Photographer: onbekend

dr. J.E. (Judith) Rispens


  • Faculty of Humanities
    Capaciteitsgroep Taalwetenschap
  • Visiting address
    P.C. Hoofthuis
    Spuistraat 134  Amsterdam
    Room number: 637
  • Postal address:
    Spuistraat  134
    1012 VB  Amsterdam
  • J.E.Rispens@uva.nl
    T: 0205254683

Research interests

  • Language acquisition in typical and disordered development
  • Overlap between SLI and developmental dyslexia
  • Morphophonology
  • Morpho(phonological) processing

 

Current research projects:

  • Examining the contribution of procedural learning to grammar and literacy acquisition in children (NWO Vidi project 2014-2019) http://progracy.com
  • All children are equal but some are more equal than others. Improving the acquisition of English at school (With Maurits van der Molen, Patrick Snellings and Jurgen Tijms, NRO project 2015-2020)
  • Acquisition of morphophonology (with Anne Baker and Fred Weerman)

 

Ph.D. students:

Akke de Blauw (thesis defended 16-01-2015): Precursors of narrative ability: an in-depth study of three Dutch children (with Anne Baker)

Tiffany Boersma: The acquisition of morphophonology (with Anne Baker and Fred Weerman)

Hernan Labbe Grunberg: Automatic unconscious processing of Dutch morphosyntax by L2 speakers (with Fred Weerman)

 

I teach at the Dept. of Linguistics:

BA Taalwetenschap UvA:

http://www.uva.nl/onderwijs/bachelor/bacheloropleidingen/content/taalwetenschap/taalwetenschap.html

MA General Linguistics:

http://gsh.uva.nl/ma-programmes/programmes/content17/general-linguistics.html

RMA Linguistics

http://gsh.uva.nl/ma-programmes/programmes/content30/linguistics.html

 

I am a member of the exam committee of the RMA Brain & Cognitive Sciences:

http://www.uva.nl/en/education/master-s/master-s-programmes/content9/brain-and-cognitive-sciences-research/brain-and-cognitive-sciences-research.html

 

Projects for students

Students who are interested in doing a project (stage or scriptie) in the area of language development, language disorders or language learning can contact me. Projects involve setting up an experimental design (including ERP), assessing children and/or analysing the experimental data.

 

Former research projects

  • Understanding the failure to repeat 'wafeisin': a study into the deficit underlying poor non-word repetition in SLI

( NWO VENI grant 2007-2011)

  •  Post-doc at PI Research / VU (2004-2007)
  •  Ph.D. Project Rijksuniversiteit Groningen 1999-2004: Syntactic and Phonological processing in developmental dyslexia

 

I am also a trained speech and language therapist (MA University of Reading, 1999)

Teaching

2011 / 2012:

Semester 1:

BA Inleiding Nederlandse Taalkunde

BA Methoden en Technieken

MA Language disorders and development II (with Jan de Jong)

MA Language assessment in clinical and non-clinical settings (with Jan de Jong)

Semester 2:

BA Inleiding Taalwetenschap

MA CSCA Hot topics in language and Cognition (with Hedde Zeijlstra)


2010 / 2011:

MA Language disorders and development II (with Jan de Jong)

MA Language assessment in clinical and non-clinical settings (with Jan de Jong)

BA Nederlandse Taalkunde: Een inleiding

2007 / 2008:

MA Speech and Language Development (with Jan de Jong and Paolo Escudero)

MA Language Disorders (part: acquired language disorders)

2008 / 2009:

MA: acquired language disorders

LOT summerschool: The language basis of literacy and its disorders. 15-19 June, Leiden.

2009 / 2010:

MA: acquired language disorders

Stage coordinator

Please contact me for information about a stage

Projects for students

Students who are interested in doing a project (stage or scriptie) in the area of language development and language disorders can contact me. My main research project is on lexical learning, morphological processing and processing of phonological and lexical representations in typically developing children and children with Specific Language Impairment and developmental dyslexia. Projects may involve setting up an experimental design (including ERP), assessing children and/or analysing the experimental data.

Research projects

Current research themes:

Perception and production of morphophonology

Lexical learning


Former research projects

Understanding the failure to repeat 'wafeisin': a study into the deficit underlying poor non-word repetition in SLI

( NWO VENI grant 2007-2011)

