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Participants have the opportunity to present their work on past, ongoing or planned research.
Posters will be presented live online in six 30-min sessions. Presenters are asked to prepare a PDF file of their poster (in landscape format).
Poster abstracts can be submitted until 7-May. The poster itself should be ready by 31-May and needs to be sent to the ISOLDE email address.
Presenters are printed in bold.

Poster presentations

Session 1

Wed 16-Jun 13:30 – 14:00

    • 1A | Rosanne Abrahamse, Nan Xu Rattanasone, Katherine Demuth, & Titia Benders (Macquarie U,  Australia)
      Effort during word processing in 3-5-year-olds with hearing loss: Exploring pupil dilations
    • 1B | Irene Arrieta, Xabier Altuna, Frank Alberto Betanzos, Manuel Carreiras, & Marina Kalashnikova (BCBL/Universidad del País Vasco/Hospital de Donostia-San Sebastian/Biodonostia/Ikerbasque, Spain)
      Predictors of language development in children with Cochlear Implants: Preliminary pre-implantation data
    • 1C | Anna Caunt, & Vicky Chondrogianni (U Edinburgh, UK)
    • Cross-linguistic structural priming of possessive structures: Evidence from bilingual Spanish-English children
    • 1D | Sabia Costantini, & Arpita Bose (U Reading, UK)
      What does verbal fluency tell us about word production abilities in bilinguals with Alzheimer's disease?
    • 1E | Maria Kaltsa, Eugenia Babacheva, Georgia Fotiadou, Evanthia Goutsiou, Katerina Nicolaidis, & Vasiliki Soubasi (Aristotle U Thessaloniki, Greece)
      Early cognitive assessment in premature infants via eye tracking

    Session 2

    Wed 16-Jun 14:00 – 14:30

      • 2A | Dima Al-Malahmeh (Jordan)
        First language acquisition among children in Jordan: A phonetic and morphological analysis
      • 2B | Elena Capelli, Elena Maria Riboldi, Chiara Dondena, Chiara Cantiani, & Valentina Riva (IRCCS Eugenio Medea, Italy)
        Audio-visual integration abilities in infants at high-risk for autism in the first year of life: What is the relationship with language development?
      • 2C | Laura Fernández-Merino, Mikel Lizarazu, Nicola Molinaro, & Marina Kalashnikova (BCBL/Ikerbasque, Spain)
        Rhythmical cues and neural entrainment in Basque-Spanish bilingual infants
      • 2D | Sandra Regen (U Mannheim, Germany)
        The prosody of maternal and paternal infant-directed-speech and some considerations about its variability
      • 2E | Fleur M. H. G. Vissers, Nicole Altvater-Mackensen, Tom Fritzsche, Katherine Demuth, & Titia Benders (Macquarie U,  Australia / U Mainz, Germany / U Potsdam, Germany)
        A story-based pupillometry paradigm of determiner perception in children with and without hearing loss
      • 2F | Giulia Giunta (Roma Tre U, Italy)
        The acquisition of the presupposition-assertion distinction
      • 2G | Alejandra Keidel Fernández, Maya Leela, Jingtao Zhu, Sari Kunnari, & Anna Gavarró Algueró (U Autónoma de Barcelona, Spain / U Oslo, Norway)
        Early acquisition of word order in Finnish 17-month-olds: The role of Case marking

      Session 3

      Thu 17-Jun 13:30 – 14:00

        • 3A | Stephanie Armstrong, & Roderick I. Nicolson (U Autónoma de Chile, Chile / Edge Hill U, UK)
          Problems in audiovisual filtering for children with special educational needs
        • 3B | Héloïse Clain, Laurence Vincent-Durroux, & Caroline David (U Grenoble Alpes, France)
          Bilingual children delayed in language development
        • 3C | Magdalena Krysztofiak, Karolina Mieszkowska, Katie Alcock, Agnieszka Dynak, Nina Gram Garmann, Anna Sara Hexeberg Romøren, Napoleon Katsos, Grzegorz Krajewski, Magdalena Łuniewska, Hanne Gram Simonsen, & Ewa Haman (U Warsaw, Poland)
          Bilingual milestones in early language development: A study of parental reports on words gathered via StarWords mobile app
        • 3D | Valeriia Lezzhova, Anastasiya Lopukhina, Irina Korkina, Nina Ladinskaya, & Victoria Reshetnikova (HSE U, Russia)
          Single-word comprehension and production in Russian-speaking 3-to-7-year-old children
        • 3E | Jing Liu (Radboud U, The Netherlands)
          The mnemonic effect of rhyme on English idiom learning
        • 3F | Valerie F. McDaniel (U Missouri, USA)
          Exploring musical elements in early childhood: Consonance and dissonance in mother-child social interaction
        • 3G | Maja Rudling, & Terje Falck-Ytter (Uppsala U, Sweden)
          Early factors of decontextualized language use in 2-year-olds and associations with ASD: An analysis plan

