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Fair and Resilient Societies FRS

Prof. dr. J.E. (Judith) Rispens

Professor in Dutch Linguistics
Faculty of Humanities
Capaciteitsgroep Nederlandse Taalkunde
Photographer: onbekend
Visiting address
  • Spuistraat 134
  • Room number: 417
Postal address
  • Postbus 1637
    1000 BP Amsterdam
Contact details
  • Profile

    Judith Rispens is hoogleraar Nederlandse Taalkunde (Dutch Linguistics) at the department of Dutch. Currently she is the chair of the department of Dutch and the department of Literary Studies and Linguistics. You can find an overview of my publications here.

    Research interests

    • Language learning in typical and disordered development
    • Literacy development in typical and disordered development
    • Overlap between DLD and developmental dyslexia
    • Statistical learning
    • Morphophonology

     

    Current externally funded research projects:

    • The ORWELL project: Improving the acquisition of English at school (NRO grant 2015-2022  with Maurits van der Molen, Patrick Snellings and Jurgen Tijms). 

    Completed externally funded research projects:

    • Examining the contribution of procedural learning to grammar and literacy acquisition in children (NWO Vidi grant 2014-2021) http://progracy.com
    • Understanding the failure to repeat 'wafeisin': a study into the deficit underlying poor non-word repetition in SLI ( NWO VENI grant 2007-2011)

     

    Ph.D. students:

    Akke de Blauw (thesis defended 16-01-2015): Precursors of narrative ability: an in-depth study of three Dutch children (with Anne Baker)

    Tiffany Boersma (thesis defended 09-03-2018): The acquisition of morphophonology (with Anne Baker and Fred Weerman)

    Hernan Labbe Grunberg (thesis defended April 2020): Automatic unconscious processing of Dutch morphosyntax by L2 speakers (with Fred Weerman and Jan Don)

    Merel van Witteloostuijn (thesis defended June 2020): Procedural learning in children with developmental dyslexia (Vidi project, with Paul Boersma and Frank Wijnen)

    Imme Lammertink (thesis defended June 2020): Procedural learning in children with specific language impairment (Vidi project, with Paul Boersma and Frank Wijnen)

    Sybren Spit (thesis defend February 2022): Awareness and instruction when kindergarteners acquire grammar (with Sible Andringa and Enoch Aboh)

    Nihayra Leona: Improving the acquisition of English at school (ORWELL project, with Patrick Snellings, Jurgen Tijms and Maurits van der Molen)

    Iris Broedelet: Lexical-semantic deficits in children with developmental language disorders: the role of implicit statistical learning (with Paul Boersma)

    Natalia Rivera-Vera: The effect of speaker reliability in adult cross-situational word learning (with Padraic Monaghan, Sible Andringa and Edmundo Kronmuller)

    Lani Freeborn: Language aptitude (with Sible Andringa)

    Jie Fu: Metaphors in aphasia (with Suzanne Aalberse and Marianna Bolongesi)

    Heleen de Vries: Does language count? Numeracy, language and statistical learning in children with and without Developmental Language Disorder (with Caitlin Meyer and Alla Peeters-Podgaevskaja)

    Judith is associate editor of the journal First Language

     

    Teaching:

    BA Nederlandse Taal en Cultuur

    MA General Linguistics

    RMA Linguistics and communication

    BA Cognition, Language and Communication

    RMA Brain and Cognitive Sciences

    Projects for students

    Students who are interested in doing a project (stage or scriptie) in the area of language development, language disorders or language learning can contact me. Projects involve setting up an experimental design (including ERP), assessing children and/or analysing the experimental data.

    Former projects

    •  Post-doc at PI Research / VU (2004-2007)
    •  Ph.D. Project Rijksuniversiteit Groningen 1999-2004: Syntactic and Phonological processing in developmental dyslexia

    I am also a trained speech and language therapist (MA University of Reading, 1999)

     

