There are vast individual differences in heritage bilinguals' linguistic skills. It is not clear, however, to what extent this variation can be attributed to experience, cognitive ability or motivation. This study investigates factors influencing the acquisition of both Polish (HL = Heritage Language) and English (SocL = Societal Language) of school-age children, examining the role of motivation, linguistic experience, and language aptitude. We collected and analyzed speech samples from 7- to 12-year-old participants (n = 78) residing in the UK to derive linguistic measures of fluency, syntactic complexity and lexical diversity in both languages. Additionally, a receptive grammar test was administered. Independent variables were obtained via parental questionnaires, a motivation survey and a language aptitude test. To identify predictors of heritage bilingual acquisition, we conducted least squares linear regression analyses for each language area and applied backward stepwise selection to reduce the models. Results show that predictors differ between languages and linguistic areas. Our findings highlight the role of language aptitude in bilingual development, challenge assumptions that motivation to use HL might detract from SocL development, and suggest that HL acquisition can support, rather than hinder, societal language development, as bilingual children draw on their metalinguistic awareness and cognitive skills across both languages.

This study investigates the relative roles of frequency and transparency in native speakers' comprehension of Spanish object relative sentences by comparing performance with two variants of the construction that differ in these properties. Experiment 1 suggests that seven- to eight-year-old children's processing of object relative sentences is consistently facilitated by variant frequency and likely relies on separate representations for each variant as two different, although related constructions. Experiment 2 turns to adult comprehension of the two variants, showing similar accuracy and reaction time patterns for both variants for this population. This second outcome could be interpreted as a decrease in frequency effects over time, in line with the power law of practice, as an experience-based increase in the ability to make use of redundant markers, or both.

Grammatical redundancy is a widespread feature across languages. Although redundant cues can be seen to increase the complexity and processing burden of structures, it has been suggested that they can assist language acquisition. Here, we explored if this learning benefit can be observed from the very initial stages of second language (L2) acquisition and whether the effect of redundancy is modulated by the perceptual salience of the redundant linguistic cues. Across two experiments, three groups of adult native speakers of English were incidentally exposed to three different artificial languages; one that had a fixed word order, Verb-Object-Subject, and two in which thematic role assignment was additionally determined by a low-salient (Experiment 1) or a high-salient (Experiment 2) redundant case marker. While all groups managed to learn the novel language, our results pointed towards a hindering role of redundancy, with participants in the non-redundant condition achieving greater learning outcomes compared to those in both redundant conditions. Results also revealed that this impeding effect of redundancy on L2 learners can be attenuated by the salience of the redundant cue (Experiment 2). In conjunction with earlier findings, the present results suggest that the effect of redundancy on L2 acquisition can be differentially manifested depending on the stage of L2 development, learners’ first language biases and age.

Our research explores the relationship between cognition and language. The focus of this paper is to discuss how we embarked upon remote data collection with children during the COVID-19 pandemic. In this study we investigate cognitive processes of non-verbal intelligence, working memory, implicit statistical learning, and speed of automatization (measured with the multiple-trial Tower of Hanoi puzzle). Here we focus primarily on the speed of automatization, partly because of theoretical interest, and because it is more difficult to adapt to an online format due to the motor component of the task. We established a hybrid method of data collection where the researcher was present online to guide children through a battery of language and cognitive tasks. We used a videoconferencing platform, a digital visualiser, and a physical puzzle which we posted to each child prior to commencing the research sessions. We also designed an online version of the puzzle with support from the Getting Data project. We discuss the methodology of our study and the lessons learned during remote data collection.

This paper presents an original approach to predicting oil slick movement and dispersion at the water surface. Special emphasis is placed on the impact of evolving hydro-meteorological conditions and the thickness of the oil spill layer. The main gap addressed by this study lies in the need for a comprehensive understanding of how changing environmental conditions and oil thickness interact to influence the movement and dispersion of oil slicks. By focusing on this aspect, this study aims to provide valuable insights into the complex dynamics of oil spill behaviour, enhancing the ability to predict and mitigate the environmental impacts of such incidents. Self-designed software was applied to develop and modify previously established mathematical probabilistic models for predicting changes in the shape of the oil trajectory. First, a semi-Markov model of the process is constructed, and the oil thickness is analysed at the sea surface over time. Next, a stochastic-based procedure to forecast the horizontal movement and dispersion of an oil slick in diverse hydro-meteorological conditions considering a varying oil layer thickness is presented. This involves determining the trajectory and movement of a slick domain, which consists of an elliptical combination of domains undergoing temporal changes. By applying the procedure and program, a short-term forecast of the horizontal movement and dispersion of an oil slick provided its trajectory at the Bornholm Basin of the Baltic Sea within two days. The research results obtained are preliminary prediction results, although the approach considered in this paper can help responders understand the scope of the problem and mitigate the effects of environmental damage if the oil discharge reaches sensitive ecosystems. Finally, further perspectives of this research are given.