        Session 4

        Thu 17-Jun 14:00 – 14:30

          • 4B | Chiara Dondena, Valentina Riva, Elena Maria Riboldi, Maria Luisa Lorusso, Massimo Molteni, & Chiara Cantiani (IRCCS Eugenio Medea, Italy)
            Toddlers at high clinical risk for autism and language disorder show different ERP patterns of lexical-semantic processing
          • 4C | Sofya Goldina, Anastasiya Lopukhina, Anna Laurinavichyute, Olga Parshina, & Olga Dragoy (HSE U, Russia)
            Eye movements during reading in Russian-speaking children with dyslexia
          • 4D | Zuzanna Laudańska, A. Dopierała, Magdalena Szmytke, Dianna Ilyka, A. Malinowska-Korczak, & Przemysław Tomalski (Polish Academy of Sciences, Poland)
            Attention to speaking mouth is reduced by face inversion in infants only from 9 months of age
          • 4E | Ye Li, & Viridiana Benitez (Arizona State U, USA)
            Lexical tone as a linguistic cue during cross-situational statistical learning
          • 4F | Caroline Taylor, Madeleine Bruce, & Robin Panneton (Virginia Tech, USA)
            Multisensory integration correlates with maternal attention facilitation, and both predict vocabulary in toddlers
          • 4G | Andrea Hofmann, Mireia Marimon, & Isabell Wartenburger (FH Potsdam/U Potsdam, Germany)
            Learning of non-adjacent dependencies in a computerized online game setting

          Session 5

          Fri 18-Jun 13:30 – 14:00

            • 5A | Merve Ataman, Elizabeth Nixon, & Jean Quigley (Trinity College Dublin, Ireland)
              Parent-infant interaction and language development of preterm infants
            • 5B | Sarah Coughlan, Elizabeth Nixon, & Jean Quigley (Trinity College Dublin, Ireland)
              Language development following preterm birth: The contributions of parent-infant interaction and cognitive capacity
            • 5D | Monica Hegde, & Laurianne Cabrera (INCC/U Paris, France)
            • The use of speech temporal cues in phonetic processing: An electrophysiological study with infants and adults
            • 5E | Valeriya Lelik, Anastasiya Lopukhina, Irina Korkina, Vladislava Staroverova, & Veronika Prigorkina (HSE U, Russia)
              Acquisition of nominal and verbal morphology by 1- to 3-year-old Russian-speaking children
            • 5F | Daria Mitciuk, Anastasiya Lopukhina, Mireia Marimon, & Barbara Höhle (HSE U, Russia)
              Use of stress and statistical cues for speech segmentation by Russian infants and adults
            • 5G | Magdalena Szmytke, Dianna Ilyka, Zuzanna Laudańska, & Przemysław Tomalski (U Warsaw, Poland)
              The face orientation of talking head and its impact on audiovisual speech perception in infants at 5-6 and 9- 10 months of age: An EEG/ERP study

            Session 6

            Fri 18-Jun 14:00 – 14:30

              • 6A | Antonia Götz, & Clara Huttenlauch (U Potsdam, Germany)
                What does the teddy tell Laila? The function of pitch in language acquisition
              • 6B | Paula Bellón, & Silvia Nieva (Complutense U Madrid, Spain)
                Language management and priorities of bilingual families in Spain
              • 6C | Gianmatteo Farabolini (Marche Polytechnic University, Italy)
                What is the role of gestures and pretend play on expressive vocabulary? Insights from MB-CDI data in monolingual children
              • 6D | Johannes Heim (Newcastle U, UK)
                Initial cues to questionhood: Plans for corpus and eye-tracking studies
              • 6E | Giulia Mornati, & Maria Teresa Guasti (U Milano-Bicocca, Italy)
                The comprehension of articles and third person direct object clitics in Italian toddlers
              • 6F | Ezgi Yıldız, & Berna A. Uzundağ (Kadir Has U, Turkey)
                Children’s communicative repair skills are linked to maternal feedback strategies
              • 6G | Sophie van den Bosch, Christina Bergmann & Natalie Boll-Avetisyan (U Potsdam, Germany / MPI Nijmegen, The Netherlands)
                Measuring infants’ preference for infant-directed speech in a web-based setting