  • Publications

    2023

    2022

    • Broedelet, I., Boersma, P., & Rispens, J. (2022). School-Aged Children Learn Novel Categories on the Basis of Distributional Information. Frontiers in Psychology, 12, Article 799241. https://doi.org/10.3389/fpsyg.2021.799241 [details]
    • Rivera-Vera, N., Andringa, S., Kronmüller, E., Monaghan, P., & Rispens, J. (2022). The effect of speaker reliability on adult cross-situational word learning. Glossa Psycholinguistics, 1(1). Advance online publication. https://doi.org/10.5070/G601113 [details]
    • Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2022). Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements. Journal of Psycholinguistic Research, 51(6), 1311-1333. Advance online publication. https://doi.org/10.1007/s10936-022-09898-0 [details]
    • 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. Advance online publication. https://doi.org/10.1080/15475441.2021.1941968 [details]
    • Van Koert, M. J. H., Leona, N. L., Rispens, J. E., Tijms, J., Van der Molen, M. W., van Daal, V. H. P., & Snellings, P. (2022). The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language. In V. De Wilde, & C. Goriot (Eds.), Second Language Learning Before Adulthood: Individual Differences in Children and Adolescents (pp. 31-64). (Studies on Language Acquisition ; Vol. 65). De Gruyter Mouton. Advance online publication. https://doi.org/10.1515/9783110743043-003 [details]
    • de Bree, E., Lammertink, I., van Witteloostuijn, M., & Rispens, J. (2022). Word-level spelling of children with dyslexia and developmental language disorder. Stem-, Spraak-, en Taalpathologie, 27, 24-52. https://doi.org/10.21827/32.8310/2022-SG-24 [details]

    2021

    2020

    2019

    • Boersma, T., Rispens, J., Weerman, F., & Baker, A. (2019). Acquiring diminutive allomorphs: taking item-specific characteristics into account. Journal of Child Language, 46(3), 567-593. https://doi.org/10.1017/S0305000919000047 [details]
    • Lammertink, I., van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2019). Auditory statistical learning in children: Novel insights from an online measure. Applied Psycholinguistics, 40(2), 279-302. Advance online publication. https://doi.org/10.1017/S0142716418000577 [details]
    • Spit, S., & Rispens, J. (2019). On the Relation Between Procedural Learning and Syntactic Proficiency in Gifted Children. Journal of Psycholinguistic Research, 48(2), 417-429. Advance online publication. https://doi.org/10.1007/s10936-018-9611-6 [details]
    • Spit, S., Andringa, S., Rispens, J., & Aboh, E. O. (2019). The opt out paradigm: First steps towards a new experimental method that measures meta-linguistic awareness. Dutch Journal of Applied Linguistics, 8(2), 206-227. https://doi.org/10.1075/dujal.17027.spi [details]
    • de Blauw, A., Baker, A., & Rispens, J. (2019). Precursors of narrative abilities: Non-present talk, temporality development and topic elaboration in early parent-child interaction. In E. Veneziano , & A. Nicolopoulou (Eds.), Narrative, Literacy and Other Skills: Studies in intervention (pp. 221-242). (Studies in Narrative; Vol. 25). John Benjamins Publishing Company. https://doi.org/10.1075/sin.25.10bla [details]
    • van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2019). Statistical learning abilities of children with dyslexia across three experimental paradigms. PLoS ONE, 14(8), Article e0220041. https://doi.org/10.1371/journal.pone.0220041 [details]
    • van Witteloostuijn, M., Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2019). Assessing Visual Statistical Learning in Early-School-Aged Children: The Usefulness of an Online Reaction Time Measure. Frontiers in Psychology, 10, Article 2051. https://doi.org/10.3389/fpsyg.2019.02051 [details]

    2018

    2017

    2016

    • van der Kleij, S. W., Rispens, J. E., & Scheper, A. R. (2016). The effect of phonotactic probability and neighbourhood density on pseudoword learning in 6- and 7-year-old children. First Language, 36(2), 93-108. https://doi.org/10.1177/0142723715626064 [details]

    2015

    2014

    • Rispens, J. E., & de Bree, E. H. (2014). Past tense productivity in Dutch children with and without SLI: The role of morphophonology and frequency. Journal of Child Language, 41(1), 200-225. https://doi.org/10.1017/S0305000912000542 [details]
    • Rispens, J., & de Bree, E. (2014). Past tense productivity: comparing bilingual children and children with SLI. In W. Orman, & M. J. Valleau (Eds.), Proceedings of the 38th Annual Boston University Conference on Language Development (Vol. 2, pp. 368-379). (BUCLD; Vol. 38). Cascadilla Press. [details]

    2012

    • Rispens, J., & Baker, A. (2012). Nonword repetition: the relative contributions of phonological short-term memory and phonological representations in children with language and hearing impairment. Journal of Speech, Language, and Hearing Research, 55(3), 683-694. https://doi.org/10.1044/1092-4388(2011/10-0263) [details]

