Pernille Bonnevie Hansen

• Komorowska, Ewa; Hansen, Pernille Bonnevie; Haman, Ewa; Kilanowska, Jolanta & Garmann, Nina Gram (2026). Perspectives on multilingualism in Norway and Poland: attitudes, beliefs, and influencing factors. International Journal of Multilingualism. ISSN 1479-0718. p. 1–18. doi: 10.1080/14790718.2026.2700674. Full text in Research Archive Show summary

  Although research shows benefits of multilingualism, negative beliefs are present in Western societies. This study explores beliefs and attitudes towards multilingualism among majority and minority language speakers in two European countries: the more multilingual Norway and the more monolingual Poland. We hypothesised more positivity in Norway than in Poland, and furthermore that minority language speakers would be more positive than majority language speakers and that experience with more languages would lead to more positive attitudes and beliefs, in the number of languages known and cumulative language proficiency (taking knowledge about each language into account). 144 participants in Norway and 111 participants in Poland filled in an online questionnaire with two parts: demographic questions and 15 statements about multilingualism (7 about attitudes and 8 about beliefs). Analyses revealed stronger positive attitudes in Norway than in Poland, and, within Norway, more positive attitudes among L2 speakers of Norwegian. Attitudes were more positive the more languages known and the higher the cumulative language proficiency. For beliefs, there was only one significant finding: They were more positive the higher the cumulative proficiency. These findings are in line with previous research, and the consistently stronger findings within attitudes compared to beliefs could indicate ongoing change.

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

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

• Hansen, Pernille Bonnevie; Krysztofiak, Magdalena; Łuniewska, Magdalena; Burdach, Martyna; Hernæs, Katarina & Kilanowska, Jolanta [Show all 14 contributors for this article] (2025). Are parental perceptions of child language skills and language environment reflected in direct bilingual assessment? A study of Polish-Norwegian preschool children. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. p. 1–22. doi: 10.1080/13670050.2025.2576067. Full text in Research Archive Show summary

  Although multilingualism is common, most available tools for assessing children’s language development are normed on and intended for monolingual populations. This study investigates the language skills of children of Polish parents growing up in Norway, using two tools created for multilingual assessment: a parental report, Parents of Bilingual Children Questionnaire (PaBiQ; Tuller Citation2015) and a direct assessment of vocabulary, Cross-Linguistic Lexical Tasks (CLT; Haman, Łuniewska, and Pomiechowska Citation2015). Four hypotheses were tested: (1) that Polish is the dominant language according to CLT and parental report; (2) that CLT scores are higher the older the children and the earlier their onset of contact with the language; (3) that parental judgements are positively associated with CLT scores in the same language; (4) that there are positive associations between the relative bias towards Polish in the children's CLT scores and the children's language environment as measured by parental reports. Analyses of data from 57 children aged 3;1 to 5;11 (36 girls and 21 boys) supported all four hypotheses. The findings indicate that parents may be a reliable source of information about children's language environment and skills, especially if researchers or practitioners are interested in determining the child's dominant language.

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

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

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

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

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

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

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

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

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

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

• Holm, Elisabeth; Hansen, Pernille; Romøren, Anna Sara H. & Garmann, Nina Gram (2023). The Norwegian CDI-III as an assessment tool for lexical and grammatical development in preschoolers. Frontiers in Psychology. 14, p. 1–13. doi: 10.3389/fpsyg.2023.1175658. Full text in Research Archive Show summary

  Parental report instruments are a non-invasive way to assess children’s language development and have proved to give both valid and reliable results when used with children under the age of 2;6 (and in some cases up to 3). In this study we examine the newly developed Norwegian edition of a language assessment tool for older preschoolers: MacArthur-Bates Communicative Development Inventory III (CDI-III), investigating whether this parental report tool can be used for assessing the language of monolingual Norwegian-speaking children between 2;6 and 4 years. NCDI-III results for 100 children between 2;6 and 4.0 are presented. All sections were significantly intercorrelated. All sections except Pronunciation showed growth with age. Internal consistency was measured both in terms of Cronbach’s alpha and corrected item-scale correlation, and the results are discussed considering features of item difficulty distribution. Methodological considerations are discussed, as well as implications relevant both for possible later revisions and for CDI-III adaptations to new languages.

