le nerf et par infiltration de corticoïdes. En cas de persistance, la chirurgie décompressive donne de bons résultats et évite les séquelles si elle est pratiquée suffisamment tôt., [Paresthesia of the hand] Paresthesias are most often evidence of compressive neuropathy on a path of innervation of the hand. Compression of the median nerve in the carpal tunnel is the most common, followed by compression of the ulnar nerve in the cubital tunnel at the elbow. More rarely, the median nerve is compressed at the arcade of the pronator teres in the forearm and the ulnar nerve in the Guyon tunnel at the wrist. Other compression sites, also affecting the radial nerve, mainly under fibrocomuscular arches (distributed from the thoracic outlet to the distal part of the limb), as well as cervical root compressions may also cause paresthesia. Diagnosis, essentially clinical, can be helped particularly by electromyography and ultrasound. The treatment is usually conservative in early stages, avoiding stress on the nerve and by infiltration of corticosteroids. In case of persistence, the decompressive surgery gives good results and prevents sequelae if it is practiced sufficiently early.

The use of passive constructions by Swedish children has never been systematically investigated before. The main purpose of this study is to investigate Swedish-speaking children’s use of passive forms in narratives elicited using the Multilingual AssessmentInstrument for Narratives (MAIN). The participants were divided into three main categories based on age and linguistic background: 72 monolingual Swedish-speaking children aged between 4-6 years, 20 monolingual Swedish-speaking adults, and 100 multilingual Swedish-Turkish-speaking children aged between 4-7 years who are growing up in Sweden. The participants were recruited through the project BiLI-TAS VR2013-1309 ”Språkstörning eller typisk språkutveckling?” at Uppsala university. The observed passive constructions were categorized and analyzed in quantity and quality in relation to age and linguistic background. The results showed a difference in quantity of passive constructions between children and adults, as well as between monolingual and multilingual peers. The total occurrence for passives was 16 among monolingual children, 11 among monolingual adults, and 10 among multilingual children. In general, younger children and multilingual participants produced fewer passives than adults and older monolingual children, although 6- and 7-year old multilingual children produced more passives than the 4- and 5-year old monolingual children. A few multilingual children were also produced passive constructions in active contexts, which did not occur among the monolingual participants. The large number of deponent verbs (which are morphologically but not functionally equivalent to passives) shows that children are familiar with the structure of the morphologic passive. The choice between morphologic or periphrastic passive seems to be influenced by the context. More research needs to be done to increase our knowledge how the passive construction develops in Swedish.