    2011

    2010

    • Parigger, E. M., & Rispens, J. E. (2010). De relatie tussen non-woord repetitie en leesvaardigheid bij kinderen met een specifieke taalontwikkelingsstoornis. Stem-, Spraak-, en Taalpathologie, 16(4), 224-238. http://sstp.nl/article/view/3286 [details]
    • Rispens, J., & Krikhaar, E. (2010). Using Event-Related Potentials in language acquisition research. In E. Blom, & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 95-114). (Language learning & language teaching; No. 27). Benjamins. [details]
    • Rispens, J., & Parigger, E. (2010). Non-word repetition in Dutch-speaking children with specific language impairment with and without reading problems. British Journal of Developmental Psychology, 28(1), 177-188. https://doi.org/10.1348/026151009X482633 [details]

    2008

    2007

    2006

    • Rispens, J. E., Been, P., & Zwarts, F. (2006). Brain responses to subject-verb agreement violations in spoken language in developmental dyslexia: An ERP study. Dyslexia, 12, 149.
    • Rispens, J. E., Geelhoed, J., Stegge, H., & Reitsma, P. (2006). Zelfbeeld en competentiebeleving bij kinderen met leerproblemen uit het speciaal en regulier basisonderwijs. Tijdschrift voor Orthopedagogiek, 5, 229-239.

    2004

    • Gerrits, E., de Jong, J., & Rispens, J. (2004). Dyslexie als taalstoornis. In H. F. M. Peters et al (Ed.), Handboek Stem-/taal-/spraakpathologie Afl. 25, B 10.2.4. (pp. 1-35). Bohn Stafleu van Loghum. [details]
    • Rispens, J. E., & Roeleven, S. (2004). Werkwoordsmorfologie bij kinderen met ontwikkelingsdyslexie: grammaticaliteitsbeoordelingen en spontane taal. Stem-, Spraak-, en Taalpathologie, 12, 1-15.
    • Rispens, J. E., Roeleven, S., & Koster, C. (2004). Sensitivity to subject-verb agreement in spoken language in children with developmental dyslexia. Journal of Neurolinguistics, 17, 333-347. https://doi.org/10.1016/S0911-6044(03)00076-9

    2002

    • Bastiaanse, Y. R. M., Rispens, J. E., Ruigendijk, E., Juncos-Rabadan, O., & Thompson, C. (2002). Verbs: some properties and their consequences for agrammatic Broca's aphasia. Journal of Neurolinguistics, 15, 39-64.

    2001

    2023

    • Don, J., Meyer, C., & Rispens, J. (Eds.) (2023). Taal en Taalwetenschap. (3e ed.) Wiley-Blackwell. [details]

    2021

    • Freeborn, L. J. V. (Author), Andringa, S. J. (Author), & Rispens, J. E. (Author). (2021). The Aptitude Project. Web publication or website

    2014

    • Rispens, J., de Bree, E., & Kerkhoff, A. (2014). What’s in a suffix? The past tense in Dutch children with reading problems. In J. Hoeksema, D. Gilbers, & P. Hendriks (Eds.), Black book: a festschrift in honor of Frans Zwarts (pp. 271-281). University of Groningen. [details]

    2010

    2000

    • Bastiaanse, R., Rispens, J., & Maas, E. (2000). De Werkwoorden- en Zinnentest (WEZT): test die zich richt op het vaststellen van onderliggende stoornis: een nieuw diagnostisch instrument voor afasie. Logopaedie en Phoniatrie, 72(12), 259-267.

    2018

    2011

    2022

    2021

    • Broedelet, I. R. L., Boersma, P. P. G., & Rispens, J. E. (2021). Distributional learning of visual object categories in children with and without DLD.

    2020

    • Broedelet, I. R. L., Rispens, J. E., & Boersma, P. P. G. (2020). Distributional learning of visual object categories in school aged children. Poster session presented at Interdisciplinary Approaches in the Language Sciences, Nijmegen, Netherlands.

