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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only The acquisition and use of relative clauses in Turkish-learning children's conversational interactions: a cross-linguistic approach (vol 46, pg 1142, 2019)(Cambridge University Press (CUP), 2022) N/A; Department of Psychology; Uzundağ, Berna Arslan; Küntay, Aylin C.; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 300558; 178879Using a cross-linguistic approach, we investigated Turkish-speaking children's acquisition and use of relative clauses (RCs) by examining longitudinal child-caregiver interactions and cross-sectional peer conversations. Longitudinal data were collected from 8 children between the ages of 8 and 36 months. Peer conversational corpus came from 78 children aged between 43 and 64 months. Children produced RCs later than in English (Diessel, 2004) and Mandarin (Chen & Shirai, 2015), and demonstrated increasing semantic and structural complexity with age. Despite the morphosyntactic difficulty of object RCs, and prior experimental findings showing a subject RC advantage, preschool-aged children produced object RCs, which were highly frequent in child-directed speech, as frequently as subject RCs. Object RCs in spontaneous speech were semantically less demanding (with pronominal subjects and inanimate head nouns) than the stimuli used in prior experiments. Results suggest that multiple factors such as input frequency and morphosyntactic and semantic difficulty affect the acquisition patterns.Publication Metadata only Verb-based prediction during language processing: the case of Dutch and Turkish(Cambridge University Press (CUP), 2019) Brouwer, Susanne; N/A; Department of Psychology; Özkan, Deniz; Küntay, Aylin C.; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 366989; 178879This study investigated whether cross-linguistic differences affect semantic prediction. We assessed this by looking at two languages, Dutch and Turkish, that differ in word order and thus vary in how words come together to create sentence meaning. In an eye-tracking task, Dutch and Turkish four-year-olds (N = 40), five-year-olds (N = 58), and adults (N = 40) were presented with a visual display containing two familiar objects (e.g., a cake and a tree). Participants heard semantically constraining (e.g., "The boy eats the big cake") or neutral sentences (e.g., "The boy sees the big cake") in their native language. The Dutch data revealed a prediction effect for children and adults; however, it was larger for the adults. The Turkish data revealed no prediction effect for the children but only for the adults. These findings reveal that experience with word order structures and/or automatization of language processing routines may lead to timecourse differences in semantic prediction.Publication Metadata only Functions of Turkish evidentials in early child-caregiver interactions: a growth curve analysis of longitudinal data(Cambridge Univ Press, 2022) Aksu-koc, Ayhan; N/A; N/A; Department of Psychology; Uzundağ, Berna Arslan; Taşçı, Süleyman Sabri; Küntay, Aylin C.; PhD Student; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 300558; N/A; 178879In languages with evidential marking, utterances consist of an informational content and a specification of the mode of access to that information. In this first longitudinal study investigating the acquisition of the Turkish evidential marker -mI in naturalistic child-caregiver interactions, we examined six children between 8 and 36 months of age. We charted individual differences in child and caregiver speech over time by conducting growth curve analyses. Children followed a similar course of acquisition in terms of the proportion of the marker in overall speech. However, children exhibited differences with respect to the order of emergence of different evidential functions (e.g., inference, hearsay), where each child showed a unique pattern irrespective of the frequency in caregiver input. Nonfactual use of the marker was very frequent in child and caregiver speech, where high-SES caregivers mostly produced the marker during story-telling and pretend play, and low-SES caregivers for regulating the child's behavior.Publication Metadata only Toward interdisciplinary synergies in molecular communications: perspectives from synthetic biology, nanotechnology, communications engineering and philosophy of science(Multidisciplinary Digital Publishing Institute (MDPI), 2023) Egan, Malcolm; Barros, Michael Taynnan; Booth, Michael; Llopis-Lorente, Antoni; Magarini, Maurizio; Martins, Daniel P.; Schäfer, Maximilian; Stano, Pasquale; Department of Electrical and Electronics Engineering; Kuşcu, Murat; Faculty Member; Department of Electrical and Electronics Engineering; College of Engineering; 316349Within many chemical and biological systems, both synthetic and natural, communication via chemical messengers is widely viewed as a key feature. Often known as molecular communication, such communication has been a concern in the fields of synthetic biologists, nanotechnologists, communications engineers, and philosophers of science. However, interactions between these fields are currently limited. Nevertheless, the fact that the same basic phenomenon is studied by all of these fields raises the question of whether there are unexploited interdisciplinary synergies. In this paper, we summarize the perspectives of each field on molecular communications, highlight potential synergies, discuss ongoing challenges to exploit these synergies, and present future perspectives for interdisciplinary efforts in this area.Publication Metadata only Spontaneous gesture and spatial language: evidence from focal brain injury(2015) Lehet, Matthew; Malykhina, Katsiaryna; Chatterjee, Anjan; Department of Psychology; Göksun, Tilbe; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 47278People often use spontaneous gestures when communicating spatial information. We investigated focal brain-injured individuals to test the hypotheses that (1) naming motion event components of manner-path (represented by verbs-prepositions in English) are impaired selectively, (2) gestures compensate for impaired naming. Patients with left or right hemisphere damage (LHD or RHD) and elderly control participants were asked to describe motion events (e.g., running across) depicted in brief videos. Damage to the left posterior middle frontal gyrus, left inferior frontal gyrus, and left anterior superior temporal gyrus (aSTG) produced impairments in naming paths of motion; lesions to the left caudate and adjacent white matter produced impairments in naming manners of motion. While the frequency of spontaneous gestures were low, lesions to the left aSTG significantly correlated with greater production of path