Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency

dc.authoridGöksun, Tilbe/0000-0002-0190-7988
dc.authoridAKTAN-ERCIYES, ASLI/0000-0002-6531-6140
dc.authoridArslan, Burcu/0000-0002-2465-360X
dc.authorwosidAktan Erciyes, Aslı/IWE-5157-2023
dc.authorwosidGöksun, Tilbe/ABI-5133-2020
dc.contributor.authorArslan, Burcu
dc.contributor.authorAktan-Erciyes, Asli
dc.contributor.authorGoeksun, Tilbe
dc.date.accessioned2023-10-19T15:11:35Z
dc.date.available2023-10-19T15:11:35Z
dc.date.issued2023
dc.department-temp[Arslan, Burcu; Goeksun, Tilbe] Koc Univ, Dept Psychol, Istanbul, Turkiye; [Aktan-Erciyes, Asli] Kadir Has Univ, Dept Psychol, Istanbul, Turkiyeen_US
dc.description.abstractBilingual and monolingual children might have different styles of using multimodal language. This study investigates speech disfluency and gesture production of 5- and 7-year-old Turkish monolingual (N = 61) and Turkish-English bilingual children (N = 51). We examined monolinguals' Turkish narratives and bilinguals' Turkish and English narratives. Results indicated that bilinguals were more disfluent than monolinguals, particularly for silent and filled (e.g., umm) pauses. Bilinguals used silent pauses and repetitions (e.g., cat cat) more frequently in English than in Turkish. Gesture use was comparable across language and age groups, except for iconic gestures. Monolinguals produced more iconic gestures than bilinguals. Children's overall gesture frequency predicted disfluency rates only in Turkish. Different gesture types might be orchestrated in the multimodal system, contributing to narrative fluency. The use of disfluency and gesture types might provide insight into bilingual and monolingual children's language development and communication strategies.en_US
dc.identifier.citation2
dc.identifier.doi10.1017/S1366728923000196en_US
dc.identifier.issn1366-7289
dc.identifier.issn1469-1841
dc.identifier.scopus2-s2.0-85150384608en_US
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1017/S1366728923000196
dc.identifier.urihttps://hdl.handle.net/20.500.12469/5106
dc.identifier.wosWOS:000945734200001en_US
dc.identifier.wosqualityQ1
dc.khas20231019-WoSen_US
dc.language.isoenen_US
dc.publisherCambridge Univ Pressen_US
dc.relation.ispartofBilingualism-Language and Cognitionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLexical AccessEn_Us
dc.subjectEnglishEn_Us
dc.subjectSpeakingEn_Us
dc.subjectSpanishEn_Us
dc.subjectAgeEn_Us
dc.subjectComplexityEn_Us
dc.subjectFrequencyEn_Us
dc.subjectThinkingEn_Us
dc.subjectRatesEn_Us
dc.subjectLexical Access
dc.subjectEnglish
dc.subjectSpeaking
dc.subjectSpanish
dc.subjectAge
dc.subjectComplexity
dc.subjectFrequency
dc.subjectchildhood bilingualismen_US
dc.subjectThinking
dc.subjectdisfluencyen_US
dc.subjectRates
dc.subjectgestureen_US
dc.titleMultimodal language in bilingual and monolingual children: Gesture production and speech disfluencyen_US
dc.typeArticleen_US
dspace.entity.typePublication

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