Background: Language analytic ability is well researched in the context of foreign language acquisition but its role in the acquisition of grammar in the native language is under investigation. Objectives: Our study explored the influence of language analytic ability and print exposure on receptive grammar and reading comprehension in childhood. Additionally, we investigated whether exposure to specific constructions through the written modality held an advantage over exposure in the audio modality. Method: We assessed the language analytic ability, reading comprehension, reading fluency, print exposure, and receptive grammar of 12-year-olds. Subsequently, we exposed them to written or spoken target constructions, followed by an assessment of receptive grammar. Linear regression models were used to analyse the contributions of reading fluency, print exposure, and language analytic ability to reading comprehension and receptive grammar. We also examined the influence of the intervention on receptive grammar. Results: Language analytic ability and print exposure significantly predicted receptive grammar. Print exposure significantly predicted reading comprehension and improvement in receptive grammar. Conclusion: Language analytic ability is important for grammar and reading comprehension development. Print exposure enhances reading comprehension by supporting vocabulary development and providing exposure to intricate structures. Both language analytic ability and experience are key factors in construction acquisition. Contribution: This study adds to the growing body of evidence emphasising the role of language analytic skills in native language grammar acquisition and advocates for explicit grammar teaching. Furthermore, it underscores the importance of adequate print exposure in grammar acquisition and the development of reading comprehension skills.

This paper presents a comprehensive approach to forecasting hydro–meteorological changes in a marine area, i.e., in large bodies of water, from open water to coastal zones. First, hydro–meteorological factors, their interactions, and their implications for marine ecosystems are described. In addition, an analysis is outlined specifically for the Baltic Sea area. Next, the procedure for forecasting expected changes in major hydro–meteorological parameters in the sea is presented and a series of steps is accurately described. An extensive prognosis is provided for the southern Baltic Sea region using historical data obtained from the Polish National Institute of Water Management and Meteorology. The procedure is applied for seven measurement points which were assigned to four sub-areas for examining trends in wind regimes and wave height patterns using the authors’ own written software and statistical methods for data analysis. The model was validated within the southern Baltic Sea region. This paper also highlights the significance of forecasting for human beings, the environment, and critical infrastructure by proposing adaptive strategies and integrated coastal zone management in mitigating risks and enhancing resilience. Finally, future directions for research are proposed.

The present study assessed the comprehension of Spanish object relative (OR) clauses by 6- and 7-year-old children before and after a brief training session targeting the structural differences between ORs and subject relatives. In addition, we investigated the potential relationships between OR comprehension on the one hand and vocabulary size and non-verbal intelligence quotient (IQ) on the other. Comprehension of ORs was very poor at the pre-test but improved considerably after training. Further improvement was observed between the immediate post-test and a delayed post-test, suggesting that the knowledge acquired during training had been integrated into the children’s developing linguistic systems. Non-verbal IQ and vocabulary were not found to predict comprehension accuracy. We take these results to suggest that children’s difficulties with ORs are better explained by their experience with this construction than by maturational factors and that explicit contrast and feedback can bolster grammatical development in L1 acquisition.

While late second language (L2) learning is assumed to be largely explicit, there is evidence that adults are able to acquire grammar under incidental exposure conditions, and that the acquisition of this knowledge may be implicit in nature. Here, we revisit the question of whether adults can learn grammar incidentally and investigate whether word order and morphology are susceptible to incidental learning to the same degree. In experiment 1, adult English monolinguals were exposed to an artificial language (Kepidalo) that had case marking and variable word order: a canonical Subject-Object-Verb order and a non-canonical Object-Subject-Verb. In a five-session online study, participants received vocabulary training while being incidentally exposed to grammar, and completed a series of picture-selection and grammaticality judgment tasks assessing grammatical knowledge. Despite extensive exposure to input, and although performance on vocabulary increased significantly across sessions, learners' grammatical comprehension showed little improvement over time, and this was limited to Subject-Object-Verb sentences only. Furthermore, participants were better at detecting word order than case marking violations in the grammaticality judgment tasks. Experiment 2 further increased the amount of incidental exposure whilst examining native speakers of German, which exhibits higher morphological richness. Testing was followed by a post-test metalinguistic awareness questionnaire. Although greater learning effects were observed, participants continued to have difficulties with case marking. The findings also demonstrated that language outcomes were modulated by learners' level of metalinguistic awareness. Taken together, the results of the two experiments underscore adult learners' difficulty with case marking and point towards the presence of a threshold in incidental L2 grammar learning, which appears to be tightly linked to prior first language experience. In addition, our findings continue to highlight the facilitative role of conscious awareness on L2 outcomes.

