Significance: Although much research has been devoted to the acquisition of number words, relatively little is known about the acquisition of other expressions of quantity. We propose that the order of acquisition of quantifiers is related to features inherent to the meaning of each term. Four specific dimensions of the meaning and use of quantifiers are found to capture robust similarities in the order of acquisition of quantifiers in similar ways across 31 languages, representing 11 language types.

This study develops a single elicitation method to test the acquisition of third-person pronominal objects in 5-year-olds for 16 languages. This methodology allows us to compare the acquisition of pronominals in languages that lack object clitics (“pronoun languages”) with languages that employ clitics in the relevant context (“clitic languages”), thus establishing a robust cross-linguistic baseline in the domain of clitic and pronoun production for 5-year-olds. High rates of pronominal production are found in our results, indicating that children have the relevant pragmatic knowledge required to select a pronominal in the discourse setting involved in the experiment as well as the relevant morphosyntactic knowledge involved in the production of pronominals. It is legitimate to conclude from our data that a child who at age 5 is not able to produce any or few pronominals is a child at risk for language impairment. In this way, pronominal production can be taken as a developmental marker, provided that one takes into account certain cross-linguistic differences discussed in the article.

Telepractice facilitates services in exceptional settings and situations. The ongoing COVID-19 pandemic is certainly such a situation. Due to pandemic-related restrictions, speech-language pathologists (SLPs) needed to adopt new approaches to their professional functioning. The aim of the paper is to examine SLP professionals’ perceptions and application of telepractice in SLP settings in Croatia during the COVID-19 pandemic. Two hundred and fifty-five SLPs completed an online survey. The results demonstrated that most SLPs had provided direct online therapy, mainly those employed in health care and private practice. The chief reasons for clients’ refusal of therapy delivered via telepractice included the lack of equipment, insufficient independence, and doubts on the effectiveness of telepractice. Although only 3% of SLPs had acquired some formal knowledge of telepractice before the pandemic, over 70% expressed satisfaction with telepractice because it allowed them to provide undisturbed clinical services in an exceptional situation.

Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material.

Imageability is a psycholinguistic variable that indicates how well a word gives rise to a mental image or sensory experience. Imageability ratings are use