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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only Do bilingual adults gesture when they are disfluent?: understanding gesture-speech interaction across first and second languages(Taylor and Francis Ltd., 2024) Department of Psychology; Göksun, Tilbe; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and HumanitiesPeople are more disfluent in their second language (L2) than their first language (L1). Gesturing facilitates cognitive processes, including speech production. This study investigates speech disfluency and representational gesture production across Turkish-English bilinguals' L1 (Turkish) and L2 (English) through a narrative retelling task (N = 27). Results showed that people were more disfluent and used more representational gestures in English. Controlling for L2 proficiency, people were still more disfluent in English. The more people were proficient in L2, the more they used gestures in that language. Similarly, disfluency-gesture co-occurrences were more common in English. L2 proficiency was positively correlated with the likelihood of a disfluency being accompanied by a gesture. These findings suggest that gestures may not necessarily compensate for weak language skills. Rather, people might gesture during disfluent moments if they can detect their errors, suggesting a close link between representational gestures and language competency in benefiting from gestures when disfluent.Publication Metadata only Details in hand: how does gesturing relate to autobiographical memory?(Routledge, 2024) Güneş Acar, Naziye; Tekcan, Ali İ.; Department of Psychology; Göksun, Tilbe; Department of Psychology; College of Social Sciences and HumanitiesGestures are an integral and inseparable component of speech and people frequently use gestures when retelling their autobiographical memories. This study investigates whether gestures are associated with the retrieval of episodically and phenomenologically rich memories and how this association changes during development. Thirty-five children and 46 adults were asked to report autobiographical memories. Then, they rated the recalled memories on phenomenological qualities. Episodic and non-episodic details of autobiographical memories and representational gestures produced during memory narration were coded. The use of representational gestures was positively correlated with the episodic details of adult memories; however, the same correlation was not present in child memories. The representational gesture use was not associated with the phenomenological qualities in both groups. Gesture use may be related to the retrieval of autobiographical memories, particularly in adults capable of reporting long, coherent memories.Publication Metadata only Bilingual false recognition: examining inferences and language tagging in the dual-language context(Sage, 2024) Department of Psychology; Yurtsever, Aslı; Göksun, Tilbe; Gülgöz, Sami; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and HumanitiesPurpose: Inference-making is a critical process in understanding and processing information daily. People synthesize inputs into a whole and retain the whole (gist) instead of specific parts (verbatim). False recognition of inferred information offers evidence for it. We conducted two studies to examine whether memory errors occurred similarly when bilinguals were tested separately and concurrently on two languages, and whether bilinguals remembered the language in which the information was received (language tag).Methodology: We recruited Turkish native speakers who spoke English as a second language. After inducing spatial inferences about objects, we tested participants on configuration, sentence recognition, and language recognition in Turkish, English, and dual-language conditions. We measured their second language proficiency and executive functioning with standardized assessments.Data and analysis: We performed within-subjects analyses of covariance to investigate the within-language differences in sentence recognition and the role of individual cognitive differences (N = 34 in Experiment 1, N = 48 in Experiment 2).Findings: Experiment 1 showed that inferences were falsely recognized in L1 (Turkish) and L2 (English) conditions, but not in the dual-language. We found no effect of individual cognitive differences. In Experiment 2, we replicated Experiment 1 and found that false recognition of inferred sentences was predicted more by lower executive functions (EF) scores and higher second language proficiency. In both experiments, participants accurately identified the language tag. Higher EF scores predicted higher tag accuracy. We conclude that inferring information in the second language induces memory errors, and inferences are tagged with the language of encoding.Originality: We used an ecologically valid sentence-level paradigm to test inferences and their connection to bilingual false memories in the second language and dual-language contexts. We explored the individual differences in language and cognitive abilities.Significance: Bilingual information processing is influenced significantly by exposure to stimuli, task difficulty, the language context, and language proficiency.Publication Metadata only The effect of foreign language and psychological distance on moral judgment in Turkish-English bilinguals(Cambridge Univ Press, 2023) C. Brouwer, Susanne; Department of Psychology; Yavuz, Melisa; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and HumanitiesPeople's judgements differ systematically while reading moral dilemmas in their native or their foreign language. This so-called Foreign Language Effect (FLE) has been found in many language pairs when tested with artificial, sacrificial moral dilemmas (i.e., Trolley and Footbridge). In Experiment 1, we investigated whether the FLE can be replicated in Turkish (native) - English (foreign) bilinguals using the same dilemmas (N = 203). These unrealistic and decontextualized dilemmas have been criticized for providing low external validity. Therefore, in Experiment 2, we (1) tested bilinguals with realistic scenarios which included the protagonist's age as a source of identity (child, adult, neutral), and (2) investigated the FLE in these scenarios (N = 467). Our results revealed that the FLE was not present in Turkish-English bilinguals, tested either on sacrificial dilemmas or realistic scenarios. Psychological distance of the scenarios, protagonists' age and the perceived age similarity with the protagonist affected moral judgments.Publication Metadata only Erratum: learning to use demonstratives in conversation: what do language specific strategies in Turkish reveal? (vol 33, pg 303, 2006)(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/AN/APublication Metadata only Functions of Turkish evidentials in early child-caregiver interactions: a growth curve analysis of longitudinal data(Cambridge Univ Press, 2018) Aksu Koç, 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 Academic language in shared book reading: parent and teacher input to mono- and bilingual preschoolers(Wiley, 2016) Aarts, Rian; Kurvers, Jeanne; Henrichs, Lotte; N/A; Vegter, Serpil Demir; Teaching Faculty; N/A; N/AThe current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and were positively related to children's language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language.Publication Metadata only Denying psychological properties of girls and prostitutes: the role of verbal insults(Sage, 2017) Rubini, Monica; Roncarati, Alessandra; Ravenna, Marcella; Albarello, Flavia; Moscatelli, Silvia; Department of Psychology; Semin, Gün Refik; Researcher; Department of Psychology; College of Social Sciences and Humanities; N/AThis study examines the negative stereotypes of the category of women and their subcategories through the language of insults. Participants produced a list of epithets induced by the same hypothetical scenario in which the protagonist was presented either as a prostitute or as a girl (i.e., nonprostitute). Findings showed that the prostitute was addressed with taboo-related insults exaggerating sexual behavior, whereas the girl was mainly given warnings and intellectual insults. The implications of these results are discussed in relation to the underlying processes.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.