The purpose of this study is to present and apply an innovative technique to model environmental consequences of shipping accidents in relations to events initiating those accidents. The Monte Carlo simulation technique is used to model shipping accidents and chemical release consequences within the world’s sea and ocean waters. The model was created based on the previously designed novel general probabilistic approach to critical infrastructure accident consequences, including three models: the process of initiating events generated by a critical infrastructure accident, the process of environmental threats coming from released chemicals that are a result of initiating events, and the process of environmental degradation stemming from environmental threats. It is a new approach that has never been proposed and applied before. The Monte Carlo simulation method is used under the assumption of the semi-Markov model of these three processes. A procedure for the realization and generation of this process and evaluation of its characteristics is proposed and applied in the preparation of the C# program. Using this program, the processes’ characteristics are predicted for a specific sea area. Namely, for the considered processes, the limit values of transient probabilities between the states and the mean values of total sojourn times at the particular states for the fixed time are determined. The results obtained can be used practically by maritime practitioners involved in making decisions related to the safety of maritime transport and to mitigation actions concerned with maritime accidents.

Using a nonce-word inflection task, we examine the morphosyntactic productivity of adult native speakers of Spanish who are either beginning to learn to read and write (semi-literates) or have acquired literacy in late adulthood (late-literates), as well as age-matched controls (high-literates). High-literates consistently provided the appropriate form more often than late-literates, who in turn were better than semi-literate participants. Crucially, group interacted with person, number, and conjugation, such that the between-group differences were larger for the less frequent cells in the paradigm, indicating that literacy-related differences are not merely a consequence of the high-literacy group being more engaged or test-wise. This suggests that the availability of written representations may facilitate the acquisition of certain aspects of grammar. We also observed vast individual differences in productivity with inflectional endings. These results add to the growing body of research which challenges the assumption that all native speakers converge on the same grammar early in development.

Abstract Knowing a language involves knowing a large number of idiosyncratic units such as individual words and collocations which must be learned from the input. This study explores the role of implicit and explicit memory, as well as language experience, and specifically print exposure, with regard to adult native English speakers’ knowledge of vocabulary and collocations. Consistent with prior research, our findings reveal a strong correlation between print exposure and performance on both language tasks. However, contrary to predictions, there were no significant effects of either implicit or explicit memory on either task. We argue that this is most likely due to the fact that language learning relies primarily on memory for associations between form and meaning and between words rather than memory sequences of meaningless phonological forms.

The paper deals with an important issue related to the identification, modelling, and prediction of environmental pollution in aquatic ecosystems of the Baltic Sea caused by anthropopressure. Water ecosystems are in danger nowadays because of the negative influence of chemical releases in seas, oceans, or inland waters. The crucial issue is to prevent the oil spills and mitigate their consequences. Thus, there is a need for methods capable of reducing the water pollution and enhancing the effectiveness of port and marine environment preservation. The challenge in implementing actions to remove and prevent horizontal oil discharge lies in accurately determining its shape and direction of oil spreading. The author employed a self-designed software utilizing modified and developed mathematical probabilistic models to forecast the movement and dispersion of an oil spill in diverse hydrological and meteorological conditions. This involved determining the trajectory and movement of a spill domain, which consists of elliptical sub-domains undergoing temporal changes. The research results obtained are the initial results in the oil spill simulation problem. This approach represents an expanded and innovative method for determining the spill domain and tracking its movement, applicable to oceans and seas worldwide. It expands upon the methodologies firstly discussed, thereby broadening the range of available techniques in this field. A simple model of an oil spill trajectory simulation and a surface oil slick as an ellipse is illustrated using a time-series of selected hydro-meteorological factors that change at random times. The author proposes a Monte Carlo simulation method to determine the extent of an oil spill in an aquatic ecosystem, taking into account the influence of varying hydro-meteorological conditions. A semi-Markov model is defined to capture the dynamics of these conditions within the spill area and develop an enhanced algorithm for predicting changes in the shape and movement of the spill domain under changing these conditions. By applying the algorithm, a simulation is conducted to provide short-term prediction of the oil discharge trajectory in a selected Baltic Sea waterway. To enhance the accuracy of predicting the process of changing conditions, uniformly tested joint datasets from the open sea water area were incorporated. Finally, the potential future prospects and directions for further research in this field are discussed.

