- Advisor: prof. dr Aleksandar Kostić
- Thesis title: The nonword repetition task as a procedure for assessing phonological development at the preschool age: The possibility of specific language impairment discrimination in the Serbian language
- Developmental psycholinguistics
- Developmental language disorders
- Language development assessment
- Patient motivation in neurorehabilitation
Savić, M., Popović, M., & Anđelković, D. (2021). Children’s comprehension of the verbal aspect in Serbian. Psihologija. https://doi.org/10.2298/PSI191120003S
Popović, M. (2017). The nonword repetition task as a procedure for assessing phonological development at the preschool age: The possibility of specific language impairment discrimination in the Serbian language (Zadatak ponavljanja pseudoreči kao postupak za procenu fonološkog razvoja na predškolskom uzrastu: mogućnost diskriminacije specifičnog jezičkog poremećaja u srpskom jeziku) (Doctoral dissertation). Faculty of Philosophy, University of Belgrade, Serbia. http://uvidok.rcub.bg.ac.rs/handle/123456789/2054
Savić, M., Popović, M., & Anđelković, D. (2017). Verbal aspect in Serbian children’s language production. Psihologija, 50(4), 427-444. https://doi.org/10.2298/PSI160921007S
Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Outhwood, F., Anđelković, D., Blom, E., Boerma, T., Chiat, S., Engel de Abreu, P., Gagarina, N., Gavarró, A., Håkansson, G., Hickey, T., Jensen de López, K., Marinis, T., Popović, M., Thordardottir, E., Blažienė, A., Cantú Sánchez, M., Dabašinskienė, I., Ege, P., Ehret, I.A., Fritsche, N.A., Gatt, D., Janssen, B., Kambanaros, M., Kapalková, S., Kronqvist, B., Kunnari, S., Levorato, C., Nenonen, O., Fhlannchadha, S.N., O’Toole, C., Polišenská, K., Pomiechowska, B., Ringblom, N., Rinker, T., Roch, M., Savić, M., Slančová, D., Tsimpli, I.M., Ünal-Logacev, Ö. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48(3), 1154-1177. https://link.springer.com/article/10.3758/s13428-015-0636-6
Sauerland, U., Grohmann, K.K., Guasti, M.T., Anđjelković, D., Argus, R., Armon-Lotem, S., Arosio, F., Avram, L., Costa, J., Dabašinskiene, I., de Lopez, K., Gatt, D., Grech, H., Haman, E., van Hout, A., Hrzica, G., Kainhofer, J., Kamandulyte-Merfeldiene, L., Kunnari, S., Kovačević, M., Kuvac Kraljevic, J., Lipowska, K., Mejias, S., Popović, M., Ruzaite, J., Savić, M., Sevcenco, A., Varlokosta, S., Varnava, M., Yatsushiro, K. (2016). How do 5 year olds understand questions? Differences in languages across Europe. First Language, 36(3), 169-202. http://journals.sagepub.com/doi/abs/10.1177/0142723716640236
Google Scholar link: https://scholar.google.com/citations?hl=en&user=T5PsNaoAAAAJ
Fundamental cognitive processes and functions, Ministry of Education, Science and Technological Development of the Republic of Serbia, 2011-
Enhancing children’s oral language skills across Europe and beyond – a collaboration focusing on interventions for children with difficulties learning their first language, ISCH COST Action IS1406, 2015-2018. https://www.cost.eu/actions/IS1406/#tabs|Name:overview
Evolution of Semantic Systems, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands, 2012-2014.
Cross-linguistically robust stages of children’s linguistic performance with applications to the diagnosis of specific language impairment, ISCH COST Action A33, 2008-2010. https://www.cost.eu/actions/A33/#tabs|Name:overview