Children with Specific Language Impairment (SLI) have severe problems withrepeating non-words. However, significant controversy exists on the causal mechanisms of poor non-word repetition (NWR) in SLI and to date no systematic research has been carried out to resolve this issue. This failure to address the deficit underlying poor NWR limits not only our understanding of the processesinvolvedin SLI but consequently also that of effective interventions. Therefore, the main aim of thisproject isto investigate the level of breakdown responsible for deficient NWR in SLI. Poor NWR in SLI has been taken as evidence of limited capacity of the phonological short-term memory system. However,this projectproposes thatimpaired quality of phonological representationsis responsible for poor NWR in SLI. This interferes with theability to use existing phonological templates for the formation of novel phonological representations leading to a depressed NWR score. For normal language development it has been claimed that vocabulary expansion forces specification of phonological representations. As vocabulary development is often delayed in SLI, it is hypothesised that restricted vocabulary growth impairs refinement of phonological representations which in turn decreases NWR in SLI. This hypothesis, together with the idea that limited phonological short-term memoryis the source for poor NWR will be tested concurrently in a longitudinal study. In the present study, literacy skills will also be included as a variable as poor NWR has been demonstrated in dyslexia too. Recent research has indicated a considerable overlap between developmental dyslexia and SLI, troubling the interpretation of the present results. In order to control forthis potential confound, a subgroup of SLI children with concurrent dyslexic symptoms will be defined. This project will further our understanding of the NWR deficit in SLI. This will ultimately enhance insight into the deficit underlying SLI.

Previous projects

Post-doc at PI Research / VU (2004-2007)

* Investigating the contribution of morphological awareness to reading  and spelling. In collaboration with Catherine McBride-Chang (University of Hong Kong) and Pieter Reitsma (PI-research /VU)

* The influence of self-esteem on task behaviour in children with learning disabilities. In collaboration with Hedy Stegge, Jan Geelhoed, and Pieter Reitsma

* The role of semantics in learning to spell

Ph.D. Project.

Rijksuniversiteit Groningen 1999-2004

Syntactic and Phonological processing in developmental dyslexia

In this dissertation sensitivity to subject-verb agreement in spoken language was studied. Both electrophysiological studies (ERP study with adults) and behavioural measures (grammaticality tasks with preschool and school going children) were undertaken.Differences were observed both in children and adults. It was found that a decrease in sensitivity to subject-verb agreement was already present in the language of the preschoolers. A further study found that the children with developmental dyslexia displayed deficient phonological processing skills which may be the source of the problems with subject-verb agreement. A regression analysis showed that both the phonological problems and the morphosyntactic problems contributed to the word decoding deficit. Finally, a comparison between children with developmental dyslexia and children with SLI revealed that the two groups of children have problems in the same linguistic domains.

Publications

In preparation / under review

Rispens, J. E., Baker, A. E., & Duinmeijer, I. (in preparation). Phonological representations in children with language and reading impairment

Rispens, J. E. , de Bree, E., & Kerkhoff, A. (in preparation). Acquisition of plural noun morphology in Dutch: The rolesofphonology and frequency.
Rispens, J. E. & de Bree, E. (in preparation). Acquisition of the Dutch past tense in bilingual children.
Woensdregt, M. & Rispens, J. E. (in preparation). Processing of past tense morphophonology: an ERP investigation.


International peer reviewed publications

Rispens, J. E. , & de Bree, E. (in press). Past tense productivity in Dutch children with SLI : The role of phonology and frequency. Journal of Child Language
Rispens, J. E . & Baker, A. E. (2012). Non-word repetition: The relative contributions of phonological short-term memory and (sub)lexical knowledge. Journal of Speech, Language and Hearing Research, 55, 683-694.
Tong, S., McBride, C., Wong, A., Hua, S., Reitsma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34 , 1-18.

Rispens, J. E., & Parigger,E. (2010). The relation between non-word repetition performance and reading problems in Dutch speaking children with Specific Language Impairment (SLI). British Journal of Developmental Psychology , 28, 177-188.

Rispens, J. E., McBride-Chang, C.,& Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch: A Cross-sectional study. Reading & Writing, 21, 587-607 .

De Bree, E., Rispens, J. E., & Gerrits, E. (2007). Non-word repetition in children with (a familial risk for) dyslexia and children with SLI. Clinical Linguistics and Phonetics, 21, 935-944

Rispens, J. E. & Been, P.H. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and SLI: A closer look. International Journal of Language and Communication Disorders, 42, 293-305 .

Rispens, J.E. , Been, P.H., & Zwarts, F. (2006). Brain responses to subject-verb agreement violations in spoken language in developmental dyslexia: An ERP study. Dyslexia , 12 , 134-149.

Rispens, J. E., Roeleven, S., & Koster, C. (2004). Sensitivity to subject-verb agreement in spoken language in children with developmental dyslexia. Journal of Neurolinguistics, 17, 333-347 .

Bastiaanse, R., Edwards, S., Maas , E., & Rispens, J. E. (2003). Assessing comprehensionand production of verbs and sentences: The Verb and Sentence Test (VAST). Aphasiology, 17 , 49-73.

Bastiaanse, R., Rispens, J. E., Ruigendijk, E., Juncos Rabadan, O., & Thompson, C.(2002). Verbs: some properties and their consequences for agrammatic Broca's aphasia. Journal of Neurolinguistics, 15 , 39-264.

