Researcher:
Küntay, Aylin C.

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Aylin C.

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Küntay

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Küntay, Aylin C.

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Researcher Of Publications: search.filters.isAuthorOfPublication.ffd293f8-8105-4d3e-905d-a297704d229e

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Now showing 1 - 10 of 79
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    Linguistic strategies serving evaluative functions: a comparison between Japanese and Turkish narratives
    (Lawrence Erlbaum Associates. Inc., 2003) Nakamura, Keiko; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
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    Monolingual and bilingual children's resolution of referential conflicts: effects of bilingualism and relative language proficiency
    (Elsevier Science Inc, 2017) Verhagen, Josje; Grassmann, Susanne; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
    Monolingual children follow pointing over labeling when these are in conflict in object selection tasks. Specifically, when a speaker labels one object, but points at another object, monolinguals select the object pointed at. Here, we ask whether (i) bilingual children show the same behavior as monolinguals and (ii) relative language proficiency affects bilinguals' conflict resolution. 35 monolingual and 32 bilingual two- to four-year-olds performed an experiment involving a conflict between pointing and labeling. The bilinguals were tested in Dutch and in English. The bilinguals had a stronger preference for pointing over labeling and selected both objects less often than the monolinguals. Point following was stronger in the bilinguals' weaker language than in their stronger language. These results support earlier findings on bilinguals' increased sensitivity to socio-pragmatic cues and weaker reliance on mutual exclusivity, and show that previously acquired language knowledge affects how children weigh socio-pragmatic and lexical cues.
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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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    Effects of lexical ıtems and construction types in English and Turkish character ıntroductions in elicited narrative
    (Psychology Press, 2010) Kocbas, Dilara; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
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    Lists as alternative discourse structures to narratives in preschool children's conversations
    (Taylor & Francis, 2004) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
    This study examines a corpus of conversations of Turkish preschool-age children with adults, with the goal of analyzing 2 types of extended discourse structures (i.e., lists and narratives). Lists and narratives are compared with respect to (a) their internal structures, and (b) their social functions in the participants' daily interactions. The analyses suggest that although lists and narratives differ on structural grounds, they overlap in the functions they serve for the tellers. Lists constitute more of a descriptive structure, although temporality is foregrounded in narratives. Yet, both genres are used to express strips of past experience, and are employed by the same child in similar contexts, framed by similar metadiscourse comments, often blending into another. These findings suggest that, although lists and narratives are revealed as 2 clearly differentiable genres on formal analyses, lists carry some features of narrativity in children's conversational interactions.
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    Why wait for the verb? Turkish speaking children use case markers for incremental language comprehension
    (Elsevier, 2019) Özge, Duygu; Snedeker, Jesse; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
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    Second language tutoring using social robots: a large-scale study
    (Institute of Electrical and Electronics Engineers (IEEE), 2019) Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam; Hoffman, Laura; Montanier, Jean-Marc; Oudgenoeg-Paz, Ora; Garcia, Daniel Hernandez; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Belpaeme, Tony; Kopp, Stefan; Krahmer, Emiel; Leseman, Paul; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Göksun, Tilbe; Kanero, Junko; Küntay, Aylin C.; Mamuş, Ayşe Ezgi; Oranç, Cansu; Faculty Member; Researcher; Faculty Member; Researcher; Researcher; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 47278; N/A; 178879; N/A; N/A
    We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
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    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; 178879
    In 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.
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    Development of the expression of indefiniteness: presenting new referents in Turkish picture-series stories
    (Lawrence Erlbaum Assoc Inc, 2002) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
    This study investigates how native Turkish-speaking participants of different ages produce new referents in narrative discourse about a 6-frame picture series. Turkish does not obligatorily encode the distinction between indefinite and definite reference with a formal article system. The expression of indefiniteness is instead achieved through a conglomeration of devices, including an optional indefinite numeral, case-ending variation, and word order. The main motivation of this study was to specify the means and the extent of indicating the nondefinite status of newly introduced story participants by Turkish narrators of different ages. The results indicate that Turkish children, similar to young speakers of other languages, do not exhibit a tendency to mark the indefinite status of referents until around 7 years of age. The centrality and animacy of the story characters constrain the introductory referential strategies of speakers. The implications of these findings are discussed in a cross-linguistic developmental framework.
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    Microgenesis of narrative competence during preschool interactions: effects of the relational context
    (Cambridge Univ Press, 2009) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
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