Publications with Fulltext
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/6
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Publication Open Access Craft: a benchmark for causal reasoning about forces and in teractions(Association for Computational Linguistics (ACL), 2022) Ateş, Tayfun; Ateşoğlu, M. Şamil; Yiğit, Çağatay; Department of Computer Engineering; Department of Psychology; Erdem, Aykut; Göksun, Tilbe; Yüret, Deniz; Kesen, İlker; Kobaş, Mert; Faculty Member; Faculty Member; Faculty Member; Master Student; Department of Computer Engineering; Department of Psychology; Koç Üniversitesi İş Bankası Yapay Zeka Uygulama ve Araştırma Merkezi (KUIS AI)/ Koç University İş Bank Artificial Intelligence Center (KUIS AI); Graduate School of Sciences and Engineering; College of Engineering; College of Social Sciences and Humanities; 20331; 47278; 179996; N/A; N/A; N/AHumans are able to perceive, understand and reason about causal events. Developing models with similar physical and causal understanding capabilities is a long-standing goal of artificial intelligence. As a step towards this direction, we introduce CRAFT1, a new video question answering dataset that requires causal reasoning about physical forces and object interactions. It contains 58K video and question pairs that are generated from 10K videos from 20 different virtual environments, containing various objects in motion that interact with each other and the scene. Two question categories in CRAFT include previously studied descriptive and counterfactual questions. Additionally, inspired by the Force Dynamics Theory in cognitive linguistics, we introduce a new causal question category that involves understanding the causal interactions between objects through notions like cause, enable, and prevent. Our results show that even though the questions in CRAFT are easy for humans, the tested baseline models, including existing state-of-the-art methods, do not yet deal with the challenges posed in our benchmark.Publication Open Access Does time extend asymmetrically into the past and the future? a multitask crosscultural study(Cambridge University Press (CUP), 2022) Callizo-Romero, Carmen; Tutnjevic, Slavica; Pandza, Maja; Ouellet, Marc; Kranjec, Alexander; Ilic, Sladjana; Gu, Yan; Chahboun, Sobh; Casasanto, Daniel; Santiago, Julio; Department of Psychology; Göksun, Tilbe; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 47278Does temporal thought extend asymmetrically into the past and the future? Do asymmetries depend on cultural differences in temporal focus? Some studies suggest that people in Western (arguably future-focused) cultures perceive the future as being closer, more valued, and deeper than the past (a future asymmetry), while the opposite is shown in East Asian (arguably past-focused) cultures. The proposed explanations of these findings predict a negative relationship between past and future: the more we delve into the future, the less we delve into the past. Here, we report findings that pose a significant challenge to this view. We presented several tasks previously used to measure temporal asymmetry (self-continuity, time discounting, temporal distance, and temporal depth) and two measures of temporal focus to American, Spanish, Serbian, Bosniak, Croatian, Moroccan, Turkish, and Chinese participants (total N = 1,075). There was an overall future asymmetry in all tasks except for temporal distance, but the asymmetry only varied with cultural temporal focus in time discounting. Past and future held a positive (instead of negative) relation in the mind: the more we delve into the future, the more we delve into the past. Finally, the findings suggest that temporal thought has a complex underlying structure.Publication Open Access Linguistic and nonlinguistic evaluation of motion events in a path-focused language(Cambridge University Press (CUP), 2022) Aktan Erciyes, Aslı; Department of Psychology; Akbuğa, Yiğitcan Emir; Dik, Feyza Nur; Göksun, Tilbe; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278This study examines how properties of path (the trajectory of motion) and manner (how an action is performed) components of motion events are reflected in linguistic and nonlinguistic motion event conceptualization in a path-focused language, Turkish. In two experiments, we investigated how path and manner differed in salience (i.e., prominence) and ease of expression (EoE, i.e., effort of describing), and how these factors were related to lexicalization and similarity judgments of motion events. In Experiment 1, participants rated motion events based on path and manner salience and EoE and expressed path and manner in a written format. Results indicated that manner was rated as more salient and path as easier to express. Path salience and EoE were related to both types (i.e., number of different expressions) and the total number of paths and manners used. However, manner EoE but not salience was associated with only types and the total number of manners used. In Experiment 2, participants rated the similarity of motion event pairs created using the ratings in Experiment 1. We found that higher manner salience and EoE difference were associated with lower similarity ratings. These findings suggest that salience and EoE of path and manner are related to both linguistic and nonlinguistic aspects of motion event conceptualization.Publication Open Access Do typological differences in the expression of causality influence preschool children's causal event construal?(Cambridge University Press (CUP), 2022) Ger, Ebru; Stoll, Sabine; Daum, Moritz M.; Department of Psychology; Küntay, Aylin C.; Göksun, Tilbe; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879; 47278This study investigated whether cross-linguistic differences in causal expressions influence the mapping of causal language on causal events in three- to four-year-old Swiss-German learners and Turkish learners. In Swiss-German, causality is mainly expressed syntactically with lexical causatives (e.g., asse 'to eat' vs. fuettere 'to feed'). In Turkish, causality is expressed both syntactically and morphologically - with a verbal suffix (e.g., yemek 'to eat' vs. yeDIRmek 'to feed'). Moreover, unlike Swiss-German, Turkish allows argument ellipsis (e.g., 'The mother feeds empty set). Here, we used pseudo-verbs to test whether and how well Swiss-German-learning children inferred a causal meaning from lexical causatives compared to Turkish-learning children tested in three conditions: lexical causatives, morphological causatives, and morphological causatives with object ellipsis. Swiss-German-learning children and Turkish-learning children in all three conditions reliably inferred causal meanings, and did so to a similar extent. The findings suggest that, as young as age 3, children learning two different languages similarly make use of language-specific causality cues (syntactic and morphological alike) to infer causal meanings.Publication Open Access Early parental causal language input predicts children's later causal verb understanding(Cambridge University Press (CUP), 2021) Aktan Erciyes, Aslı; Department of Psychology; Göksun, Tilbe; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 47278How does parental causal input relate to children's later comprehension of causal verbs? Causal constructions in verbs differ across languages. Turkish has both lexical and morphological causatives. We asked whether (1) parental causal language input varied for different types of play (guided vs. free play), (2) early parental causal language input predicted children's causal verb understanding. Twenty-nine infants participated at three timepoints. Parents used lexical causatives more than morphological ones for guided-play for both timepoints, but for free-play, the same difference was only found at Time 2. For Time 3, children were tested on a verb comprehension and a vocabulary task. Morphological causative input, but not lexical causative input, during free-play predicted children's causal verb comprehension. For guided-play, the same relation did not hold. Findings suggest a role of specific types of causal input on children's understanding of causal verbs that are received in certain play contexts.