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

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

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

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

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

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

• Theimann, Ane; Kuzmina, Ekaterina & Hansen, Pernille (2021). Verb-Mediated Prediction in Bilingual Toddlers. Frontiers in Psychology. 12. doi: 10.3389/fpsyg.2021.719447. Full text in Research Archive Show summary

  Prediction is an important mechanism for efficient language processing. It has been shown that as a part of sentence processing, both children and adults predict nouns based on semantically constraining verbs. Language proficiency is said to modulate prediction: the higher proficiency, the better the predictive skill. Children growing up acquiring two languages are often more proficient in one of them, and as such, investigation of the predictive ability in young bilingual children can shed light on the role of language proficiency. Furthermore, according to production-based models, the language production system drives the predictive ability. The present study investigates whether bilingual toddlers predict upcoming nouns based on verb meanings in both their languages, and whether this ability is associated with expressive vocabulary. Seventeen Norwegian-English bilingual toddlers (aged 2;5–3;3), dominant in Norwegian, participated in the study. Verb-mediated predictive ability was measured via a visual world paradigm (VWP) experiment, including sentences with semantically constraining and neutral verbs. Expressive vocabulary was measured by MacArthurBates CDI II. The results suggested that the toddler group predicted upcoming noun arguments in both their dominant and non-dominant languages, but were faster in their dominant language. This finding highlights the importance of language dominance for predictive processing. There was no significant relationship between predictive ability and expressive vocabulary in either language.

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

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

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

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

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

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

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

  Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-linguistic Lexical Tasks (CLT), and the reporting instrument Parents of Bilingual Children Questionnaire (PaBiQ), which offers an indirect measure of overall language skills. Data: The participants were 36 children (4;2 – 6;6) of Polish immigrants to Norway or the UK. Correlations were investigated with Kendall’s rank correlation, and comparisons carried out with Wilcoxon rank sum tests. Findings: The results from the two tools correlated. The CLT results were higher in the minority language (Polish) than in the majority language, with difference between the groups. Still, the parents in the UK judged their children as less proficient in Polish than those in Norway did. Two different accounts for this incongruity are discussed: First, parents in the UK may set higher benchmarks for their children’s minority language skills than the parents in Norway. Alternative accounts of this interpretation related to differences in the parents’ socio-economic background, minority language proficiency or language attitudes are discussed. Second, parental report may indicate early stages of attrition of the minority language among the children in the UK that the direct lexical assessment tool may not be sensitive enough to uncover. Originality: The study used two new tools designed for multilingual children to compare two groups of children of a recent and growing immigration group, whose language development is currently underinvestigated. Implications: The findings underscore the complexity of assessing bilingual children’s full language competence. The cross-cultural differences documented call for further longitudinal research comparing immigrant children from different language backgrounds.

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

  The novel assessment tool Cross-Linguistic Lexical Tasks (LITMUS-CLT) aims for comparable cross-linguistic assessment of multilingual children’s lexical skills by basing each language version on two language-specific variables: age of acquisition (AoA) and complexity index (CI), a novel measure related to phonology, morphology, exposure and etymology. This article investigates the validity of this methodology, asking whether the underlying properties are robust predictors of children’s performance. The Polish and Norwegian CLTs were used to assess 32 bilingual Polish–Norwegian, 34 monolingual Norwegian and 36 monolingual Polish children. The effects of AoA and CI were contrasted with frequency in child directed speech (CDS) and imageability, two known predictors of lexical development. AoA was a reliable predictor of performance within all parts of CLT, in contrast to CI. Apart from AoA, only exposure and CDS frequency had a significant effect within both monolinguals and bilinguals. These results indicate that CLT assesses lexical skills in a cross-linguistically comparable manner, but suggest a revision of the CI measure.

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

  This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0 – 6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.