    2019

    • Broedelet, I. R. L., Rispens, J. E., & Boersma, P. P. G. (2019). Methodological issues in measuring (online) word segmentation. Poster session presented at Interdisciplinary advances in statistical learning, San Sebastian, Spain.
    • Broedelet, I. R. L., Rispens, J. E., & Boersma, P. P. G. (2019). Using eye-tracking to measure cross-situational word learning online in Dutch adults. Poster session presented at The Lund Symposium on Cognition, Communication and Learning, Lund, Sweden.
    • Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2019). A statistical learning deficit in children with developmental language disorder: investigating the role of modality and type of dependency. Paper presented at Interdisciplinary advances in statistical learning, San Sebastian, Spain.
    • Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2019). The (missing) link between statistical learning and expressive grammar knowledge: A meta-analysis. Poster session presented at Interdisciplinary advances in statistical learning, San Sebastian, Spain. https://www.researchgate.net/publication/334304803_The_missing_link_between_statistical_learning_and_grammar_knowledge_Meta-Analysis

    2018

    • Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2018). Individual differences in children with Developmental Language Disorder: associations between reading, visual statistical learning and phonological processing. Paper presented at Child Language Symposium, Reading, United Kingdom.
    • Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2018). Statistical learning in children with Developmental Language Disorder: Novel insights from an online measure. Paper presented at Symposium on Research in Child Language Disorder, Madison, United States.
    • Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (2018). Kindergarteners’ statistical learning is influenced by instruction.

    2017

    • Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F. N. K., & Rispens, J. E. (2017). Online measure of nonadjacent dependency learning in typically developing children. Poster session presented at Research workshop of the Israeli Science foundation on Procedural and Declarative memory, language aquisition and cognitive processes: developmental trajectories and impairments in monolingual and bilingual children, Israel.
    • Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2017). Impliciet leren bij kinderen met een TOS. Poster session presented at Taalstaal 2017, Utrecht, Netherlands.
    • Lammertink, I. L., van Witteloostuijn, M. T. G., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2017). Online implicit learning of nonadjacent dependencies in children with and without Specific Language Impairment. Poster session presented at Many paths to Language Acquisition, Nijmegen, Netherlands.
    • Spit, S. B., Aboh, E. O., Andringa, S. J., & Rispens, J. E. (2017). Opting out as a measure of meta-linguistic awareness in children. https://indd.adobe.com/view/0958d82a-e815-4a54-aefe-50e9f37a00c8
    • Spit, S. B., Lammertink, I. L., Rispens, J. E., & van Witteloostuijn, M. T. G. (2017). Procedural memory in the gifted child. https://indd.adobe.com/view/40e65064-5c8b-4e95-8eef-962a4d969dae
    • van Witteloostuijn, M. T. G., Lammertink, I. L., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2017). Insights from novel measures of visual statistical learning in children.

    2016

    • Boersma, T. A., Rispens, J. E., Baker, A. E., & Weerman, F. P. (2016). Production of the diminutive and past tense: The relative contributions of phonological skills and vocabulary in 5 to 9 year old children. Poster session presented at Symposium on Research in Child Language Disorders (SRCLD), Madison, US.
    • van Witteloostuijn, M. T. G., Lammertink, I. L., Davalos, T., Boersma, P. P. G., Wijnen, F., & Rispens, J. E. (2016). The relation between implicit learning and spelling ability in adults: an individual differences approach. Poster session presented at Fifth Implicit Learning Seminar.

    2015

    • Broedelet, I., Scheper, A. R., & Rispens, J. E. (2015). Vertelvaardigheden en Executieve Functies bij kinderen met een taalontwikkelingsstoornis (TOS).

    Talk / presentation

    • Baker, A. (speaker), de Blauw, A. T. (speaker) & Rispens, J. E. (speaker) (19-7-2014). The effect of early initiating behavior in the child on later narrative skills, International Association for the Study of Child Language.

    2021

    • Broedelet, I. R. L., Boersma, P. P. G. & Rispens, J. E. (22-10-2021). DATA ANALYSIS - Distributional learning of novel visual object categories in children with and without developmental language disorder. Universiteit van Amsterdam. https://doi.org/10.21942/uva.13095317.v1

    2020

    • Broedelet-Resink, I., Boersma, P. & Rispens, J. (1-10-2020). DATA - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12458480.v3
    • Broedelet-Resink, I., Boersma, P. & Rispens, J. (1-10-2020). DATA ANALYSIS - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12488870.v3
    • Broedelet-Resink, I., Boersma, P. & Rispens, J. (18-6-2020). OUTPUT - Distributional learning of novel object categories in school-aged children. Universiteit van Amsterdam. https://doi.org/10.21942/uva.12488882.v1

    2019

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