Displaying 1 - 9 of 9
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.
AbstractPurpose 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.
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.
AbstractRecent 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.
AbstractIn 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.
Furman, R., Kuntay, A., & Ozyurek, A. (2014). Early language-specificity of children's event encoding in speech and gesture: Evidence from caused motion in Turkish. Language, Cognition and Neuroscience, 29, 620-634. doi:10.1080/01690965.2013.824993.
AbstractPrevious research on language development shows that children are tuned early on to the language-specific semantic and syntactic encoding of events in their native language. Here we ask whether language-specificity is also evident in children's early representations in gesture accompanying speech. In a longitudinal study, we examined the spontaneous speech and cospeech gestures of eight Turkish-speaking children aged one to three and focused on their caused motion event expressions. In Turkish, unlike in English, the main semantic elements of caused motion such as Action and Path can be encoded in the verb (e.g. sok- ‘put in’) and the arguments of a verb can be easily omitted. We found that Turkish-speaking children's speech indeed displayed these language-specific features and focused on verbs to encode caused motion. More interestingly, we found that their early gestures also manifested specificity. Children used iconic cospeech gestures (from 19 months onwards) as often as pointing gestures and represented semantic elements such as Action with Figure and/or Path that reinforced or supplemented speech in language-specific ways until the age of three. In the light of previous reports on the scarcity of iconic gestures in English-speaking children's early productions, we argue that the language children learn shapes gestures and how they get integrated with speech in the first three years of life.
Holler, J., Schubotz, L., Kelly, S., Hagoort, P., Schuetze, M., & Ozyurek, A. (2014). Social eye gaze modulates processing of speech and co-speech gesture. Cognition, 133, 692-697. doi:10.1016/j.cognition.2014.08.008.
AbstractIn human face-to-face communication, language comprehension is a multi-modal, situated activity. However, little is known about how we combine information from different modalities during comprehension, and how perceived communicative intentions, often signaled through visual signals, influence this process. We explored this question by simulating a multi-party communication context in which a speaker alternated her gaze between two recipients. Participants viewed speech-only or speech + gesture object-related messages when being addressed (direct gaze) or unaddressed (gaze averted to other participant). They were then asked to choose which of two object images matched the speaker’s preceding message. Unaddressed recipients responded significantly more slowly than addressees for speech-only utterances. However, perceiving the same speech accompanied by gestures sped unaddressed recipients up to a level identical to that of addressees. That is, when unaddressed recipients’ speech processing suffers, gestures can enhance the comprehension of a speaker’s message. We discuss our findings with respect to two hypotheses attempting to account for how social eye gaze may modulate multi-modal language comprehension.
Ozyurek, A. (2014). Hearing and seeing meaning in speech and gesture: Insights from brain and behaviour. Philosophical Transactions of the Royal Society of London, Series B: Biological Sciences, 369(1651): 20130296. doi:10.1098/rstb.2013.0296.
AbstractAs we speak, we use not only the arbitrary form–meaning mappings of the speech channel but also motivated form–meaning correspondences, i.e. iconic gestures that accompany speech (e.g. inverted V-shaped hand wiggling across gesture space to demonstrate walking). This article reviews what we know about processing of semantic information from speech and iconic gestures in spoken languages during comprehension of such composite utterances. Several studies have shown that comprehension of iconic gestures involves brain activations known to be involved in semantic processing of speech: i.e. modulation of the electrophysiological recording component N400, which is sensitive to the ease of semantic integration of a word to previous context, and recruitment of the left-lateralized frontal–posterior temporal network (left inferior frontal gyrus (IFG), medial temporal gyrus (MTG) and superior temporal gyrus/sulcus (STG/S)). Furthermore, we integrate the information coming from both channels recruiting brain areas such as left IFG, posterior superior temporal sulcus (STS)/MTG and even motor cortex. Finally, this integration is flexible: the temporal synchrony between the iconic gesture and the speech segment, as well as the perceived communicative intent of the speaker, modulate the integration process. Whether these findings are special to gestures or are shared with actions or other visual accompaniments to speech (e.g. lips) or other visual symbols such as pictures are discussed, as well as the implications for a multimodal view of language.