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• Telenius, Elisabeth Wiken; Krohne, Kariann; Czapka, Elzbieta; Hansen, Pernille; Ingebretsen, Reidun & Landmark, Anne Marie Dalby [Show all 11 contributors for this article] (2020). Muistisairaan maahanmuuttajan hoito. Nordens velferdssenter. ISBN 9789188213594. 38 p. Full text in Research Archive
• Telenius, Elisabeth Wiken; Krohne, Kariann; Czapka, Elzbieta; Ingebretsen, Reidun; Hansen, Pernille & Landmark, Anne Marie Dalby [Show all 11 contributors for this article] (2020). Demensomsorg for innvandrere - en håndbok. Nordens velferdssenter. ISBN 9789188213556. 36 p. Full text in Research Archive
• Telenius, Elisabeth Wiken; Krohne, Kariann; Czapka, Elzbieta; Hansen, Pernille; Ingebretsen, Reidun & Landmark, Anne Marie Dalby [Show all 11 contributors for this article] (2020). Demensomsorg for indvandrere - En håndbog. Nordens velferdssenter. ISBN 9789188213570. 36 p. Full text in Research Archive
• Telenius, Elisabeth Wiken; Krohne, Kariann; Czapka, Elzbieta; Hansen, Pernille; Ingebretsen, Reidun & Landmark, Anne Marie Dalby [Show all 11 contributors for this article] (2020). Demensomsorg för invandrare - En handbok. Nordens velferdssenter. ISBN 9789188213587. 36 p. Full text in Research Archive
• Telenius, Elisabeth Wiken; Krohne, Kariann; Czapka, Elzbieta; Hansen, Pernille; Ingebretsen, Reidun & Landmark, Anne Marie Dalby [Show all 11 contributors for this article] (2020). Umönnun innflytjenda með heilabilun- Handbók. Nordens velferdssenter. ISBN 9789188213686. 36 p. Full text in Research Archive
• Bot, Kees de; Plejert, Charlotta; Simonsen, Hanne Gram; Fyndanis, Valantis; Hansen, Pernille & Norvik, Monica I. [Show all 8 contributors for this article] (2020). Multilingualism and ageing. An Overview. De Gruyter Brill. ISBN 9789004445390. 98 p. Full text in Research Archive Show summary

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

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• Krysztofiak, Magdalena; Łuniewska, Magdalena; Krajewski, Grzegorz; Muszyńska, Karolina; Enfer, Ewa & Bajkowska, Katarzyna [Show all 13 contributors for this article] (2026). Can it be more concrete? Investigating psycholinguistic ratings of English and Polish words. Full text in Research Archive
• Garmann, Nina Gram; Bortoli, Marit Müller De; Hansen, Pernille Bonnevie; Lervold, Tonje; Romøren, Anna Sara H. & Sparboe-Nilsen, Bente [Show all 8 contributors for this article] (2026). “TALK: about Language at the Child Health Clinic” – How could we include CDIs? Full text in Research Archive Show summary

  In Norway, Child Health Clinics monitor and assess children’s language development and advise parents on parent-child interaction, with structured assessments at two- and four-years. Currently, the revised guidelines do not recommend the use of standardized screening tools for assessments but suggest that the Public Health Nurse uses milestones as a guide to evaluate a child’s language development. Furthermore, the assessment is to be done in the child’s home language. When this language is not Norwegian, the assessment relies heavily on conversations with the parents with or without an interpreter. In this presentation , we will discuss whether a short form inspired by PABIQ (Hjemmespråk [Home languages]) (Hansen et al., 2025), the Norwegian version of the Intelligibility in Context Scale (McLeod et al., 2012) and/or CDIs, e.g. the Norwegian CDI III (Holm et al., 2023) can be useful as parts of a systematic screening tool, for mono- and multilingual children, and at which point in time. The work is part of the preparation for trying out standardized tools during some of the consultations at the Child Health Clinics.

• Moraczewska, Agnieszka Malgorzata; Nordanger, Marte & Hansen, Pernille Bonnevie (2026). INN med språket: Norsk som andrespråk i profesjonsutdanningenes fag- og praksisfelleskap (et Såkornprosjekt). Full text in Research Archive
• Tengesdal, Eirik; Hansen, Pernille Bonnevie; Kilanowska, Jolanta; Sandbakken, Mari; Romøren, Anna Sara H. & Garmann, Nina Gram (2025). Flerspråklig barndom – utviklingen av en forskningsformidlingsside. doi: https:/web.archive.org/web/20251022124625/https:/www.uis.no/sites/default/files/2025-10/Abstraktbok_Norsk%20barnehageforskningskonferanse%202025.pdf. Full text in Research Archive Show summary

