Browsing by Author "Karadoller, Dilay Z."

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Citation Count: 1
Gestures Cued by Demonstratives in Speech Guide Listeners' Visual Attention During Spatial Language Comprehension
(Amer Psychological Assoc, 2023) Ozer, Demet; Karadoller, Dilay Z.; Ozyurek, Asli; Goksun, Tilbe
Gestures help speakers and listeners during communication and thinking, particularly for visual-spatial information. Speakers tend to use gestures to complement the accompanying spoken deictic constructions, such as demonstratives, when communicating spatial information (e.g., saying The candle is here and gesturing to the right side to express that the candle is on the speaker's right). Visual information conveyed by gestures enhances listeners' comprehension. Whether and how listeners allocate overt visual attention to gestures in different speech contexts is mostly unknown. We asked if (a) listeners gazed at gestures more when they complement demonstratives in speech (here) compared to when they express redundant information to speech (e.g., right) and (b) gazing at gestures related to listeners' information uptake from those gestures. We demonstrated that listeners fixated gestures more when they expressed complementary than redundant information in the accompanying speech. Moreover, overt visual attention to gestures did not predict listeners' comprehension. These results suggest that the heightened communicative value of gestures as signaled by external cues, such as demonstratives, guides listeners' visual attention to gestures. However, overt visual attention does not seem to be necessary to extract the cued information from the multimodal message.
Citation Count: 0
The Multifaceted Nature of Early Vocabulary Development: Connecting Children's Characteristics With Parental Input Types
(Wiley, 2024) Goksun, Tilbe; Aktan-Erciyes, Asli; Karadoller, Dilay Z.; Demir-Lira, O. Ece
Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child-related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence on the effects of parental multimodal input (amount, quality, or absence), domain-specific input (space and math), and language-specific input (causal verbs and sound symbols) on preterm, full-term, and deaf children's early vocabulary development, focusing primarily on research with children learning Turkish and Turkish Sign Language. We advocate for a theoretical perspective, integrating neonatal characteristics and parental input, and acknowledging the unique constraints of languages.