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Pripovijedanje podrazumijeva sposobnost proizvodnje i razumijevanja uzročno i vremenski povezanih događaja priče organiziranih oko središnje teme (Aksu-Koç i Aktan-Erciyes 2018). U proučavanju razvoja pripovjednih sposobnosti promatraju se globalna razina (makrorazina) i lokalna razina (mikrorazina) priče. U pripovijedanju fiktivnih priča na makrorazini redovito se promatra gramatika priče (engl. story grammar) ili struktura priče (engl. story structure). Procjenjuje se dječja sposobnost povezivanja dijelova priče u koherentnu cjelinu uporabom prikladnih kohezivnih sredstava. Cilj je ovoga rada ispitati postoje li razlike u strukturi priče djece različite dobi i odraslih govornika koji govore hrvatski jezik. Za istraživanje su iz Hrvatskoga pripovjednog korpusa: MAIN (Hržica i Roch 2020) izdvojeni jezični uzorci 48 mlađe djece (Mdob=6 ; 2 ; SDdob=0, 39, min= 5 ; 1, max=6 ; 9), 50 starije djece (Mdob=8 ; 3, SDdob=0, 45, min= 7 ; 1, max=9) i 50 odraslih (Mdob=31 ; 2, SDdob=13, 47). Pripovijedanje je procijenjeno hrvatskom inačicom Višejezičnoga instrumenta za ispitivanje pripovijedanja (MAIN ; Hržica i Kuvač Kraljević 2012). Struktura priče za svakoga je sudionika procijenjena MAIN-ovim protokolom. Ona obuhvaća situaciju (mjesto i vrijeme događanja) i tri epizode koje se sastoje od uvodnoga događaja, cilja, pokušaja, ishoda i reakcije. Za svaku proizvedenu sastavnicu strukture priče sudioniku je dodijeljen bod. S obzirom na to da je zadovoljen kriterij normalnosti distribucije, rezultati su uspoređeni analizom varijance s jednim promjenjivim faktorom. Na temelju rezultata jednosmjerne analize varijance za nezavisne uzorke zaključuje se da se skupine sudionika međusobno statistički značajno razlikuju u strukturi priče (F(2, 145)=72, 236, p

This research was funded by European Cooperation in Science and Technology Action A33 “Cross-Linguistically Robust Stages of Children’s Linguistic Performance.” In addition, N.K., C.C., and I.N. were supported by the European Science Foundation Euro-XPrag Network; N.K., C.C., and N.S. were supported by the United Kingdom Economic and Social Research Council XPrag-UK Network; N.K. was supported by United Kingdom British Academy Grant SG090676; A.G. was supported by Spanish Ministerio de Economía y Competitividad Project FFI2014-56968-C4-1; A.G. and K.K.G. were supported by University of Cyprus Project 8037-61017; K.J.d.L. and L.S. were supported by Danish Council for Independent Research (Humanities) Grant 09-063957; M. Vija and S.Z. were supported by Estonian Science Foundation Grant ETF7492 and Estonian Research Council Grant SF0180056s08; K.Y. and U.S. were supported by European Commission for Education and Culture Grant 135295-LLP-2007-UK-KA1SCR and German Federal Ministry of Education and Research Grant 01UG0711; A.A. and J.v.K.T. were supported by a grant from the L. Meltzers Høyskolefond; E.H. and A.M. were supported by Grant 809/N-COST/2010/0 from the Polish Ministry of Science and Higher Education and National Science Centre; and D.A., M.S., and S.J. were supported by Grant ON179033 (2011-2014) from the Serbian Ministry of Education, Science, and Technological Development., Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier’s specific meaning. We investigate competence with the expressions for ‘all’, ‘none’, ‘some’, ‘some ... not’ and ‘most’ in 31 languages, representing 11 language types, by testing 768 5-year-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation., peer-reviewed

In two projects Adult language processing (CSF – ALP-2421) and Computer assistant supporting text input for individuals with language disorders (EU – Structural fund ; RC.2.2.08- 050), being carried out by the group of experts in linguistics, language pathology and computer sciences, the final goal is to create the computer application that will support individuals with language impairments in writing process. To achieve this goal, it was necessary to collect written samples of children and adults, both with and without language impairments, and to develop the Croatian corpus of written language (CCOWL). The CCOWL presents a comprehensive database for further research and it is intended to be an online available database. The CCOWL consists of approximately 5600 samples (texts) written by 401 participants in the age range from 11 to 89+ (gender and education level controlled, as well). Moreover, the participants differ in terms of the existence of language impairment ; 134 of them are healthy, 91 have aphasia (acquired impairment) and 176 have dyslexia (developmental impairment). Written samples differ in the level of text structures and the writing media (pen and keyboard). While designing a plan on how to create a comprehensive corpus suitable for contemporary research and while collecting the written samples, a lot of questions came up: which participants to include (considering age, gender, education, etc.) ; how to collect written samples, by handwriting or typing ; how to create tasks for different text structure levels ; how to adapt these tasks to children, etc. The main aim of this paper is to present and discuss the greatest challenges in creating CCOWL since here presented challenges are prerequisites for development and analysis of written corpora in general.

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The paper examines the role of contrast in the acquisition of adjectives. It presents the results of research conducted on seven languages.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that language- and learner-specific factors, such as negative concord and gender, are significant predictors of variation.