  Vi vil drøfte ressursnettsiden «Flerspråklig barndom» i lys av begrepet forskningskommunikasjon (Bjørkdahl m.fl., 2023). Forskningskommunikasjon innebærer at man tar hensyn til hvordan forskningen skal tas i bruk, og hvem som skal ta den i bruk, både i utvalg av det som kommuniseres og i formen som brukes. Nettsiden består av tilpassede ressurser fra forskningsprosjektet «PolkaNorski», som handlet om språkutviklingen til barn i Norge som lærer polsk hjemme, og betydningen av å være ute i naturen for å forstå biologiske fenomener. Siden inneholder 1) intervjuguide om barns språkmiljø hjemme, 2) digital ressurs om hvordan foreldre kan støtte barns språkutvikling, 3) tips til barnehager om godt språkarbeid, og 4) filmer om hvorfor barn i norske barnehager er mye ute. Vi vil drøfte hvordan ressursene kan bidra til å styrke kvaliteten i samarbeidet mellom hjem og barnehage. Utvalg og formidlingsmåte er ment å svare på utfordringer vi har identifisert blant barnehagepersonale og foreldre i uformelle samtaler med polske foreldre i Norge, barnehagepersonale, logopeder og helsesykepleiere. For eksempel kan polske foreldre i Norge være usikre på hvordan de skal oppdra barn flerspråklig (Stapor m.fl., 2025). De er heller ikke vant til at barn oppholder seg lenge ute, særlig når det er kaldt. Målet er å tilby barnehager og helsestasjoner ressurser de kan bruke i kommunikasjon med foreldre og i veiledning av personalet i barnehagen. Flere av ressursene foreligger på norsk, polsk og engelsk, og vi drøfter behovet for å tilgjengeliggjøre innholdet på flere språk.

• Tengesdal, Eirik; Hansen, Pernille Bonnevie; Kilanowska, Jolanta; Sandbakken, Mari; Ribu, Ingeborg Sophie & Romøren, Anna Sara H. [Show all 7 contributors for this article] (2025). Flerspråklig barndom – nettside med ressurser for foreldre, barnehagelærere og helsesykepleiere. doi: https:/web.archive.org/web/20251022130541/https:/uni.oslomet.no/childlife/wp-content/uploads/sites/904/2025/08/Abstract-16-oktober.pdf. Full text in Research Archive Show summary

  Innlegget er en presentasjon av nettsiden "Flerspråklig barndom". Rammeplanen for barnehager legger vekt på blant annet utelek og å støtte barns hjemmespråk. Dette er praksiser som kan virke fremmede på innvandrerforeldre. I forskningsprosjektet PolkaNorski (2020–24) samarbeidet vi med polske forskere for å undersøke to ting: Vi så på hvor mye tid barn i polske og norske barnehager tilbringer ute og undersøkte hva det har å si for å lære om naturen. Vi studerte også polske barns språkutvikling i Norge. Basert på disse erfaringene har vi laget en nettside som gir informasjon til foreldre og barnehagepersonale med innvandrerbakgrunn om rasjonalet bak utelek og hjemmespråkstøtte i barnehagen. Vi gir også informasjon om hvordan foreldre kan støtte barns språkutvikling på alle sine språk. Denne ressursen tror vi det kan være nyttig for barnehagepersonale og helsesykepleiere å kunne henvise foreldre til.

• Krajewski, Grzegorz; Krysztofiak, Magdalena; Muszyńska, Karolina; White, Michelle; Bajkowska, Katarzyna & Hansen, Pernille [Show all 10 contributors for this article] (2025). How to Assess Language Development in Bilingual Polish–Norwegian Children using MacArthur-Bates Communicative Development Inventories? Full text in Research Archive Show summary

  Parental vocabulary checklists, such as the MacArthur-Bates Communicative Development Inventories (CDIs), are widely used for screening language delays in young children (Marchman et al., 2023). Although CDIs are available for many languages, they are normed for monolinguals, presenting challenges for bilingual assessment. For bilingual children, vocabulary scores from both languages can be combined (total vocabulary, TV, or total conceptual vocabulary, TCV) and compared to monolingual norms. Alternatively, expected single-language scores may be predicted based on regression models using language exposure measures as predictors (Floccia et al., 2018; Singh et al., 2022). The current study compares these approaches, focusing on Polish–Norwegian bilingual children living in Norway. Polish and Norwegian CDI data were gathered on-line from 234 parents of children aged 18–36 months. For 95 children with both CDIs, TV and TCV scores were calculated. Regression analyses were conducted to model language exposure as a predictor of single-language CDI scores. We compared the percentages of children in the sample identified as falling below the 10th percentile (common threshold for language delay) by each method. Using combined scores with Polish norms resulted in identifying 9% children as at risk. However, using combined scores with Norwegian norms resulted in 16%, suggesting potential over-diagnosis when using Norwegian norms. Regression analyses showed that exposure measures did not help in predicting Polish single-language scores. On the other hand, they explained, together with age, over 50% of the variance in Norwegian single-language scores and Norwegian regression-based norms identified 8.5% children as at risk. These findings suggest that using monolingual tools or norms to assess bilinguals is possible but requires population-specific approaches and empirical validation. In particular, for Polish immigrant children in Norway Polish monolingual norms may be used with combined scores and Norwegian single-language scores may be used together with language exposure measures in the regression-based approach.