Rispens, J.E.,Bastiaanse, R., & Zonneveld, R. van. (2001). Negation in agrammatism: A cross-linguistic comparison. Journal of Neurolinguistics, 14 , 59-83.

Rispens, J. E., Bastiaanse, R., Zonneveld, R. van, Jarema, G., & Edwards, S. (1997). Negation in agrammatism: A cross-linguistic comparison. Brain and Language, 60, 75-78.

Dissertation

Rispens, J. E. (2004). Syntactic and phonological processing in developmental dyslexia. Groningen: Grodil.

Proceedings and book chapters

Rispens, J. E. & Krikhaar, E. (2010). ERPs in language acquisition. In E. Blom, & S.Unsworth.(Eds). Experimental Methods in Language Acquisition Research. John Benjamins Publisher
Rispens, J. E., & De Bree, E. (2010). Past tense productivity in Dutch children with SLI: The role of phonology . BU Proceedings 34,Boston:MA.

Rispens, J. E. (2006). Behandeling van ontwikkelingsdyslexie. Handboek voor Stem-, Spraak- en Taalpathologie.  Houten: Bohn, Stafleu van Loghum.

Gerrits, E., Jong, J. de., & Rispens, J. E. (2004). Dyslexie als taalstoornis. Handboek voor Stem-, Spraak- en Taalpathologie. Houten: Bohn, Stafleu van Loghum. 

Rispens, J. E., & Been, P. (2004).Sensitivity to subject-verb agreement in children with developmental language disorders. A comparison of developmental dyslexia with SLI. In: J. van Kampen & S. Baauw (Eds.). Proceedings of GALA 2003. Utrecht : LOT Publications.
 

Rispens, J.E. , & Been, P. (2004). Morphosyntax and phonological skills in children with developmental dyslexia and SLI. In: A. Brugor, L.Micciulla, & C. E. Smith (Eds.). Proceedings of the 28 th Annual Boston University Conference on Language Development , 482-493. Medford MA : Cascadilla Press.

Bastiaanse, R. & Rispens, J. E. (2003). De diagnostiek en behandeling van problemen in de werkwoordproductie. Handboek Stem- Spraak- en Taalpathologie. Houten: Bohn Stafleu Van Loghum.

Rispens, J. E., Bastiaanse, R., & Edwards, S. (2002). TheVerb and Sentence Test: Assessing verb and sentence comprehension and production in aphasia . In: E.Fava (Ed.). Theory and applications in speech pathology and therapy. Current Issues in Linguistic Theory . Philadelphia: John Benjamins Publishing Company.

Bastiaanse, R., Rispens, J. E., & Zonneveld,R. van. (2000).Verb retrieval,verb inflection and negation. In: R. Bastiaanse & Y. Grodzinsky (Eds.): Grammatical disorders in aphasia. London : Whurr.  
National peer-reviewed publications

Parigger, E.M. , Rispens, J.E. (2010). De relatie tussen non-woord repetitie en leesvaardigheid in Nederlands sprekende kinderen met specific language impairment die een transparante orthografie leren lezen. Stem- Spraak en Taalpathologie, 16 , 224-238.

Rispens, J. E., Geelhoed, J., Stegge, H., & Reitsma, P. (2006). Zelfbeeld en competentiebelevingbij kinderenmet leerproblemen uit het speciaal en regulier basisonderwijs. Tijdschrift voor Orthopedagogiek, 5, 229-239.

Rispens, J. E., Roeleven, S., & Koster, C. (2004). Werkwoordsmorfologie bij kinderen met ontwikkelingsdyslexie: grammaticaliteitsbeoordelingen en spontane taal. Tijdschrift voor Stem- Spraak- en Taalpathologie, 12, 1-15.

Bastiaanse, R., Rispens, J. E., & Maas, E. (2000). De Werkwoorden en Zinnentest. Logopedie & Foniatrie, 12, 259-267.

Clinical tests

Bastiaanse, R., Edwards, S., & Rispens, J. E. (2002). The Verb and Sentence Test (VAST) . Thames Valley TestPublishers.

Bastiaanse,R.,Maas, E., & Rispens, J. (2000) . WEZT: Werkwoorden en Zinnentest. Lisse: Swets en Zeitlinger.  

Presentations

Presentations:


Rispens, J.E. , de Bree, E. (2012). Memory and Language in SLI and Dyslexia. Symposium, Anela Taalconferentie. 9 May Lunteren.
Rispens, J. (2012). ERPs in Language Acquisition. EMLAR, Utrecht, 2 February (oral presentation).
Rispens, J.E., de Bree, E., & Kerkhoff (2011). Past tense and plural noun morphology: the roles of phonology and frequency. 21 July, IASCL 2011, Montreal, Canada.
De Blauw, A., Baker, A., & Rispens, J. E. (2011). Non-present talk in early interactions as a precursor of narrative ability at age 7. 20 July, IASCL, 2011, Montreal, Canada.
Kerkhoff, A., Rispens, J.E., & de Bree, E. (2011). Acquisition of plural noun and past tense morphology in Dutch: the roles of phonology and frequency. 14 June, Child Language Seminar, Newcastle

Rispens, J. E., & Baker, A. (2011). (Sub)-lexical processing in children with language and reading impairment. 19 May, EUCLDIS, Thessaloniki
Rispens, J. E . , & Baker, A. (2011). Non-word repetition in language and reading impairment. CLCG Colloquium. Groningen, 1 April.