Language aptitude is known to be a strong predictor of success in late second-language (L2) learning in instructional settings but is generally assumed to be irrelevant for native language (L1) acquisition. We investigated the relationship between language aptitude and L1 grammatical proficiency in the two studies reported here. Language aptitude was measured by means of a newly-developed test of grammatical sensitivity (Studies 1 and 2) and the Language Analysis subtest of the Pimsleur Language Aptitude Battery (Study 1), whereas grammatical proficiency was assessed by a grammaticality judgment task in Study 1 and a picture selection task in Study 2. The results of the two studies reveal a robust relationship between language aptitude and L1 grammatical proficiency that is remarkably consistent across different measures for both variables and appears to hold across the board for a variety of grammatical structures. These results fit well with the proposal that explicit learning may play an important role not only in adult L2 learning but also in L1 acquisition and raises questions about the validity of arguments for a fundamental difference between L1 and L2 acquisition based on the premise that only the latter is related to aptitude.

While there is a considerable body of research indicating that the acquisition of literacy has profound effects on many aspects of language and cognition, to our knowledge, very little is known about its effects on morphosyntax. In this paper, we explore the effects of literacy on the comprehension of Spanish object relative clauses, a structure which is typically acquired by literate children about the age of 10, i.e., after a considerable amount of exposure to written language. We tested three groups of native Spanish speakers (semi-literates, late-literates and high-literates) using a picture selection task. Subject relatives were used as a control condition. All three groups performed at ceiling on subject relatives (group means of 95% or above). In contrast, we observed very large differences in performance on object relatives, with the semi-literate group performing at chance (51% correct) and the late-literate group slightly above chance (65% correct). Performance in the high-literate group was much better, although not quite at ceiling (82% correct). The results appear to support the hypothesis that literacy helps in the acquisition of some aspects of grammar. This could be partly due to differences in IQ, metalinguistic awareness, working memory and/or executive functioning. The results are also consistent with the 'training wheels' hypothesis (Dąbrowska, 2020), according to which the availability of written representations facilitates the acquisition of difficult structures by easing memory load and enabling speakers to process sentences at their own pace.

Collocations, e.g., apples and pears, hard worker, constitute an important avenue of linguistic enquiry straddling both grammar and the lexicon. They are sensitive to language experience, with adult L2 learners and children learning English as an Additional Language (EAL) exhibiting poor collocational knowledge. The current study piloted a novel collocational assessment with children (mean age 6;3, 40 monolingual, 32 EAL). It investigated (1) the feasibility of a collocational assessment at this age, (2) whether collocational knowledge is associated with other language domains (receptive grammar and vocabulary), and (3) whether collocational knowledge is more affected than other domains. The assessment demonstrated good psychometric properties and was highly correlated with performance in other domains, indicating shared psycholinguistic mechanisms. Unlike adult counterparts, the EAL children performed equally poorly across domains. Given the role played by collocations in vocabulary development and reading, a focus on this domain may be beneficial for EAL children.

It has been shown that individuals exhibit great variability in second language (L2) ultimate attainment. Some speakers reach native-like proficiency, others only achieve a rudimentary command and many lie in the middle. Individual differences research has partly attributed different degrees of L2 attainment to (language) aptitude. Initially considered irrelevant for first language (L1) acquisition, aptitude was viewed as a compensatory ability for adults' disadvantage in L2 learning. In this line of thought, adults and children are viewed as fundamentally different and rely on different language learning mechanisms. However, aptitude might not be so irrelevant for the L1. Together with input the two factors are found to account for individual differences not only in L2 but also L1 development. Recent research has specifically shown that native grammatical attainment may be modulated by aptitude and input. In this respect, the aim of the current study is to examine the effects of these two predictors (namely input and aptitude) on both L1 and L2 grammatical attainment in the same speakers. Our participants (N = 75) were all native speakers of Greek who learned English as a foreign language in their home country and immigrated to the United Kingdom in adulthood (mean age of arrival = 27.3, SD = 6.4). Grammatical proficiency was measured through a grammaticality judgement task administered in both the L1 and the L2. Aptitude was measured through the Sentence Pairs task (based on the Words In Sentences test from the MLAT battery). Amount of input was measured using the traditional measure, length of residence (LoR) and a new cumulative measure that spanned across the participants' life. The two measures were pitted against each other in the analysis. We found robust effects of aptitude in both the L1 and the L2, with the effect being even stronger for the L1. As expected, our new cumulative measure of exposure proved to be a better predictor of individual differences in grammatical proficiency. Last but not least, the effects of input were larger for the L2 than the L1.