Demir, Ö. E., So, W.-C., Ozyurek, A., & Goldin-Meadow, S. (2012). Turkish- and English-speaking children display sensitivity to perceptual context in referring expressions they produce in speech and gesture. Language and Cognitive Processes, 27, 844 -867. doi:10.1080/01690965.2011.589273.
AbstractSpeakers choose a particular expression based on many factors, including availability of the referent in the perceptual context. We examined whether, when expressing referents, monolingual English- and Turkish-speaking children: (1) are sensitive to perceptual context, (2) express this sensitivity in language-specific ways, and (3) use co-speech gestures to specify referents that are underspecified. We also explored the mechanisms underlying children's sensitivity to perceptual context. Children described short vignettes to an experimenter under two conditions: The characters in the vignettes were present in the perceptual context (perceptual context); the characters were absent (no perceptual context). Children routinely used nouns in the no perceptual context condition, but shifted to pronouns (English-speaking children) or omitted arguments (Turkish-speaking children) in the perceptual context condition. Turkish-speaking children used underspecified referents more frequently than English-speaking children in the perceptual context condition; however, they compensated for the difference by using gesture to specify the forms. Gesture thus gives children learning structurally different languages a way to achieve comparable levels of specification while at the same time adhering to the referential expressions dictated by their language.
Kelly, S., Healey, M., Ozyurek, A., & Holler, J. (2012). The communicative influence of gesture and action during speech comprehension: Gestures have the upper hand [Abstract]. Abstracts of the Acoustics 2012 Hong Kong conference published in The Journal of the Acoustical Society of America, 131, 3311. doi:10.1121/1.4708385.
AbstractHand gestures combine with speech to form a single integrated system of meaning during language comprehension (Kelly et al., 2010). However, it is unknown whether gesture is uniquely integrated with speech or is processed like any other manual action. Thirty-one participants watched videos presenting speech with gestures or manual actions on objects. The relationship between the speech and gesture/action was either complementary (e.g., “He found the answer,” while producing a calculating gesture vs. actually using a calculator) or incongruent (e.g., the same sentence paired with the incongruent gesture/action of stirring with a spoon). Participants watched the video (prime) and then responded to a written word (target) that was or was not spoken in the video prime (e.g., “found” or “cut”). ERPs were taken to the primes (time-locked to the spoken verb, e.g., “found”) and the written targets. For primes, there was a larger frontal N400 (semantic processing) to incongruent vs. congruent items for the gesture, but not action, condition. For targets, the P2 (phonemic processing) was smaller for target words following congruent vs. incongruent gesture, but not action, primes. These findings suggest that hand gestures are integrated with speech in a privileged fashion compared to manual actions on objects.
Zwitserlood, I., Perniss, P. M., & Ozyurek, A. (2012). An empirical investigation of expression of multiple entities in Turkish Sign Language (TİD): Considering the effects of modality. Lingua, 122, 1636 -1667. doi:10.1016/j.lingua.2012.08.010.
AbstractThis paper explores the expression of multiple entities in Turkish Sign Language (Türk İşaret Dili; TİD), a less well-studied sign language. It aims to provide a comprehensive description of the ways and frequencies in which entity plurality in this language is expressed, both within and outside the noun phrase. We used a corpus that includes both elicited and spontaneous data from native signers. The results reveal that most of the expressions of multiple entities in TİD are iconic, spatial strategies (i.e. localization and spatial plural predicate inflection) none of which, we argue, should be considered as genuine plural marking devices with the main aim of expressing plurality. Instead, the observed devices for localization and predicate inflection allow for a plural interpretation when multiple locations in space are used. Our data do not provide evidence that TİD employs (productive) morphological plural marking (i.e. reduplication) on nouns, in contrast to some other sign languages and many spoken languages. We relate our findings to expression of multiple entities in other signed languages and in spoken languages and discuss these findings in terms of modality effects on expression of multiple entities in human language.