Rispens, J.E. , & de Bree (2011). Verleden tijd: de rol van fonologie en frequentie. NET-dag, Utrecht, 18 maart.

Rispens, J. E., de Bree, E., & Kerkhoff, A. M. (2011). The morphophonological nature of plural noun and past tense acquisition in Dutch typically developing children, children with SLI and reading impairment. Workshop on morphophonology in language and literacy. Amsterdam 12-13 January

Rispens, J. E. (2010). Using long-term knowledge for a phonological short-term memory task: SLI, dyslexia and typical development. ACLC, Amsterdam, 24 September (oral presentation).

Rispens, J. E . & Baker, A. E.(2010). Phonological processing in SLI. Child Language Seminar, 24 June, London (oral presentation).

Rispens, J. E., Baker, A.E., & Giezen, M. (2010). Impaired non-word repetition in SLI. Poor phonological representations or limited phonological short-term memory? ICPLA,Oslo, Norway, 25 June (poster presentation).

Rispens, J. E . (2010). EEG in linguistic research. EEG workshop, ACLC, Amsterdam, 26 February (oral presentation).

Rispens, J. E ., & de Bree (2009). Past tense in Dutch SLI: The role of phonology. Boston University Conference on Language Development, 6 November (oral presentation).

Jong, M., Rispens, J. E. , & Bol, G. (2009). Poor non-word repetition in specific language impairment: cause or consequence of small vocabulary size? 30th Tabudag Groningen, 11 June (oral presentation).
Rispens, J. E. (2009). Het herhalen van onzinwoorden bij kinderen met SLI. Symposium Alle Taal Centraal, Eindhoven,19 March. (oral presentation)
Rispens, J. E. (2009). Nonword-repetition in children with LanguageImpairment. AmsterdamsPsycholinguistisch Forum, Amsterdam, 21 January (oral presentation).
Rispens, J. E. (2008). ERP's in language acquisition.EMLAR, Utrecht, 7 November (oral presentation).
Rispens, J. E. (2008). Non-word repetition in children with language impairment. Elitu, Utrecht, 18 September (oral presentation).
Parigger, E., & Rispens, J. E. (2008). Non-word repetition in Dutch children with Specific Language Impairment withand without reading problems. The International Association for the Study of Child Language(IASCL). Edinburgh, 1 August (poster presentation).

Parigger, E., & Rispens, J. E. (2008). Non-word repetition in Dutch children with Specific Language Impairment with and without reading problems. Workshop: exploring the overlap between SLI and dyslexia: The roleof phonology. UCL, London, 27 June (poster presentation).

Rispens, J. E . (2008).Subject-verb agreement in developmental dyslexia. A comparison with SLI and a neurophysiological approach. Seminar at  Biccoca University, Milan, Italy. Also presented at the research meeting of the scientific institute 'E. Medea' of Bosisio Parini, Lecco, Italy, 7 April (oral presentation).

Rispens, J. E. ( 2008). Morphological awareness, literacy, and language breakdown. ACLC seminar, University of Amsterdam, 22 February (oral presentation).                  
                                    

Garcia, E., Reitsma, P., Rispens, J. E., Berends, I. (2007).  Predictability reduces orthographic learning.  Presentation at the fourteenth annual meeting for the Society of the Scientific Study of Reading. Prague, the Czech Republic, July 12-14 (oral presentation).

Rispens, J.E ., De Bree, E., & Gerrits, E. (2006). Phonological processing in young children at risk for dyslexia, children with dyslexia, and children with specific language impairment. ICPLA2006. Dubrovnik (Croatia), 31May- 3 June (oral presentation).
            

Rispens, J. E. (2006). ERPs in Language Acquisition. Emlar, Utrecht, 18 November (oral presentation).

Rispens, J. E. (2006). Inflectiemorfologie bij ontwikkelingsdyslexie. Congres voor Vlaamse Vereniging vanLogopedisten. Antwerpen, 1 December (oral presentation).

Rispens, J. E . (2005).  Syntactische en fonologische aspecten van ontwikkelingsdyslexie en SLI. Jaarcongres van de Nederlandse Vereniging voor Stem- Spraak- en Taalpathologie. Utrecht, 19 March (oral presentation).         

Rispens, J. E . (2005). ERPs in Language Acquisition.Emlar, Utrecht, 21 November (oral presentation).

Rispens, J. E. (2003). Processing of agreement in dyslexic children. Language acquisition symposium. Groningen L), 12 March (oral presentation).

