Anastasia Parini

parini

Anastasia Parini is a PhD student in Psychology, Linguistics and Cognitive Neuroscience, under the supervision of Prof. Maria Teresa Guasti.
After her BA in Languages, Civilisation and the Science of Language (L-11) at Ca’ Foscari University of Venice, with an experimental thesis on phonological phenomena in Italian Sign Language (LIS), “Phonological Phenomena in Italian Sign Language (LIS): Epenthesis and Repetition Loss”, supervised by Prof. Chiara Branchini, she obtained her MA in Language Sciences (LM-39) at the same University, with an experimental thesis on some aspects of the syntax of LIS, “Indexical signs (IX) in clause-final position in Italian Sign Language (LIS) – A preliminary study”, supervised by Prof. Chiara Branchini and Prof. Anna Cardinaletti.
She then collaborated with the LeibnizDream research group with a BORSA DI RICERCA, after which she worked for a year as a post-doc researcher on some aspects of LIS linguistics, both supervised by Prof. Maria Teresa Guasti.
Her PhD is part of the ERC Project “Realizing Leibniz’s Dream: Child Languages as a Mirror of the Mind”, and it will focus on language acquisition in LIS.

Upcoming Events

September 17, 2024
  • BIL Seminar: Margreet Vogelzang September 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.

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