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S.B. (Sybren) Spit MA

Faculty of Humanities
Capaciteitsgroep Taalwetenschap
Photographer: Tessa Posthuma de Boer voor Faces of Science

Visiting address
  • Spuistraat 134
  • Room number: 4.25
Postal address
  • Postbus 1642
    1000 BP Amsterdam
Contact details
  • Profile

    PhD Project

    In November 2016, I started a PhD Project titled 'Meta-linguistic awarenss in early (second) language acquisition' . This project investigates the common assumpution that children learn their first language entirely implicitly and without any conscious awareness of form and grammar. Although the role of meta-linguistic awareness in adult language acquisition is extensively studied such research is virtually absent in the field of child language acquisition. In this project, I investigate whether children develop any meta-linguistic knowledge when acquiring a language. Using an Esperanto based miniature language, a first study investigates if young monolingual Dutch children show any awareness when acquiring a language. A follow-up study will investigate whether children might even benefit from this kind of awareness when acquiring a language.

    This project is under supervision of Enoch Aboh, Sible Andringa and Judith Rispens

    Faces of Science

    In 2017, I have been chosen as one of the 'Faces of Science' by the KNAW (The Royal Netherlands Academy of Arts and Sciences). This project aims to inform people about what it means to be a scientist. You can stay up to date here (in Dutch).  

     

  • Teaching
  • Publications

    2022

    • Geambașu, A., Spit, S., van Renswoude, D., Blom, E., Fikkert, P. J. P. M., Hunnius, S., Junge, C. C. M. M., Verhagen, J., Visser, I., Wijnen, F., & Levelt, C. C. (2022). Robustness of the rule-learning effect in 7-month-old infants: A close, multicenter replication of Marcus et al. (1999). Developmental Science, e13244. https://doi.org/10.1111/desc.13244
    • Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2022). The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development, 18(2), 201-228. https://doi.org/10.1080/15475441.2021.1941968 [details]

    2021

    • Leeuwestein, H., Barking, M., Sodacı, H., Oudgenoeg‐Paz , O., Verhagen, J., Vogt, P., Aarts, R., Spit, S., de Haas, M., de Wit, J., & Leseman, P. (2021). Teaching Turkish-Dutch kindergarteners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning? Journal of Computer Assisted Learning, 37(3), 603-620. https://doi.org/10.1111/jcal.12510 [details]
    • Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2021). Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire? Language Learning, 71(2), 573-611. https://doi.org/10.1111/lang.12445 [details]

    2019

    2020

    • Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (2020). Kindergarteners use cross-situational statistics to infer the meaning of grammatical elements. PsyArXiv. https://doi.org/10.31234/osf.io/kyvnz

    2018

    • Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (2018). Kindergarteners’ statistical learning is influenced by instruction.

    2017

    Others

    • Andringa, S. (organiser) & Spit, S. (organiser) (14-6-2019). Awareness in humans and machines, Amsterdam (organising a conference, workshop, ...).
    • Spit, S. B. (organiser) & Andringa, S. (organiser) (8-12-2017). Awareness in Animal Cognition, Amsterdam (organising a conference, workshop, ...).

    2022

    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. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
  • Ancillary activities
    • No ancillary activities