Rispens, J. E. (2003). Inflectiemorfologie bij ontwikkelingsdyslexie. Een gedrags- en een neurofysiologische studie. Netwerksymposium. Utrecht, 21 March (oral presentation).

Rispens, J. E. , Been, P., & Zwarts, F. (2003). Verb morphology in developmental dyslexia: An ERP-study. The conference on verbs. London (UK), 30 April (poster presentation).

Rispens, J. E ., Been, P.,& Zwarts, F. (2003). Detecting subject-verb agreement errors in spoken language: a comparison of developmental dyslexia with SLI. Child Language Symposium. Newcastle (UK),9-11 July (poster presentation).

Rispens, J. E. & Been, P. (2003). Sensitivity to subject-verb agreement in children with developmental language disorders. A comparison of developmental dyslexia with SLI. GALA 2003. Utrecht (NL), 4-6 September (oral presentation).

Rispens, J. E . & Been, P. (2003). Morphosyntax and literacy in children with developmental dyslexia and SLI. The 28th Annual Boston University Conference on Language Development. Boston (USA), 31 October - 2 November (oral presentation).

Rispens, J. E ., & Koster, C. (2002). Sensitivity to subject-verb agreement in developmental dyslexia. Theoretical and Experimental Linguistics , Euroconference on the syntax of normal and impaired language. Corinth (Greece), 2-6 June.  (oral presentation).

Rispens, J. E ., Roeleven, S., & Koster,C. (2002). Syntactic skillsin developmental dyslexia: evidence from grammaticalityjudgements and spontaneous speech. IASCL*SRCLD. Madison (USA), 16-21 July (poster presentation). 

Rispens, J. E. (2001). Language development in developmental dyslexia. Four countries-symposium. Rolduc, 4-5 May (oral presentation).

Rispens, J. E. (2001). Magnocellular functioning and language development in developmental dyslexia.University of Potsdam, (Germany), 19 June (oral presentation).

Rispens, J. E ., Been, P., & Zwarts, F. (2001) Syntactic processing in developmental dyslexia: An ERP-study. Neurological Basis of Language. Groningen, 9-11 July (oral presentation).

Jonkers, R., Bastiaanse, R., Rispens, J. E., & Maas, E. (2001).Action naming in Aphasic Speakers: The Effect of Name Relation with a Noun. The EUROSCO Conference The Science of Aphasia. Giens (France), 14-19 September, (oral presentation).

Rispens, J. E. (2001). Taalverwerking bij kinderen en volwassenen met ontwikkelingsdyslexie. Vereniging voor Klinisch Linguïsten. Enschede, 28 September (oral presentation).

Rispens, J. E . (2001). Taalontwikkelingbij kinderen met dyslexie. BALANS-oudervereniging. Groningen, 21 November (oral presentation).

Rispens, J. E. , Bastiaanse, R., & Edwards,S. (2000) The clinical relevanceof the Verb and Sentence Test: Two case studies. The 9th Aphasia Rehabilitation Conference. Rotterdam (NL), 16-18 August (oral presentation).          

Rispens, J. E ., Bastiaanse, R., &Edwards, S. (2000) The clinical relevance of a linguistic based test battery for aphasics (the Verb and Sentence Test): Two case studies. Linguistic Theory, speech and language pathology and speech therapy. Padua (Italy), 22-26 August (oral presentation).

Rispens, J. E ., & Bastiaanse, R. (2000).De Werkwoorden en Zinnentest. SAN therapiedag. Utrecht, 6 October (oral presentation).

Ruigendijk, E., Bastiaanse, R., & Rispens, J.E. (2000). Verbproduktion in Agrammatismus und was damit zusammenhängt. Jahrestagung der Arbeitsgemeinschaft für Aphasieforschung und Behandlung. München (Germany), 3 November.

Rispens, J. E ., Bastiaanse, R., & Zonneveld, R. van. (1997). Negation in agrammatic aphasia: cross-linguistic evidence. The Academy of Aphasia. Philadelphia (USA), 19 October (poster presentation).

stages

Hieronder vind je informatie over stages. GRAAG GOED LEZEN!!!
Voor MA studenten: het gedeelte onder 1.3 procedure is voor jullie van toepassing. Voor het aantal punten graag contact opnemen met mij en Enoch Aboh.
NIEUW: VOOR AANVANG VAN DE STAGE BIJ DE ONDERWIJSBALIE EEN FORMULIER 'TOESTEMMING VOORAF' VOOR DE STAGE INVULLEN. MA STUDENTEN KUNNEN DIT FORMULIER DIGITAAL DOWNLOADEN BIJ 'EXAMENCOMMISSIE GRADUATE SCHOOL OF HUMANITIES'.
BA stage

