Displaying 1 - 8 of 8
  • Drijvers, L., & Ozyurek, A. (2017). Visual context enhanced: The joint contribution of iconic gestures and visible speech to degraded speech comprehension. Journal of Speech, Language, and Hearing Research, 60, 212-222. doi:10.1044/2016_JSLHR-H-16-0101.

    Abstract

    Purpose This study investigated whether and to what extent iconic co-speech gestures contribute to information from visible speech to enhance degraded speech comprehension at different levels of noise-vocoding. Previous studies of the contributions of these 2 visual articulators to speech comprehension have only been performed separately. Method Twenty participants watched videos of an actress uttering an action verb and completed a free-recall task. The videos were presented in 3 speech conditions (2-band noise-vocoding, 6-band noise-vocoding, clear), 3 multimodal conditions (speech + lips blurred, speech + visible speech, speech + visible speech + gesture), and 2 visual-only conditions (visible speech, visible speech + gesture). Results Accuracy levels were higher when both visual articulators were present compared with 1 or none. The enhancement effects of (a) visible speech, (b) gestural information on top of visible speech, and (c) both visible speech and iconic gestures were larger in 6-band than 2-band noise-vocoding or visual-only conditions. Gestural enhancement in 2-band noise-vocoding did not differ from gestural enhancement in visual-only conditions.
  • Ketrez, F. N., Kuntay, A. C., Ozcaliskan, S., & Ozyurek, A. (Eds.). (2017). Social environment and cognition in language development: Studies in honor of Ayhan Aksu-Koc. Amsterdam: John Benjamins.

    Abstract

    Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child’s own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koç – a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe
  • Ortega, G., Sumer, B., & Ozyurek, A. (2017). Type of iconicity matters in the vocabulary development of signing children. Developmental Psychology, 53(1), 89-99. doi:10.1037/dev0000161.

    Abstract

    Recent research on signed as well as spoken language shows that the iconic features of the target language might play a role in language development. Here, we ask further whether different types of iconic depictions modulate children’s preferences for certain types of sign-referent links during vocabulary development in sign language. Results from a picture description task indicate that lexical signs with 2 possible variants are used in different proportions by deaf signers from different age groups. While preschool and school-age children favored variants representing actions associated with their referent (e.g., a writing hand for the sign PEN), adults preferred variants representing the perceptual features of those objects (e.g., upward index finger representing a thin, elongated object for the sign PEN). Deaf parents interacting with their children, however, used action- and perceptual-based variants in equal proportion and favored action variants more than adults signing to other adults. We propose that when children are confronted with 2 variants for the same concept, they initially prefer action-based variants because they give them the opportunity to link a linguistic label to familiar schemas linked to their action/motor experiences. Our results echo findings showing a bias for action-based depictions in the development of iconic co-speech gestures suggesting a modality bias for such representations during development.
  • Peeters, D., Snijders, T. M., Hagoort, P., & Ozyurek, A. (2017). Linking language to the visual world: Neural correlates of comprehending verbal reference to objects through pointing and visual cues. Neuropsychologia, 95, 21-29. doi:10.1016/j.neuropsychologia.2016.12.004.

    Abstract

    In everyday communication speakers often refer in speech and/or gesture to objects in their immediate environment, thereby shifting their addressee's attention to an intended referent. The neurobiological infrastructure involved in the comprehension of such basic multimodal communicative acts remains unclear. In an event-related fMRI study, we presented participants with pictures of a speaker and two objects while they concurrently listened to her speech. In each picture, one of the objects was singled out, either through the speaker's index-finger pointing gesture or through a visual cue that made the object perceptually more salient in the absence of gesture. A mismatch (compared to a match) between speech and the object singled out by the speaker's pointing gesture led to enhanced activation in left IFG and bilateral pMTG, showing the importance of these areas in conceptual matching between speech and referent. Moreover, a match (compared to a mismatch) between speech and the object made salient through a visual cue led to enhanced activation in the mentalizing system, arguably reflecting an attempt to converge on a jointly attended referent in the absence of pointing. These findings shed new light on the neurobiological underpinnings of the core communicative process of comprehending a speaker's multimodal referential act and stress the power of pointing as an important natural device to link speech to objects.
  • Habets, B., Kita, S., Shao, Z., Ozyurek, A., & Hagoort, P. (2011). The role of synchrony and ambiguity in speech–gesture integration during comprehension. Journal of Cognitive Neuroscience, 23, 1845-1854. doi:10.1162/jocn.2010.21462.

