Silvia Silleresi

Immagine_CVSilvia Silleresi è assegnista di ricerca presso l’Università degli Studi di Milano-Bicocca. Precedentemente, è stata assegnista presso l’I3lab (Innovative, Interactive Interfaces Laboratory) del Politecnico di Milano. Nel 2018 ha conseguito il PhD in “Psicolinguisitica” presso l’UMR 1253, iBrain dell’Université de Tours (France) con una tesi dal titolo “Structural language and nonverbal ability profiles in monolingual and bilingual children with ASD”.

I suoi principali interessi di ricerca includono: l’acquisizione della morfosintassi e della fonologia nei bambini a sviluppo tipico e nei bambini con disturbo del linguaggio e dello spettro autistico in L1 e in L2. Recentemente si è interessata all’utilizzo delle nuove tecnologie per la valutazione e il training delle abilità linguistiche nei bambini e adulti a sviluppo tipico e con patologie del linguaggio.

Silvia è parte del progetto Europeo LETSSAY – Conversational Technology for Speech and Language Therapy (EIT Digital 2020) ed ha fatto parte del progetto Europeo EDUGATE – Multilingual teaching in early childhood education and care ed Understanding.

News

Prossimi Appuntamenti

settembre 17, 2024
  • BIL Seminar: Margreet Vogelzang settembre 17, 2024 @ 2:30 pm - 4:00 pm Aula 3143 U6 Bicocca

    Introducing the concept of (bilingual) reference profiles: A cluster-analysis approach

    Empirical studies on bilingual children’s reference production have often focussed on comparisons with monolingual peers. In this talk, I will introduce the concept of “reference profiles”: Speakers may exhibit similar or different behaviours in reference production, independently of whether they belong to a specific group (e.g., monolinguals or bilinguals) or whether their production adheres to some norm.
    As an empirical example, I will present data from thirty-seven Greek-Italian bilingual children (Mage = 9;4, range 7;10-11;6) who performed narrative retelling tasks in both of their languages, as well as vocabulary tasks and various cognitive tasks. The data show that the children had a good mastery of reference (i.e. appropriately using null pronouns, full pronouns, or full nouns) in both of their languages. Using cluster analyses, two distinct reference profiles were identified. Further investigation showed that these profiles differed in both their sustained attention and in the use of overspecified REs in contexts where reference to the same referent was maintained. These results are interpreted in light of current cognitive theories of (bilingual) reference processing and emphasise the potential of (reference) profiles for the study of other domains beyond bilingual reference production.

    See more details

Link e siti

Contatti