• Luniewska, Magdalena; Hansen, Pernille Bonnevie; Magdalena, Krysztofiak; Romøren, Anna Sara Hexeberg; Burdach, Martyna & Hernæs, Katarina [Show all 14 contributors for this article] (2024). Vocabulary development in mono- and bilingual preschoolers: Norming of the Polish and Norwegian LITMUS-X Cross-Linguistic Lexical Tasks. Full text in Research Archive
• Hansen, Pernille Bonnevie; Kharkevich, Sviatlana; Garmann, Nina Gram; Dynak, Agnieszka; Muszynska, Karolina & Haman, Ewa (2024). Hold øynene åpne for gryende flerspråklighet! [Keep your eyes open for emerging multilingualism!]. Full text in Research Archive Show summary

  https://www.barnehage.no/flerspraklighet-sprak/hold-oynene-apne-for-gryende-flerspraklighet/254550

• Tarłowski, Andrzej; Kilanowska, Jolanta; Radzikowska, J.; Hansen, Pernille Bonnevie; Kharkevich, Sviatlana & Kleppe, Rasmus [Show all 10 contributors for this article] (2024). Language, culture and direct experience with nature in the development of category-based induction within living things. Full text in Research Archive
• Krajewski, Grzegorz; White, Michelle; Bajkowska, Katarzyna; Hansen, Pernille; Kilanowska, Jolanta & Krupa-Gaweł, Karolina [Show all 11 contributors for this article] (2024). Measuring early language development in Polish–Norwegian children. Full text in Research Archive
• Garmann, Nina Gram; Tengesdal, Eirik; Krysztofiak, Magdalena; Muszyńska, Karolina; White, Michelle & Bajkowska, Katarzyna [Show all 10 contributors for this article] (2024). Early vocabulary development in Polish-Norwegian children – a CDI based study. Full text in Research Archive
• Garmann, Nina Gram; Tengesdal, Eirik; Romøren, Anna Sara H.; Sandbakken, Mari; Ribu, Ingeborg & Kilanowska, Jolanta [Show all 7 contributors for this article] (2024). PolkaNorski i praksis. Full text in Research Archive
• Radzikowska, Julia; Tarłowski, Andrzej; Kilanowska, Jolanta; Hansen, Pernille Bonnevie; Kharkevich, Sviatlana & Kleppe, Rasmus [Show all 10 contributors for this article] (2024). Od naczelnych do ludzi - środowiskowe i językowe związki z rozwojem rozumowania indukcyjnego w dziedzinie wiedzy biologicznej wśród dzieci w wieku przedszkolnym. Full text in Research Archive
• Norvik, Monica I.; Ribu, Ingeborg Sophie; Hansen, Pernille & Simonsen, Hanne Gram (2023). Cartoon description in neurotypical adults: Data from L1 and L2 speakers of Norwegian. Full text in Research Archive
• Magdalena, Krystofiak; Łuniewska, Magdalena; Hansen, Pernille Bonnevie; Horská, Tereza; Mentel, Andrzej & Orzeszek, Dorota [Show all 11 contributors for this article] (2023). Norming study of Norwegian, Polish, and Slovak LITMUS Cross-Linguistic Lexical Tasks in monolingual and bilingual children. Full text in Research Archive
• Kartushina, Natalia; Onnis, Luca; Rosslund, Audun; Singh, Arun Prakash; White, Michelle Jennifer & Theimann, Ane [Show all 14 contributors for this article] (2023). Babies and kids - how do they acquire and learn multiple lects? Full text in Research Archive
• Sandbakken, Mari & Hansen, Pernille (2023). Utestemme- gode samtaler med barn i naturen. Full text in Research Archive
• Norvik, Monica I.; Köder, Franziska Maria; Simonsen, Hanne Gram; Hansen, Pernille; Landmark, Anne Marie Dalby & Svennevig, Jan [Show all 10 contributors for this article] (2023). Multilingualism and language disorders. Full text in Research Archive
• Garmann, Nina Gram & Hansen, Pernille (2023). Flerspråklige barn i barnehagen. Full text in Research Archive
• Hansen, Pernille & Garmann, Nina Gram (2023). Flerspråklige barn. Full text in Research Archive
• Kilanowska, Jolanta; Romøren, Anna Sara H.; Hansen, Pernille; Bajkowska, Katarzyna; Kacprzak, Agnieszka & Krysztofiak, Magdalena [Show all 13 contributors for this article] (2022). Diversity among Polish-Norwegian preschool children. Full text in Research Archive
• Holm, Elisabeth; Hansen, Pernille; Romøren, Anna Sara Hexeberg & Garmann, Nina Gram (2022). The Norwegian CDI III as an assessment tool for lexical and grammatical development in preschoolers:​ ​Preliminary results. Full text in Research Archive
• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Sequential multilingualism and verbal short-term/working memory: Evidence from academics. Full text in Research Archive
• Mieszkowska, Karolina; Krajewski, Grzegorz; Alcock, Katie; Dynak, Agnieszka; Garmann, Nina Gram & Hansen, Pernille [Show all 15 contributors for this article] (2022). StarWords: early language development in monolingual and multilingual settings - study overview & challenges of remote longitudinal data collection. Full text in Research Archive
• White, Michelle Jennifer; Southwood, Frenette; Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille & Krajewski, Grzegorz [Show all 8 contributors for this article] (2022). A North-South perspective on bilingualism and socioeconomic status. Full text in Research Archive
• Simonsen, Hanne Gram; Norvik, Monica I.; Killmer, Helene & Hansen, Pernille (2022). Working with multilingual people with acquired language disorders:Challenges and solutions. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille; Holm, Elisabeth; Tengesdal, Eirik & Payne, Elinor [Show all 7 contributors for this article] (2022). Consonant cluster realisation in Norwegian- and English-speaking children: The role of input. Full text in Research Archive
• Kilanowska, Jolanta; Hansen, Pernille; Bajkowska, Katarzyna; Duszyk-Bogorodzka, Anna; Dynak, Agnieszka & Komorowska, Ewa [Show all 21 contributors for this article] (2022). Polish and Norwegian language and world knowledge development in mono- and multilingual children. Full text in Research Archive
• Bajkowska, Katarzyna; Duszyk-Bogorodzka, Anna; Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille & Dynak, Agnieszka [Show all 21 contributors for this article] (2022). PolkaNorski - Utvikling av språk og kunnskap om verden i polsk og norsk hos én- og flerspråklige barn. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Hansen, Pernille (2022). Vi må bruke begreper som ikke stigmatiserer. Full text in Research Archive
• Hansen, Pernille; Duszyk-Bogorodzka, Anna; Dynak, Agnieszka; Kilanowska, Jolanta; Krajewski, Grzegorz & Köder, Franziska Maria [Show all 17 contributors for this article] (2022). PolkaNorski and StarWords - who needs outreach more: researchers or the world? Full text in Research Archive
• Haman, Ewa; Sánchez, Itziar Lozano; Duszyk-Bogorodzka, Anna; Dynak, Agnieszka; Hansen, Pernille & Kilanowska, Jolanta [Show all 30 contributors for this article] (2022). The PolkaNorski project: challenges of 5 intertwined studies on monolingual and bilingual children from 0 to 6 yrs. Full text in Research Archive
• Hansen, Pernille & Beiler, Ingrid M. Rodrick (2022). Halvspråklighet er et begrep fra historiens skraphaug. Full text in Research Archive
• Mieszkowska, Karolina; Luniewska, Magdalena; Dynak, Agnieszka; Komorowska, Ewa; Krajewski, Grzegorz & Romøren, Anna Sara H. [Show all 10 contributors for this article] (2021). Early language development in bilinguals and monolinguals. There’s an app for that! Full text in Research Archive
• Ribu, Ingeborg Sophie; Hansen, Pernille; Simonsen, Hanne Gram & Norvik, Monica I. (2021). Narrative production in speakers with and without dementia. Full text in Research Archive
• Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille; Kacprak, Agnieszka; Kilanowska, Jolanta & Komorowska, Ewa [Show all 13 contributors for this article] (2021). PolkaNorski "Polish and Norwegian language and world knowledge development in mono- and multilingual children"". Full text in Research Archive Show summary

  The presentation would show the basic goals and plans of the PolkaNorski project, which will investigate the development of language skills and world knowledge in Polish-Norwegian multilingual children and their monolingual peers in Poland and Norway.

• Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille; Kacprzak, Agnieszka; Kilanowska, Jolanta & Kleppe, Rasmus [Show all 15 contributors for this article] (2021). PolkaNorski. Full text in Research Archive Show summary

  The project investigates the development of language skills and world knowledge in Polish-Norwegian multilingual children and their monolingual peers in Poland and Norway.

