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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 Children's thinking-for-speaking bidirectional effects of L1 Turkish and L2 English for motion events(John Benjamins Publishing Co, 2021) Aktan-Erciyes, Aslı; Tekcan, Ali Izzet; Aksu-Koç, Ayhan; Department of Psychology; Göksun, Tilbe; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 47278This study investigates how children lexicalize motion events in their first and second languages, L1-Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the main verb and expresses manner in a subordinated verb. We asked three questions: (i) Does early L2 acquisition in an L1 dominant society affect motion event lexicalization in L1? (2) Is the effect of L2 on L1 subject to change due to decline in L2 exposure? (3) Do L1 vs. L2 lexicalizations differ within the bilingual mind? One hundred and twelve 5- and 7-year-old monolingual and bilingual children watched and described video-clips depicting motion events. For L1 descriptions, 5-year-old bilinguals used more manner structures than monolinguals. No difference was found for 7-year-olds. For L2 descriptions, 7-yearold bilinguals used more manner-only constructions compared to their L1 descriptions. For 5-year-old bilinguals no difference was found. Findings suggest that early exposure to a second language had an impact on how motion events are packaged, while decline in L2 exposure dampened the effects of L2.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 Metadata only CRAFT: a benchmark for causal reasoning about forces and inTeractions(Assoc Computational Linguistics-Acl, 2022) Ates, Tayfun; Atesoglu, M. Samil; Yigit, Cagatay; N/A; N/A; Department of Computer Engineering; Department of Psychology; Department of Computer Engineering; Kesen, İlker; Kobaş, Mert; Erdem, Aykut; Göksun, Tilbe; Yüret, Deniz; PhD Student; Master Student; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; Department of Computer Engineering; Graduate School of Sciences and Engineering; Graduate School of Social Sciences and Humanities; College of Engineering; College of Social Sciences and Humanities; College of Engineering; N/A; N/A; 20331; 47278; 179996Humans 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 Metadata only Cross-linguistic distributional analyses with frequent frames: the cases of German and Turkish(Cascadilla Press, 2011) Wang, Hao; Hoehle, Barbara; Ketrez, F. Nihan; Mintz, Toben H.; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879N/APublication 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 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 Discourse behavior of lexical categories in Turkish child directed speech: Nouns vs. Verbs(Cascadilla Press, 2001) Slobin, Dan I.; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879N/APublication 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 Do speakers design their cospeech gestures for their addressees? the effects of addressee location on representational gestures(Academic Press Inc Elsevier Science, 2002) N/A; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/ADo speakers use spontaneous gestures accompanying, their specch for themselves or to communicate their message their addressees? Two experiments show that speakers change the orientation of their gestures depending on the location of shared space, that is the intersection of the gesture spaces of the speakers and addressees. Gesture orientations change more frequently when the accompany spatial prepositions such is into and out, which describe motion that has a beginning and end point, rather than across, which depicts an unbounded path across space. Speakers change their gestures so that they represent the beginning and end point of motion INTO or OUT by moving into or out of the shared space, Thus speakers design their gestures for their addressees and therefore use them to communicate, This has implication, for the view that gestures are a part of language use as well as for the role of gestures in speech production.