Burcu ARSLAN
Biographic Data
| ID | 9334899 |
|---|---|
| NAME | Burcu ARSLAN |
| GIVEN NAMES | Burcu |
| FAMILY NAME | ARSLAN |
| SIGNATURE | ARSLAN B |
| AFFILIATIONS | Koç University |
| ORCID | 0000-0002-2465-360X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Gesture Use Across Different Concepts
Individuals’ use of co‐speech gestures mostly parallels the verbal cross‐linguistic patterns of spoken languages. In this review paper, we synthesize research findings and discuss individuals’ co‐speech gesture production across four concepts (space, time, event, and emotion) that are encoded and expressed differently across languages. These four concepts reflect the wide variation across spoken language encoding that may or may not be present in…
Leveraging process data to investigate the interplay between response formats and cognitive processes in digital assessment and learning environments
Multimodal language in bilingual and monolingual children
Bilingual 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…
Grammatical Complexity and Gesture Production of Younger and Older Adults
Age-related effects are observed in both speech and gesture production. Older adults produce grammatically fewer complex sentences and use fewer iconic gestures than younger adults. This study investigated whether gesture use, especially iconic gesture production, was associated with the syntactic complexity within and across younger and older age groups. We elicited language samples from these groups, using a picture description task (N=60). Res…
Exploring Relationships among Test Takers’ Behaviors and Performance Using Response Process Data
Students exhibit many behaviors when responding to items on a computer-based test, but only some of these behaviors are relevant to estimating their proficiencies. In this study, we analyzed data from computer-based math achievement tests administered to elementary school students in grades 3 (ages 8–9) and 4 (ages 9–10). We investigated students’ response process data, including the total amount of time they spent on an item, the amount of time …
Accelerating the Development of Second-Order False Belief Reasoning
One-hundred-six 5-year-olds’ (Mage = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scor…
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Accelerating the Development of Second-Order False Belief Reasoning
One-hundred-six 5-year-olds’ (Mage = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scor…
Exploring Relationships among Test Takers’ Behaviors and Performance Using Response Process Data
Students exhibit many behaviors when responding to items on a computer-based test, but only some of these behaviors are relevant to estimating their proficiencies. In this study, we analyzed data from computer-based math achievement tests administered to elementary school students in grades 3 (ages 8–9) and 4 (ages 9–10). We investigated students’ response process data, including the total amount of time they spent on an item, the amount of time …
Multimodal language in bilingual and monolingual children
Bilingual 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…
Grammatical Complexity and Gesture Production of Younger and Older Adults
Age-related effects are observed in both speech and gesture production. Older adults produce grammatically fewer complex sentences and use fewer iconic gestures than younger adults. This study investigated whether gesture use, especially iconic gesture production, was associated with the syntactic complexity within and across younger and older age groups. We elicited language samples from these groups, using a picture description task (N=60). Res…
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Gesture Use Across Different Concepts
Individuals’ use of co‐speech gestures mostly parallels the verbal cross‐linguistic patterns of spoken languages. In this review paper, we synthesize research findings and discuss individuals’ co‐speech gesture production across four concepts (space, time, event, and emotion) that are encoded and expressed differently across languages. These four concepts reflect the wide variation across spoken language encoding that may or may not be present in…
Leveraging process data to investigate the interplay between response formats and cognitive processes in digital assessment and learning environments
Psychology (4 works) · Developmental psychology (3 works) · Gesture (3 works) · Hearing Impairment and Communication (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Language, Discourse, Communication Strategies (2 works) · Language, Metaphor, and Cognition (2 works) · Linguistics (2 works) · Psychometric Methodologies and Testing (2 works)