Junko Kanero
Biographic Data
| ID | 5129635 |
|---|---|
| NAME | Junko Kanero |
| GIVEN NAMES | Junko |
| FAMILY NAME | Kanero |
| SIGNATURE | KANERO J |
| AFFILIATIONS | Sabancı Üniversitesi |
| ORCID | 0000-0003-1009-5333 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
‘Human-Robot (Fast) Friendship’ as a Tool to Improve Attitudes Towards Robots and Beyond
Drawing on an intergroup contact framework, we investigated the effectiveness of a new human-robot interaction (HRI) procedure—human-robot (fast) friendship (HRF). HRF is a self-disclosure-based interaction between a human participant and a robot, designed to improve attitudes towards social robots and non-contacted secondary human outgroups (e.g., vegetarians, refugees, and individuals with disabilities). Study 1 tested HRF with a humanoid robot…
Locating past and future: The influence of spatial ability on memory of items and time
From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms
Previous research demonstrates that children delineate more nuanced color boundaries with increased exposure to their native language. As socioeconomic status (SES) is known to correlate with differences in the amount of language input children receive, this study attempts to extend previous research by asking how both age (age 3 vs 5) and SES (under-resourced vs advantaged) might impact color name acquisition of preschool children. The results c…
Read and Imagine: Visual Imagery Experience Evoked by First versus Second Language
This research examined visual imagery evoked during reading in relation to language. Following the previous reports that bilinguals experience less vivid imagery in their second language (L2) than first language (L1), we studied how visual imagery is affected by the language in use, characteristics of text, and readers' individual differences. In L1 and L2, 382 bilinguals read object texts describing pictorial properties of objects such as color …
Are Tutor Robots for Everyone? The Influence of Attitudes, Anxiety, and Personality on Robot-Led Language Learning
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds
Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds ( n = 72) learned English measu…
Guidelines for Designing Social Robots as Second Language Tutors
Social Robots for Early Language Learning: Current Evidence and Future Directions
In this article, we review research on child–robot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typi…
Can a microwave heat up coffee? How English- and Japanese-speaking children choose subjects in lexical causative sentences
Languages differ greatly in how they express causal events. In languages like Japanese, the subjects of causative sentences, or causers , are generally animate and intentional, whereas in other languages like English, causers range widely from animate beings to inanimate objects (e.g. Wolff, Jeon & Li, 2009). This paper explores when children learn to represent cause in their native tongue and how this learning occurs over the course of developme…
Guidelines for Designing Social Robots as Second Language Tutors
Social Robots for Early Language Learning: Current Evidence and Future Directions
In this article, we review research on child–robot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typi…
L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds
Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds ( n = 72) learned English measu…
Can a microwave heat up coffee? How English- and Japanese-speaking children choose subjects in lexical causative sentences
Languages differ greatly in how they express causal events. In languages like Japanese, the subjects of causative sentences, or causers , are generally animate and intentional, whereas in other languages like English, causers range widely from animate beings to inanimate objects (e.g. Wolff, Jeon & Li, 2009). This paper explores when children learn to represent cause in their native tongue and how this learning occurs over the course of developme…
Guidelines for Designing Social Robots as Second Language Tutors
Social Robots for Early Language Learning: Current Evidence and Future Directions
In this article, we review research on child–robot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typi…
L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds
Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds ( n = 72) learned English measu…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Are Tutor Robots for Everyone? The Influence of Attitudes, Anxiety, and Personality on Robot-Led Language Learning
From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms
Previous research demonstrates that children delineate more nuanced color boundaries with increased exposure to their native language. As socioeconomic status (SES) is known to correlate with differences in the amount of language input children receive, this study attempts to extend previous research by asking how both age (age 3 vs 5) and SES (under-resourced vs advantaged) might impact color name acquisition of preschool children. The results c…
Read and Imagine: Visual Imagery Experience Evoked by First versus Second Language
This research examined visual imagery evoked during reading in relation to language. Following the previous reports that bilinguals experience less vivid imagery in their second language (L2) than first language (L1), we studied how visual imagery is affected by the language in use, characteristics of text, and readers' individual differences. In L1 and L2, 382 bilinguals read object texts describing pictorial properties of objects such as color …
Locating past and future: The influence of spatial ability on memory of items and time
‘Human-Robot (Fast) Friendship’ as a Tool to Improve Attitudes Towards Robots and Beyond
Drawing on an intergroup contact framework, we investigated the effectiveness of a new human-robot interaction (HRI) procedure—human-robot (fast) friendship (HRF). HRF is a self-disclosure-based interaction between a human participant and a robot, designed to improve attitudes towards social robots and non-contacted secondary human outgroups (e.g., vegetarians, refugees, and individuals with disabilities). Study 1 tested HRF with a humanoid robot…
Psychology (8 works) · Computer Science (7 works) · Artificial Intelligence (6 works) · Linguistics (6 works) · AI in Service Interactions (5 works) · Robot (5 works) · Social Robot Interaction and HRI (5 works) · Vocabulary (4 works) · Categorization, perception, and language (3 works) · Cognitive psychology (3 works)