1.1          Achtergrond van het uitvoeren van het stagebeleid
De doelstelling van een stage in de BA Taalwetenschap en Gebarentaalwetenschap is een student de kans geven om zich maatschappelijkte oriënteren. Dit wil zeggen, een student kan door middel van een stage ervaren hoe een taalwetenschapper functioneert in een buitenuniversitaire context. De omvang van een stage is 12 ECTS. Gezien de doelstelling van de stage kunnen BA studenten geen interne stages aan de UvA uitvoeren als deze specifiek gericht zijn op wetenschappelijk onderzoek [1] . Ook is in het huidige stagebeleid de stage losgekoppeld van de scriptie. Als een stage zich daarvoor leent, is het wel mogelijk om de inhoud van de scriptie te verbinden aan de inhoud van de stage. Bijvoorbeeld, een student kan voor een instelling een onderzoek uitvoeren en dit onderzoek gebruiken als basis voor een scriptie.   Hierbij moet in acht worden genomen dat de scriptie apart van de stage wordt uitgevoerd. Het verbinden van het scriptie-onderwerp aan de stage is een keuze van de student en geen voorwaarde voor de stage. Hieronder worden de formele regels van de stage weergegeven zoals deze gelden vanaf het studiejaar 2009-2010.  

1.2          Regelgeving van de stage in de BA. De stage heeft een eigen vakcode en is een mogelijke invulling van de vrije keuzeruimte (zie de beschrijving in de studiegids). De omvang is 12 ECTS (dit houdt in 336 uur stage). De stage begint met het opstellen van een stageplan en eindigt met een stageverslag waarin de student de werkzaamheden binnen de stage beschrijft en evalueert in relatie tot het oorspronkelijke stageplan. De stageverlener wordt gevraagd een evaluatieformulier in te vullen. Het cijfer wordt bepaald door de docentbegeleider op basis van het stageverslag en het evaluatieformulier. De docent neemt bij vragen contact opmet de stageverlener. Een koppeling met de scriptie kan inhoudelijk gemaakt worden, maar de stage en scriptie worden altijd afzonderlijk geadministreerd. De scriptie is dan ook een onafhankelijk werkstuk (een onderzoeksverslag) en vervangt nooit het stageverslag.

1.3       Procedure bij het lopen van een stage Voor de stage:

Student oriënteert zich op een stage en meldt stageplannen bij stagecontactpersoon;

Student kiest een docent-begeleider;

Student meldt mogelijke stageplaats en docent bij de stagecontactpersoon;

Student solliciteert op de stageplaats;

NB: solliciteren op een stageplaats dient uitsluitend te gebeuren NA overleg met de stagecontactpersoon en de docent-begeleider.

Student formuleert in overleg met de docent-begeleider en de stageverlener een stageplan;

Stageplan, en stageovereenkomst worden ondertekend door stageverlener en docent-begeleider en worden aangeboden aan de stagecontactpersoon;
Stagestudent vult een formulier 'toestemming vooraf aan de examencommissie' in (bij de onderwijsbalie van het BH, of digitaal via onderwijszaken).

Na goedkeuring door examencommissie tekent de stagecontactpersoon de stageovereenkomst.

De stage kan daadwerkelijk beginnen.

Tijdens de stage:

Student voert werkzaamheden uit bij de stageverlener en onderhoudt contact met de docentbegeleider.

Na de stage:

Student schrijft verslag en legt dit eerst voor aan de docent-begeleider. Na goedkeuring wordt het stageverslag aan de stageverlener toegestuurd. Afschrift ook naar de stagecontactpersoon;

Stageverlener vult een evaluatieformulier in;

Docent-begeleider bepaalt cijfer op basisvan verslagen evaluatie.

DE FORMULIEREN DIE NODIG ZIJN VOOR HET FORMELE GEDEELTE VAN DE STAGE (STAGEPLAN, STAGEOVEREENKOMSTENSTAGE-EVALUATIEFORMULIER) KUNNEN GEDOWNLOAD WORDEN: http://www.student.uva.nl/fgw-stages (ONDER KOPJE STAGE LOPEN)

Het aanbod van de stages staat op deze site:

http://www.student.uva.nl/atw/stagesatw.cfm

Eisen aan een stageplan : -          Gegevens stageverlener, inclusief naam van direct leidinggevende en andere contactpersonen bij het bedrijf

-          Naam docent-begeleider

-          Omvang van de stage

-          Korte beschrijving van het bedrijf/de instelling

-          Doel en opzet van de stage

-          Aard van de te verrichten werkzaamheden

-          Gemaakte afspraken over de begeleiding, evt. specifieke afspraken die zijn gemaakt met de stageverlener

Eisen aan een stageverslag -          Samenvatting van het stageplan en het doel van de stage

-          Beschrijving van de uitgevoerde werkzaamheden

-          Evaluatie van de werkzaamheden

-          Resultaat van de stage, cq beantwoording van de probleemstelling.

-          Een persoonlijke evaluatie van de stage. Dit deel hoeft niet naar de stageverlener te worden opgestuurd als een student dit liever niet wil.

