Dilay Z Karadöller
Dados Biográficos
| ID | 1692005 |
|---|---|
| NOME | Dilay Z Karadöller |
| PRENOMES | Dilay Z |
| SOBRENOME | Karadöller |
| ASSINATURA | KARADÖLLER D Z |
| AFILIAÇÕES | Middle East Technical University |
| ORCID | 0000-0001-5160-7679 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
First-language acquisition in a multimodal language framework
Children across the world acquire their first language(s) naturally, regardless of typology or modality (e.g. sign or spoken). Various attempts have been made to explain the puzzle of language acquisition using several approaches, trying to understand to what extent it can be explained by what children bring to language-learning situations as well as what they learn from the input and the interactive context. However, most of these approaches con…
Advancing the Multimodal Language Acquisition Framework Through Collaborative Dialogue
Language acquisition unfolds within inherently multimodal contexts, where communication is expressed and perceived through diverse channels embedded in social interactions. For hearing children, this involves integrating speech with gesture; for deaf children, language develops through fully visual modalities. Such observations necessitate a paradigm shift from speech-centric models to a holistic framework that equally values all modalities, whet…
Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development
Exploring the relation between gesture presentation perspective and children’s spatial performance
The study investigated whether the perspective of multimodal input in visuospatial maps predicts children’s spatial performance, particularly verbal recall and direction-following behavior. 5-year-old monolingual Turkish children were engaged in the Directions Task, which included visuospatial maps and videos of a speaker describing routes on maps in three conditions: Speech-Gesture combination with a front-facing view, Speech-Gesture combination…
Gesture Reduces Mapping Difficulties in the Development of Spatial Language Depending on the Complexity of Spatial Relations
In spoken languages, children acquire locative terms in a cross‐linguistically stable order. Terms similar in meaning to in and on emerge earlier than those similar to front and behind , followed by left and right . This order has been attributed to the complexity of the relations expressed by different locative terms. An additional possibility is that children may be delayed in expressing certain spatial meanings partly due to difficulties in di…
Relationship between Bilingual Experience and Cognitive Control of Bilingual Children
There has been growing interest in how different dimensions of bilingual experience relate to cognitive abilities within the bilingual group. However, this interest rarely targeted data from young bilingual children who lack sufficient language production. The current study includes a variety of bilingual experience-related factors, such as language proficiency, language use, and code-switching frequency, to investigate 30- to 48-month-old biling…
Sign advantage
Expressing Left-Right relations is challenging for speaking-children. Yet, this challenge was absent for signing-children, possibly due to iconicity in the visual-spatial modality of expression. We investigate whether there is also a modality advantage when speaking-children’s co-speech gestures are considered. Eight-year-old child and adult hearing monolingual Turkish speakers and deaf signers of Turkish-Sign-Language described pictures of objec…
Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners
When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form-meaning mappings in signs or their own gestural experience as gateways into the to-be-acquired sign languag…
Development of spatial language and memory
Preview this online first article: Development of spatial language and memory: Effects of language modality and late sign language exposure, Page 1 of 1 /docserver/preview/fulltext/10.1075/sll.00068.kar/sll.00068.kar-1.gif
Effects and Non-Effects of Late Language Exposure on Spatial Language Development
Late exposure to the first language, as in the case of deaf children with hearing parents, hinders the production of linguistic expressions, even in adulthood. Less is known about the development of language soon after language exposure and if late exposure hinders all domains of language in children and adults. We compared late signing adults and children (MAge = 8;5) 2 years after exposure to sign language, to their age-matched native signing p…
Analytic Thinking, Religion, and Prejudice
Dual-process models of the mind, as well as the relation between analytic thinking and religious belief, have aroused interest in recent years. However, few studies have examined this relation experimentally. We predicted that religious belief might be one of the causes of prejudice, while analytic thinking reduces both. The first experiment replicated, in a mostly Muslim sample, past research showing that analytic thinking promotes religious dis…
Analytic Thinking, Religion, and Prejudice
