Browsing by Author "Kandemir, Songul"

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Exploring Children's Causal Language Production: The Role of Mothers and Fathers Across Different Tasks in Dyadic Interactions
(Cambridge Univ Press, 2025) Kandemir, Songul; Aktan-Erciyes, Asli
Causal language is essential for children's language development, helping them understand and explain the reasons behind events. This study focuses on children's causal language production and the role of parental input, aiming to (1) investigate differences in maternal and paternal language use, (2) analyse children's causal language production across tasks and communication partners, and (3) examine the relationship between parental input and children's causal language skills. Sixty children aged 4-5 and their parents participated in dyadic sessions, which included free play, guided play, and storytelling tasks. Results showed that fathers used more causal language than mothers during free play, and children also produced more causal language with their fathers in this context compared to storytelling. Overall, both maternal and paternal causal language inputs were linked to children's causal language production, highlighting the significant influence of parental input on language development. Nedensel dil, & ccedil;ocuklar & imath;n dil geli & scedil;imi i & ccedil;in temel & ouml;neme sahiptir ve onlar & imath;n olaylar & imath;n ard & imath;ndaki nedenleri anlamalar & imath;na ve a & ccedil;& imath;klamalar & imath;na yard & imath;mc & imath; olur. Bu & ccedil;al & imath;& scedil;ma, & ccedil;ocuklar & imath;n nedensel dil & uuml;retimine ve ebeveyn girdisinin rol & uuml;ne odaklanarak (1) anne ve baba dil kullan & imath;mlar & imath; aras & imath;ndaki farkl & imath;l & imath;klar & imath; incelemeyi, (2) & ccedil;ocuklar & imath;n farkl & imath; g & ouml;revler ve ileti & scedil;im partnerleri ba & gbreve;lam & imath;nda nedensel dil & uuml;retimini analiz etmeyi ve (3) ebeveyn girdisi ile & ccedil;ocuklar & imath;n nedensel dil becerileri aras & imath;ndaki ili & scedil;kiyi ara & scedil;t & imath;rmay & imath; ama & ccedil;lamaktad & imath;r. D & ouml;rt-be & scedil; ya & scedil; aral & imath;& gbreve;& imath;nda 60 & ccedil;ocuk ve ebeveynleri, serbest oyun, y & ouml;nlendirilmi & scedil; oyun ve hikaye anlat & imath;m & imath; g & ouml;revlerini i & ccedil;eren ikili etkile & scedil;im oturumlar & imath;na kat & imath;lm & imath;& scedil;t & imath;r. Bulgular, babalar & imath;n serbest oyun s & imath;ras & imath;nda annelere k & imath;yasla daha fazla nedensel dil kulland & imath;& gbreve;& imath;n & imath; ve & ccedil;ocuklar & imath;n da bu ba & gbreve;lamda babalar & imath;yla etkile & scedil;imde hikaye anlat & imath;m & imath;na k & imath;yasla daha fazla nedensel dil & uuml;retti & gbreve;ini g & ouml;stermi & scedil;tir. Genel olarak, hem anne hem de baba nedensel dil girdileri, & ccedil;ocuklar & imath;n nedensel dil & uuml;retimiyle ili & scedil;kili bulunmu & scedil; ve ebeveyn girdisinin dil geli & scedil;imi & uuml;zerindeki belirgin etkisini ortaya koymu & scedil;tur.
Citation - WoS: 3
Multimodal Language in Child-Directed Versus Adult-Directed Speech
(Sage Publications Ltd, 2023) Kandemir, Songul; Ozer, Demet; Aktan-Erciyes, Asli
Speakers design their multimodal communication according to the needs and knowledge of their interlocutors, phenomenon known as audience design. We use more sophisticated language (e.g., longer sentences with complex grammatical forms) when communicating with adults compared with children. This study investigates how speech and co-speech gestures change in adult-directed speech (ADS) versus child-directed speech (CDS) for three different tasks. Overall, 66 adult participants (M-age = 21.05, 60 female) completed three different tasks (story-reading, storytelling and address description) and they were instructed to pretend to communicate with a child (CDS) or an adult (ADS). We hypothesised that participants would use more complex language, more beat gestures, and less iconic gestures in the ADS compared with the CDS. Results showed that, for CDS, participants used more iconic gestures in the story-reading task and storytelling task compared with ADS. However, participants used more beat gestures in the storytelling task for ADS than CDS. In addition, language complexity did not differ across conditions. Our findings indicate that how speakers employ different types of gestures (iconic vs beat) according to the addressee's needs and across different tasks. Speakers might prefer to use more iconic gestures with children than adults. Results are discussed according to audience design theory.