-      Tussen de 4500 - 6000 woorden   

[1] Bachelorstudentenkunnen tijdens hun studie onderzoekservaring opdoen binnen hun keuzeruimte als zij dat willen. Meewerken aan een onderzoeksproject kan opgevoerd worden als 'individueel vak' en wordt beoordeeld door middel van een bronbriefje door de docent. De keuze voor dit studieonderdeel moet in overleg met zowel debegeleidendedocent als de Examencommissiegebeuren. Let wel, een dergelijk onderzoeksproject vervangt niet de scriptie!

2017

  • Rispens, J., & Soto de Amesti, V. (2017). What makes syntactic processing of subject–verb agreement complex? The effects of distance and additional agreement features. Language Sciences, 60, 160-172. DOI: 10.1016/j.langsci.2016.09.004  [details] 
  • Rispens, J. E., & de Bree, E. H. (2017). Past tense production in children with SLI and bilingual children: the influence of vocabulary and non-word repetition. In Past tense production in children with SLI and bilingual children: the influence of vocabulary and non-word repetition (Cross–linguistic influence in bilingualism), (Studies in Bilingualism). Benjamins.
  • le Clercq, C., Van der Schroeff, M., Rispens, J. E., Ruytjens, L., Goedegebure, A., van Ingen, G., & Franken, M-C. (in press). Shortened nonword repetition task (NWR-S): a simple, quick and less expensive outcome to identify children with combined specific language and reading impairment. Journal of Speech, Language, and Hearing Research.

2016

  • van der Kleij, S. W., Rispens, J. E., & Scheper, A. R. (2016). The effect of phonotactic probability and neighbourhood density on pseudoword learning in 6- and 7-year-old children. First Language, 36(2), 93-108. DOI: 10.1177/0142723715626064  [details] 

2015

  • Rispens, J., & de Bree, E. (2015). Bilingual children's production of regular and irregular past tense morphology. Bilingualism : Language and Cognition, 18(2), 290-303. DOI: 10.1017/S1366728914000108  [details] 
  • Rispens, J., Baker, A., & Duinmeijer, I. (2015). Word Recognition and Nonword Repetition in Children with Language Disorders: The Effects of Neighborhood Density, Lexical Frequency, and Phonotactic Probability. Journal of Speech, Language, and Hearing Research, 58(1), 78-92. DOI: 10.1044/2014_JSLHR-L-12-0393  [details] 
  • de Blauw, A., Baker, A., & Rispens, J. (2015). Predicting narrative ability: parental and child factors in early interaction. In M. Boogaard, B. van den Bogaerde, S. Bachinni, M. Curcic, N. de Jong, E. le Pichon, & L. Rasier (Eds.), Artikelen van de 8e Anéla Conferentie Toegepaste Taalwetenschap 2015 (pp. 27-38). Delft: Eburon. [details] 
  • Labbé Grünberg, H., & Rispens, J. (2015). Automatic learning of morphology-based associations in Dutch. Linguistics in Amsterdam, 8(1), 1-22. [1]. [details] 
  • Lam-de Waal, N. A. W., Scheper, A. R., & Rispens, J. E. (2015). Vertelvaardigheden bij kinderen met een specifieke taalontwikkelingsstoornis en zich normaal ontwikkelende kleuters. Stem-, Spraak-, en Taalpathologie, 20, 175-197. [details] 

2014

  • Rispens, J. E., & de Bree, E. H. (2014). Past tense productivity in Dutch children with and without SLI: The role of morphophonology and frequency. Journal of Child Language, 41(1), 200-225. DOI: 10.1017/S0305000912000542  [details] 
  • Rispens, J., & de Bree, E. (2014). Past tense productivity: comparing bilingual children and children with SLI. Boston University Conference on Language Development. Proceedings, 38, 368-379. [details] 

2012

  • Rispens, J., & Baker, A. (2012). Nonword repetition: the relative contributions of phonological short-term memory and phonological representations in children with language and hearing impairment. Journal of Speech, Language, and Hearing Research, 55(3), 683-694. DOI: 10.1044/1092-4388(2011/10-0263)  [details] 

2011

  • Tong, H., McBride-Chang, C., Wong, A. M-Y., Hua, S., Reitsma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34(3), 315-332. DOI: 10.1111/j.1467-9817.2009.01426.x  [details] 

2010

  • Parigger, E. M., & Rispens, J. E. (2010). De relatie tussen non-woord repetitie en leesvaardigheid bij kinderen met een specifieke taalontwikkelingsstoornis. Stem-, Spraak-, en Taalpathologie, 16(4), 224-238. [details] 
  • Rispens, J., & Krikhaar, E. (2010). Using Event-Related Potentials in language acquisition research. In E. Blom, & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 95-114). (Language learning & language teaching; No. 27). Amsterdam: Benjamins. [details] 
  • Rispens, J., & Parigger, E. (2010). Non-word repetition in Dutch-speaking children with specific language impairment with and without reading problems. British Journal of Developmental Psychology, 28(1), 177-188. DOI: 10.1348/026151009X482633  [details] 

