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Sumer, B. (2016). Scene-setting and reference introduction in sign and spoken languages: What does modality tell us? In B. Haznedar, & F. N. Ketrez (
Eds. ), The acquisition of Turkish in childhood (pp. 193-220). Amsterdam: Benjamins.Abstract
Previous studies show that children do not become adult-like in learning to set the scene and introduce referents in their narrations until 9 years of age and even beyond. However, they investigated spoken languages, thus we do not know much about how these skills are acquired in sign languages, where events are expressed in visually similar ways to the real world events, unlike in spoken languages. The results of the current study demonstrate that deaf children (3;5–9;10 years) acquiring Turkish Sign Language, and hearing children (3;8–9;11 years) acquiring spoken Turkish both acquire scene-setting and referent introduction skills at similar ages. Thus the modality of the language being acquired does not have facilitating or hindering effects in the development of these skills. -
Sumer, B., Zwitserlood, I., Perniss, P., & Ozyurek, A. (2016). Yer Bildiren İfadelerin Türkçe ve Türk İşaret Dili’nde (TİD) Çocuklar Tarafından Edinimi [The acqusition of spatial relations by children in Turkish and Turkish Sign Language (TID)]. In E. Arik (
Ed. ), Ellerle Konuşmak: Türk İşaret Dili Araştırmaları [Speaking with hands: Studies on Turkish Sign Language] (pp. 157-182). Istanbul: Koç University Press. -
Suppes, P., Böttner, M., & Liang, L. (1998). Machine Learning of Physics Word Problems: A Preliminary Report. In A. Aliseda, R. van Glabbeek, & D. Westerståhl (
Eds. ), Computing Natural Language (pp. 141-154). Stanford, CA, USA: CSLI Publications.Files private
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Twomey, K., Smith, A. C., Westermann, G., & Monaghan, P. (
Eds. ). (2016). Neurocomputational Models of Cognitive Development and Processing: Proceedings of the 14th Neural Computation and Psychology Workshop. Singapore: World Scientific.Abstract
This volume presents peer-reviewed versions of papers presented at the 14th Neural Computation and Psychology Workshop (NCPW14), which took place in July 2014 at Lancaster University, UK. The workshop draws international attendees from the cutting edge of interdisciplinary
research in psychology, computational modeling, artificial intelligence and psychology, and aims to drive forward
our understanding of the mechanisms underlying a range of cognitive processes. -
Van Valin Jr., R. D. (2016). An overview of information structure in three Amazonian languages. In M. Fernandez-Vest, & R. D. Van Valin Jr. (
Eds. ), Information structure and spoken language from a cross-linguistic perspective (pp. 77-92). Berlin: Mouton de Gruyter. -
Van Geenhoven, V. (1998). On the Argument Structure of some Noun Incorporating Verbs in West Greenlandic. In M. Butt, & W. Geuder (
Eds. ), The Projection of Arguments - Lexical and Compositional Factors (pp. 225-263). Stanford, CA, USA: CSLI Publications.Files private
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Van Valin Jr., R. D. (1998). The acquisition of WH-questions and the mechanisms of language acquisition. In M. Tomasello (
Ed. ), The new psychology of language: Cognitive and functional approaches to language structure (pp. 221-249). Mahwah, New Jersey: Erlbaum. -
Wilkins, D. (1993). Route Description Elicitation. In S. C. Levinson (
Ed. ), Cognition and space kit 1.0 (pp. 15-28). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3513141.Abstract
When we want to describe a path through space, but do not share a common perceptual field with a conversation partner, language has to work doubly hard. This task investigates how people communicate the navigation of space in the absence of shared visual cues, as well as collecting data on motion verbs and the roles of symmetry and landmarks in route description. Two speakers (separated by a curtain or other barrier) are each given a model of a landscape, and one participant describes standard routes through this landscape for the other to match. -
Wilkins, D., & Hill, D. (1993). Preliminary 'Come' and 'Go' Questionnaire. In S. C. Levinson (
Ed. ), Cognition and space kit 1.0 (pp. 29-46). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3513125.Abstract
The encoding of apparently ‘simple’ movement concepts such as ‘COME’ and ‘GO’ can differ widely across languages (e.g., in regard to specifying direction of motion relative to the speaker). This questionnaire is used to identify the range of use of basic motion verbs in a language, and investigate semantic parameters that are involved in high frequency ‘COME’ and ‘GO’-like terms.
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