gestures. These suggest that producing prepositions-verbs can be separately impaired and gesture production compensates for naming impairments when damage involves left aSTG. (C) 2015 Elsevier Inc. All rights reserved.Publication Metadata only Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse(Cambridge University Press (CUP), 2018) N/A; Department of Psychology; Şen, Ayşe Beyza Ateş; Küntay, Aylin C.; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 262263; 178879This paper examines the way children younger than two use non-verbal devices (i.e., deictic gestures and communicative functional acts) and pay attention to discourse status (i.e., prior mention vs. newness) of referents in interactions with caregivers. Data based on semi-naturalistic interactions with caregivers of four children, at ages 1;00, 1;05, and 1;09, are analyzed. We report that children employ different types of non-verbal devices to supplement their inadequate referential forms before gaining mastery in language. By age 1;09, children show sensitivity to discourse status by using deictic gestures to accompany their non-lexical forms for new referents. A comparison of children's patterns with those in the input they receive reveals that caregivers choose their referential forms in accordance with discourse status information and tend to use different types of non-verbal devices to accompany their lexical and non-lexical referential forms. These results show that non-verbal devices play an important role in early referential discourse.Publication Metadata only Learning to use demonstratives in conversation: what do language specific strategies in Turkish reveal?(Cambridge Univ Press, 2006) N/A; Department of Psychology; Department of Psychology; Küntay, Aylin C.; Özyürek, Aslı; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/APragmatic development requires the ability to use linguistic forms, along with non-verbal cues, to focus an interlocutor's attention on a referent during conversation. We investigate the development of this ability by examining how the use of demonstratives is learned in Turkish, where a three-way demonstrative system (bu, su, o) obligatorily encodes both distance contrasts (i.e. proximal and distal) and absence or presence of the addressee's visual attention on the referent. A comparison of the demonstrative use by Turkish children (6 four- and 6 six-year-olds) and 6 adults during conversation shows that adultlike use of attention directing demonstrative, su, is not mastered even at the age of six, while the distance contrasts are learned earlier. This language specific development reveals that designing referential forms in consideration of recipient's attentional status during conversation is a pragmatic feat that takes more than six years to develop.Publication Metadata only The acquisition and use of relative clauses in Turkish-learning children's conversational interactions: a cross-linguistic approach(Cambridge University Press (CUP), 2019) N/A; Department of Psychology; Uzundağ, Berna Arslan; Küntay, Aylin C.; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 300558; 178879Using a cross-linguistic approach, we investigated Turkish-speaking children's acquisition and use of relative clauses (RCs) by examining longitudinal child-caregiver interactions and cross-sectional peer conversations. Longitudinal data were collected from 8 children between the ages of 8 and 36 months. Peer conversational corpus came from 78 children aged between 43 and 64 months. Children produced RCs later than in English (Diessel, 2004) and Mandarin (Chen & Shirai, 2015), and demonstrated increasing semantic and structural complexity with age. Despite the morphosyntactic difficulty of object RCs, and prior experimental findings showing a subject RC advantage, preschool-aged children produced object RCs, which were highly frequent in child-directed speech, as frequently as subject RCs. Object RCs in spontaneous speech were semantically less demanding (with pronominal subjects and inanimate head nouns) than the stimuli used in prior experiments. Results suggest that multiple factors such as input frequency and morphosyntactic and semantic difficulty affect the acquisition patterns.Publication Metadata only Lexical richness in maternal input and vocabulary development of Turkish preschoolers in the Netherlands(Springer/Plenum Publishers, 2014) Aarts, Rian; Kurvers, Jeanne; N/A; Vegter, Serpil Demir; Teaching Faculty; N/A; N/AThe present study examined lexical richness in maternal input to Turkish preschool children in the Netherlands and the relationship with their vocabulary. Fifteen Turkish mother-child dyads were videotaped at the age of 3 and 4 in three settings: book reading, picture description and block building. Children's vocabulary in Turkish was measured at the age of 3 and 4 and in Dutch at the age of 5;10. The lexical richness of the input was analysed both quantitatively (tokens) and qualitatively on diversity, density, and sophistication. The results indicate that lexical richness varied largely among mothers, which could partially be attributed to their SES levels and literacy practices. Furthermore, lexical richness differed between the settings, with the highest richness in the book setting. More importantly, lexical richness in maternal input related to the vocabulary of children in L1 (Turkish) and in the longer run also to L2 (Dutch). Quality of the input (diversity, density and sophistication) turned out to be more influential than quantity.Publication Metadata only Integration of communicative partner's visual perspective in patterns of referential requests(Cambridge Univ Press, 2009) N/A; Department of Psychology; Bahtiyar, Sevda; Küntay, Aylin C.; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 178879How do Turkish children differ from adults in sensitivity to the commonality of their partner's perspective with their own in producing referential language? Fifteen five- to six-year-olds, 15 nine- to ten-year-olds and 15 adults were asked to tell a confederate to pick up all object across three conditions: the common ground condition, in which two similar objects with one contrastive feature were visible to both the participants and the confederate; the privileged ground condition, ill which one of the two similar objects was available only to the participant; and the baseline condition, in which there were no competing objects. Age-related increases were found from preschool ages into adulthood in the production of (a) discriminating adjectives in the common ground trials, and (b) requestive speech acts with verbal constructions, rather than noun-only labels. A follow-up study with preschoolers (N = 15) prompted for requestive speech acts, leading to an increase in discriminating adjectives.