2008

  • Rispens, J. E., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading & Writing, 21(6), 587-607. DOI: 10.1007/s11145-007-9077-7  [details] 

2007

  • Rispens, J. E., & Been, P. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and SLI: A closer look. International Journal of Language and Communication Disorders, 42(3), 293-305. DOI: 10.1080/13682820600988777  [details] 
  • de Bree, E., Rispens, J., & Gerrits, E. (2007). Non-word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics & Phonetics, 21(11-12), 935-944. DOI: 10.1080/02699200701576892  [details] 

2006

  • Rispens, J. E., Been, P., & Zwarts, F. (2006). Brain responses to subject-verb agreement violations in spoken language in developmental dyslexia: An ERP study. Dyslexia, 12, 149.
  • Rispens, J. E., Geelhoed, J., Stegge, H., & Reitsma, P. (2006). Zelfbeeld en competentiebeleving bij kinderen met leerproblemen uit het speciaal en regulier basisonderwijs. Tijdschrift voor Orthopedagogiek, 5, 229-239.

2004

  • Rispens, J. E., & Roeleven, S. (2004). Werkwoordsmorfologie bij kinderen met ontwikkelingsdyslexie: grammaticaliteitsbeoordelingen en spontane taal. Stem-, Spraak-, en Taalpathologie, 12, 1-15.
  • Rispens, J. E., Roeleven, S., & Koster, C. (2004). Sensitivity to subject-verb agreement in spoken language in children with developmental dyslexia. Journal of Neurolinguistics, 17, 333-347. DOI: 10.1016/S0911-6044(03)00076-9 

2002

  • Bastiaanse, Y. R. M., Rispens, J. E., Ruigendijk, E., Juncos-Rabadan, O., & Thompson, C. (2002). Verbs: some properties and their consequences for agrammatic Broca's aphasia. Journal of Neurolinguistics, 15, 39-64.

2001

  • Rispens, J. E., & Bastiaanse, Y. R. M. (2001). Negation in agrammatism: A cross-linguistic comparison. Journal of Neurolinguistics, 14, 59-83. DOI: 10.1016/S0911-6044(00)00004-X 

2014

  • Rispens, J., de Bree, E., & Kerkhoff, A. (2014). What’s in a suffix? The past tense in Dutch children with reading problems. In J. Hoeksema, D. Gilbers, & P. Hendriks (Eds.), Black book: a festschrift in honor of Frans Zwarts. (pp. 271-281). Groningen: University of Groningen. [details] 

2010

  • Rispens, J., & de Bree, E. H. (2010). Past tense productivity in Dutch children with SLI: the role of phonology. Boston University Conference on Language Development. Proceedings, 34, 327-338. [details] 

2000

  • Bastiaanse, R., Rispens, J., & Maas, E. (2000). De Werkwoorden- en Zinnentest (WEZT): test die zich richt op het vaststellen van onderliggende stoornis: een nieuw diagnostisch instrument voor afasie. Logopaedie en Phoniatrie, 72(12), 259-267.

2011

2017

  • Spit, S. B., Aboh, E. O., Andringa, S. J., & Rispens, J. E. (2017). Opting out as a measure of meta-linguistic awareness in children.
  • Spit, S. B., Lammertink, I. L., Rispens, J. E., & van Witteloostuijn, M. T. G. (2017). Procedural memory in the gifted child.
  • Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F. N. K., & Rispens, J. E. (2017). Online measure of nonadjacent dependency learning in typically developing children. Poster session presented at Research workshop of the Israeli Science foundation on Procedural and Declarative memory, language aquisition and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children, Israel.

2016

  • Boersma, T. A., Rispens, J. E., Baker, A. E., & Weerman, F. P. (2016). Production of the diminutive and past tense: The relative contributions of phonological skills and vocabulary in 5 to 9 year old children. Poster session presented at Symposium on Research in Child Language Disorders (SRCLD), Madison, US, .
  • van Witteloostuijn, M. T. G., Lammertink, I. L., Davalos, T., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2016). The relation between implicit learning and spelling ability in adults: an individual differences approach. Poster session presented at Fifth Implicit Learning Seminar, .

2015

  • Broedelet, I., Scheper, A. R., & Rispens, J. E. (2015). Vertelvaardigheden en Executieve Functies bij kinderen met een taalontwikkelingsstoornis (TOS).

Keynote / invited lecture

  • Baker, Anne (speaker), de Blauw, A.T. (speaker) & Rispens, J.E. (speaker) (19-7-2014): The effect of early initiating behavior in the child on later narrative skills, International Association for the Study of Child Language.
This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library  or the Pure staff  of your faculty / institute. Log in to Pure  to edit your publications.
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