• Hansen, Pernille & Simonsen, Hanne Gram (2020). Når man ikke finner ord. Full text in Research Archive
• Strangmann, Iris; Antolovic, Katarina; Hansen, Pernille; Simonsen, Hanne Gram; Norvik, Monica I. & Obler, Loraine (2020). The continuity of cognates: Approaches to empirically establish form overlap in data from patients with dementia and aphasia. Full text in Research Archive
• Landmark, Anne Marie Dalby & Hansen, Pernille (2020). Combining interactional and psycholinguistic approaches to language use by persons with dementia. Full text in Research Archive
• Lanza, Elizabeth; Liu, Liquan; Gonzalez, Elisabet; Sevinc, Yesim; Simonsen, Hanne Gram & Norvik, Monica I. [Show all 7 contributors for this article] (2020). The MultiLingual Mind Across the Lifespan. Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie; Simonsen, Hanne Gram & Svennevig, Jan (2020). Word finding difficulties in testing and conversation: An interdisciplinary approach to the study of multilinguals with dementia. Full text in Research Archive
• Fyndanis, Valantis; Haman, Ewa; Hansen, Pernille; Luniewska, Magdalena; Norvik, Monica I. & Simonsen, Hanne Gram (2020). Meeting a need for tools: Experiences from two international networks. Full text in Research Archive
• Hansen, Pernille & Ribu, Ingeborg Sophie (2020). Psykolingvistikk for logopeder. Full text in Research Archive
• Hansen, Pernille & Romøren, Anna Sara Hexeberg (2019). Språkmangfold og språkutvikling i barnehage og skole. Full text in Research Archive
• Hansen, Pernille (2019). Sharing dementia data: Experiences from Norway. Full text in Research Archive
• Strangmann, Iris; Hansen, Pernille; Antolovic, Katarina; Bøyum, Malene; Simonsen, Hanne Gram & Obler, Loraine (2019). Empirically establishing cognateness: Translation elicitation of Norwegian words by English monolinguals. Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie Dalby; Simonsen, Hanne Gram & Svennevig, Jan (2019). Ordfinning og ordleting hos sju flerspråklige med demens. Full text in Research Archive
• Hansen, Pernille & Simonsen, Hanne Gram (2019). Lexical factors in naming among multilinguals with dementia: The effects of frequency, age of acquisition, phonological neighbourhood density, word class, imageability and cognate status. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille & Romøren, Anna Sara Hexeberg (2019). Utvikling bør skje i samspill mellom gründere, forskere og praksisfeltet. barnehage.no. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Holm, Elisabeth; Sandvik, Margareth; Hansen, Pernille & Romøren, Anna Sara Hexeberg [Show all 7 contributors for this article] (2019). Syltynn Bravo-rapport. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Full text in Research Archive
• Holm, Elisabeth; Hansen, Pernille; Romøren, Anna Sara Hexeberg; Simonsen, Hanne Gram & Garmann, Nina Gram (2019). Helhetlig kartlegging av flerspråklige barns språk: Noen fallgruver og tre mulige løsninger. Full text in Research Archive
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille & Romøren, Anna Sara Hexeberg (2019). Tidlig språkinnsats: Språklek med svakt forskningsbelegg. Full text in Research Archive
• Landmark, Anne Marie Dalby & Hansen, Pernille (2019). Bruk ordfinningsvansker! Tidsskrift for Den norske legeforening (Tidsskriftet). ISSN 0029-2001. Full text in Research Archive
• Garmann, Nina Gram; Hansen, Pernille; Holm, Elisabeth; Simonsen, Hanne Gram; Tengesdal, Eirik & Romøren, Anna Sara Hexeberg [Show all 8 contributors for this article] (2018). Consonant clusters in Norwegian CDS: are they produced differently from clusters in ADS? Full text in Research Archive
• Hansen, Pernille; Simonsen, Hanne Gram; Jong, Jan de; Morken, Frøydis; Garmann, Nina Gram & Romøren, Anna Sara Hexeberg (2018). Statped må styrkes. [Journal]. Dagsavisen. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille & Simonsen, Hanne Gram (2018). Screening for language delay using Norwegian CDI III. Full text in Research Archive
• Hansen, Pernille; Simonsen, Hanne Gram; Jong, Jan de; Morken, Frøydis; Garmann, Nina Gram & Romøren, Anna Sara Hexeberg (2018). Statped - en bro mellom forskning og praksis. [Internet]. barnehage.no. Full text in Research Archive
• Ribu, Ingeborg Sophie; Bøyum, Malene & Hansen, Pernille (2018). The role of age, language proficiency and cognitive decline on free word associations. Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie Dalby; Lind, Marianne; Simonsen, Hanne Gram; Svennevig, Jan & Vonen, Maria Njølstad (2018). Code-switching in multilinguals with dementia: Individual patterns across speech contexts. Full text in Research Archive
• Simonsen, Hanne Gram & Hansen, Pernille (2018). Kartlegging av 4åringers språk: En ny kortversjon av "Preteritumstesten". Full text in Research Archive
• Hansen, Pernille; Lind, Marianne & Simonsen, Hanne Gram (2018). Bildebenevning hos eldre innvandrere med demens: Hvilke egenskaper ved ordene påvirker benevningen? Full text in Research Archive
• Hansen, Pernille; Landmark, Anne Marie Dalby; Lind, Marianne; Simonsen, Hanne Gram & Svennevig, Jan (2018). Communicative competence in multilingual persons with dementia: A linguistic perspective. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille; Simonsen, Hanne Gram & Pedersen, Ingrid (2018). Norwegian CDI III. Full text in Research Archive
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille; Simonsen, Hanne Gram & Pedersen, Ingrid (2018). Norsk CDI III. Full text in Research Archive
• Garmann, Nina Gram; Hansen, Pernille; Holm, Elisabeth; Romøren, Anna Sara Hexeberg; Simonsen, Hanne Gram & Tengesdal, Eirik [Show all 8 contributors for this article] (2018). Uttaler voksene konsonantgerupper på en annen måte til barn enn til voksene? Full text in Research Archive
• Landmark, Anne Marie Dalby & Hansen, Pernille (2017). The MultiLing Dementia Project. Full text in Research Archive
• Hansen, Pernille (2017). Barnas språkutvikling. Full text in Research Archive
• Hansen, Pernille & Landmark, Anne Marie Dalby (2017). The MultiLing Dementia Project - status and way forward. Full text in Research Archive
• Ribu, Ingeborg Sophie & Hansen, Pernille (2017). Språk og kommunikasjon hos personer med demens i Norge. Full text in Research Archive
• Hansen, Pernille; Melby-Lervåg, Monica & Snarby, Anette (2017). Har ikke barnet begynt å snakke ennå? [Internet]. KK.no. Full text in Research Archive
• Hansen, Pernille (2017). Orda norske barn lærer tidlig, og hva det sier om hvordan vi lærer språk. Språkprat. Full text in Research Archive
• Hansen, Pernille & Pajaro, Veronica (2017). Språkferdighetene dine forteller ikke hvor du kommer fra. Full text in Research Archive
• Hansen, Pernille (2017). Ordforråd hos barn og korleis ein kan måle det hos fleirspråklege. Full text in Research Archive
• Hansen, Pernille (2017). In the beginning was the word: A study of monolingual and bilingual children’s lexicons. Universitetet i Oslo. Full text in Research Archive Show summary

