Researcher:
Özyürek, Aslı

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Aslı

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Özyürek

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Özyürek, Aslı

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2002 - 2009122010 - 20144

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Researcher Of Publications: search.filters.isAuthorOfPublication.afeffafa-c3a5-4ac3-a76f-5f3394279ff3

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Now showing 1 - 10 of 16
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    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/A
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    Making language around the globe: a crosslinguistic study of homesign in the United States, China and Turkey
    (Psychology Press Taylor and Francis Group, 2008) N/A; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    But what happens when a child is not exposed to a conventional language?In 1985, Dan Slobin encouraged the eld of language acquisition to take advantage of the fact that the world’s languages constitute a range of “experiments of nature.” Different types of languages pose different types of acquisition problems for the language-learning child. By observing children who are exposed to languages that vary systematically along one or more dimensions, we can get some sense of which aspects of languages, if any, present stumbling blocks to the language-learner. Moreover, to the extent that we see children change the input they receive, we get insight into the role children themselves play in shaping the language they learn-as Dan so eloquently put it, the child as “language-maker” (Slobin, 1985a).
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    Shared information and argument omission in Turkish
    (Cascadilla Press, 2007) Gurcanli, Ozge; Nakipoglu, Mine; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
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    Language-specific and universal influences in children's syntactic packaging of Manner and Path: a comparison of English, Japanese, and Turkish
    (Elsevier, 2007) Allen, Shanley; Kita, Sotaro; Brown, Amanda; Furman, Reyhan; Ishizuka, Tomoko; Fujii, Mihoko; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    Different languages map semantic elements of spatial relations onto different lexical and syntactic units. These crosslinguistic differences raise important questions for language development in terms of how this variation is learned by children. We investigated how Turkish-, English-, and Japanese-speaking children (mean age 3;8) package the semantic elements of Manner and Path onto syntactic units when both the Manner and the Path of the moving Figure occur simultaneously and are salient in the event depicted. Both universal and language-specific patterns were evident in our data. Children used the semantic-syntactic mappings preferred by adult speakers of their own languages, and even expressed subtle syntactic differences that encode different relations between Manner and Path in the same way as their adult counterparts (i.e., Manner causing vs. incidental to Path). However, not all types of semantics-syntax mappings were easy for children to learn (e.g., expressing Manner and Path elements in two verbal clauses). In such cases, Turkish- and Japanese-speaking children frequently used syntactic patterns that were not typical in the target language but were similar to patterns used by English-speaking children, suggesting some universal influence. Thus, both language-specific and universal tendencies guide the development of complex spatial expressions. (c) 2006 Elsevier B.V. All rights reserved.
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    Making language around the globe a crosslinguistic study of homesign in the United States, China, and Turkey
    (Psychology Press, 2010) Goldin-Meadow, Susan; Sancar, Burcu; Mylander, Carolyn; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
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    Turkish- and English-speaking children display sensitivity to perceptual context in the referring expressions they produce in speech and gesture
    (Psychology Press, 2012) Demir, Oezlem Ece; So, Wing-Chee; Goldin-Meadow, Susan; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    Speakers choose a particular expression based on many factors, including availability of the referent in the perceptual context. We examined whether, when expressing referents, monolingual English- and Turkish-speaking children: (1) are sensitive to perceptual context, (2) express this sensitivity in language-specific ways, and (3) use co-speech gestures to specify referents that are underspecified. We also explored the mechanisms underlying children's sensitivity to perceptual context. Children described short vignettes to an experimenter under two conditions: The characters in the vignettes were present in the perceptual context (perceptual context); the characters were absent (no perceptual context). Children routinely used nouns in the no perceptual context condition, but shifted to pronouns (English-speaking children) or omitted arguments (Turkish-speaking children) in the perceptual context condition. Turkish-speaking children used underspecified referents more frequently than English-speaking children in the perceptual context condition; however, they compensated for the difference by using gesture to specify the forms. Gesture thus gives children learning structurally different languages a way to achieve comparable levels of specification while at the same time adhering to the referential expressions dictated by their language.
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    Early language-specificity of children's event encoding in speech and gesture: evidence from caused motion in Turkish
    (Taylor & Francis, 2014) Furman, Reyhan; Department of Psychology; Department of Psychology; Özyürek, Aslı; Küntay, Aylin C.; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 178879
    Previous research on language development shows that children are tuned early on to the language-specific semantic and syntactic encoding of events in their native language. Here we ask whether language-specificity is also evident in children's early representations in gesture accompanying speech. In a longitudinal study, we examined the spontaneous speech and cospeech gestures of eight Turkish-speaking children aged one to three and focused on their caused motion event expressions. In Turkish, unlike in English, the main semantic elements of caused motion such as Action and Path can be encoded in the verb (e. g. sok-'put in') and the arguments of a verb can be easily omitted. We found that Turkish-speaking children's speech indeed displayed these language-specific features and focused on verbs to encode caused motion. More interestingly, we found that their early gestures also manifested specificity. Children used iconic cospeech gestures (from 19 months onwards) as often as pointing gestures and represented semantic elements such as Action with Figure and/or Path that reinforced or supplemented speech in language-specific ways until the age of three. In the light of previous reports on the scarcity of iconic gestures in English-speaking children's early productions, we argue that the language children learn shapes gestures and how they get integrated with speech in the first three years of life.
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    Response to comment on "children creating core properties of language: evidence from an emerging sign language in nicaragua"
    (American Association for the Advancement of Science (AAAS), 2005) Senghas, A; Kita, S; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
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    What does cross-linguistic variation in semantic coordination of speech and gesture reveal?: Evidence for an interface representation of spatial thinking and speaking
    (Elsevier, 2003) Kita, Sotaro; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    Gestures that spontaneously accompany speech convey information coordinated with the concurrent speech. There has been considerable theoretical disagreement about the process by which this informational coordination is achieved. Some theories predict that the information encoded in gesture is not influenced by how information is verbally expressed. However, others predict that gestures encode only what is encoded in speech. This paper investigates this issue by comparing informational coordination between speech and gesture across different languages. Narratives in Turkish, Japanese, and English were elicited using an animated cartoon as the stimulus. It was found that gestures used to express the same motion events were influenced simultaneously by (1) how features of motion events were expressed in each language, and (2) spatial information in the stimulus that was never verbalized. From this, it is concluded that gestures are generated from spatio-motoric processes that interact on-line with the speech production process. Through the interaction, spatio-motoric information to be expressed is packaged into chunks that are verbalizable within a processing unit for speech formulation. In addition, we propose a model of speech and gesture production as one of a class of frameworks that are compatible with the data.
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    Joint attention and the development of the use of demonstrative pronouns in Turkish
    (Cascadilla Press, 2002) 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/A
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