    Abstract

    During face-to-face communication, one does not only hear speech but also see a speaker's communicative hand movements. It has been shown that such hand gestures play an important role in communication where the two modalities influence each other's interpretation. A gesture typically temporally overlaps with coexpressive speech, but the gesture is often initiated before (but not after) the coexpressive speech. The present ERP study investigated what degree of asynchrony in the speech and gesture onsets are optimal for semantic integration of the concurrent gesture and speech. Videos of a person gesturing were combined with speech segments that were either semantically congruent or incongruent with the gesture. Although gesture and speech always overlapped in time, gesture and speech were presented with three different degrees of asynchrony. In the SOA 0 condition, the gesture onset and the speech onset were simultaneous. In the SOA 160 and 360 conditions, speech was delayed by 160 and 360 msec, respectively. ERPs time locked to speech onset showed a significant difference between semantically congruent versus incongruent gesture–speech combinations on the N400 for the SOA 0 and 160 conditions. No significant difference was found for the SOA 360 condition. These results imply that speech and gesture are integrated most efficiently when the differences in onsets do not exceed a certain time span because of the fact that iconic gestures need speech to be disambiguated in a way relevant to the speech context.
  • Ozyurek, A. (2011). Language in our hands: The role of the body in language, cognition and communication [Inaugural lecture]. Nijmegen: Radboud University Nijmegen.

    Abstract

    Even though most studies of language have focused on speech channel and/or viewed language as an amodal abstract system, there is growing evidence on the role our bodily actions/ perceptions play in language and communication. In this context, Özyürek discusses what our meaningful visible bodily actions reveal about our language capacity. Conducting cross-linguistic, behavioral, and neurobiological research, she shows that co-speech gestures reflect the imagistic, iconic aspects of events talked about and at the same time interact with language production and comprehension processes. Sign languages can also be characterized having an abstract system of linguistic categories as well as using iconicity in several aspects of the language structure and in its processing. Studying language multimodally reveals how grounded language is in our visible bodily actions and opens up new lines of research to study language in its situated, natural face-to-face context.
  • Kelly, S. D., Ozyurek, A., & Maris, E. (2010). Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21, 260-267. doi:10.1177/0956797609357327.

    Abstract

    Gesture and speech are assumed to form an integrated system during language production. Based on this view, we propose the integrated‐systems hypothesis, which explains two ways in which gesture and speech are integrated—through mutual and obligatory interactions—in language comprehension. Experiment 1 presented participants with action primes (e.g., someone chopping vegetables) and bimodal speech and gesture targets. Participants related primes to targets more quickly and accurately when they contained congruent information (speech: “chop”; gesture: chop) than when they contained incongruent information (speech: “chop”; gesture: twist). Moreover, the strength of the incongruence affected processing, with fewer errors for weak incongruities (speech: “chop”; gesture: cut) than for strong incongruities (speech: “chop”; gesture: twist). Crucial for the integrated‐systems hypothesis, this influence was bidirectional. Experiment 2 demonstrated that gesture’s influence on speech was obligatory. The results confirm the integrated‐systems hypothesis and demonstrate that gesture and speech form an integrated system in language comprehension.
  • Ozyurek, A., Zwitserlood, I., & Perniss, P. M. (2010). Locative expressions in signed languages: A view from Turkish Sign Language (TID). Linguistics, 48(5), 1111-1145. doi:10.1515/LING.2010.036.

    Abstract

    Locative expressions encode the spatial relationship between two (or more) entities. In this paper, we focus on locative expressions in signed language, which use the visual-spatial modality for linguistic expression, specifically in Turkish Sign Language ( Türk İşaret Dili, henceforth TİD). We show that TİD uses various strategies in discourse to encode the relation between a Ground entity (i.e., a bigger and/or backgrounded entity) and a Figure entity (i.e., a smaller entity, which is in the focus of attention). Some of these strategies exploit affordances of the visual modality for analogue representation and support evidence for modality-specific effects on locative expressions in sign languages. However, other modality-specific strategies, e.g., the simultaneous expression of Figure and Ground, which have been reported for many other sign languages, occurs only sparsely in TİD. Furthermore, TİD uses categorical as well as analogical structures in locative expressions. On the basis of these findings, we discuss differences and similarities between signed and spoken languages to broaden our understanding of the range of structures used in natural language (i.e., in both the visual-spatial or oral-aural modalities) to encode locative relations. A general linguistic theory of spatial relations, and specifically of locative expressions, must take all structures that might arise in both modalities into account before it can generalize over the human language faculty.

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