  All words have inherent properties linked to their form, meaning and usage patterns affecting when they are acquired and how easily they are processed. As languages and cultures differ, words with equivalent meanings may be acquired at different ages across languages. Crosslinguistic research and assessment must take such differences into account; this issue is particularly important for a valid assessment of multilingual children. In addition, children’s language acquisition is influenced by their dispositions and personal preferences as well as their linguistic and sociocultural environment. This dissertation asks how linguistic factors may account for the composition of monolingual and bilingual children’s lexicons, and whether a tool that does take such factors into account can be expected to yield comparable results across different groups of bilinguals. It explores data on lexical development and tests two new assessment tools designed to provide a valid assessment of bilingual children’s language skills; one of these tools is also used to profile the children’s language background (exposure and use). The dissertation documents common patterns as well as cross-linguistic differences in children’s first words. It shows that lexical properties must be taken into account in any linguistic assessment that strives for comparability across languages. Furthermore, it confirms the prominent roles of type and token frequency on the lexicon, and underlines that studies of frequency effects and assessment tools aiming to account for such effects must pay attention to the source of frequency data. It confirms that a new lexical assessment tool that takes into account for lexical properties does yield comparable results across languages. It may however not be sensitive enough to capture early stages of language shift. The results are in accordance with usage-based theories of language and language acquisition. The dissertation contributes with a new measure of lexical development and new knowledge about lexical effects within and across languages.

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