Dual-process models of the mind, as well as the relation between analytic thinking and religious belief, have aroused interest in recent years. However, few studies have examined this relation experimentally. We predicted that religious belief might be one of the causes of prejudice, while analytic thinking reduces both. The first experiment replicated, in a mostly Muslim sample, past research showing that analytic thinking promotes religious dis…
Analytic Thinking, Religion, and Prejudice
Dual-process models of the mind, as well as the relation between analytic thinking and religious belief, have aroused interest in recent years. However, few studies have examined this relation experimentally. We predicted that religious belief might be one of the causes of prejudice, while analytic thinking reduces both. The first experiment replicated, in a mostly Muslim sample, past research showing that analytic thinking promotes religious dis…
Effects and Non-Effects of Late Language Exposure on Spatial Language Development
Late exposure to the first language, as in the case of deaf children with hearing parents, hinders the production of linguistic expressions, even in adulthood. Less is known about the development of language soon after language exposure and if late exposure hinders all domains of language in children and adults. We compared late signing adults and children (MAge = 8;5) 2 years after exposure to sign language, to their age-matched native signing p…
Development of spatial language and memory
Preview this online first article: Development of spatial language and memory: Effects of language modality and late sign language exposure, Page 1 of 1 /docserver/preview/fulltext/10.1075/sll.00068.kar/sll.00068.kar-1.gif
Relationship between Bilingual Experience and Cognitive Control of Bilingual Children
There has been growing interest in how different dimensions of bilingual experience relate to cognitive abilities within the bilingual group. However, this interest rarely targeted data from young bilingual children who lack sufficient language production. The current study includes a variety of bilingual experience-related factors, such as language proficiency, language use, and code-switching frequency, to investigate 30- to 48-month-old biling…
Sign advantage
Expressing Left-Right relations is challenging for speaking-children. Yet, this challenge was absent for signing-children, possibly due to iconicity in the visual-spatial modality of expression. We investigate whether there is also a modality advantage when speaking-children’s co-speech gestures are considered. Eight-year-old child and adult hearing monolingual Turkish speakers and deaf signers of Turkish-Sign-Language described pictures of objec…
Iconicity and Gesture Jointly Facilitate Learning of Second Language Signs at First Exposure in Hearing Nonsigners
When learning spoken second language (L2), words overlapping in form and meaning with one's native language (L1) help break into the new language. When nonsigning speakers learn a sign language as L2, such overlaps are absent because of the modality differences (L1: speech, L2: sign). In such cases, nonsigning speakers might use iconic form-meaning mappings in signs or their own gestural experience as gateways into the to-be-acquired sign languag…
First-language acquisition in a multimodal language framework
Children across the world acquire their first language(s) naturally, regardless of typology or modality (e.g. sign or spoken). Various attempts have been made to explain the puzzle of language acquisition using several approaches, trying to understand to what extent it can be explained by what children bring to language-learning situations as well as what they learn from the input and the interactive context. However, most of these approaches con…
Advancing the Multimodal Language Acquisition Framework Through Collaborative Dialogue
Language acquisition unfolds within inherently multimodal contexts, where communication is expressed and perceived through diverse channels embedded in social interactions. For hearing children, this involves integrating speech with gesture; for deaf children, language develops through fully visual modalities. Such observations necessitate a paradigm shift from speech-centric models to a holistic framework that equally values all modalities, whet…
Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development
Exploring the relation between gesture presentation perspective and children’s spatial performance
The study investigated whether the perspective of multimodal input in visuospatial maps predicts children’s spatial performance, particularly verbal recall and direction-following behavior. 5-year-old monolingual Turkish children were engaged in the Directions Task, which included visuospatial maps and videos of a speaker describing routes on maps in three conditions: Speech-Gesture combination with a front-facing view, Speech-Gesture combination…
Gesture Reduces Mapping Difficulties in the Development of Spatial Language Depending on the Complexity of Spatial Relations
In spoken languages, children acquire locative terms in a cross‐linguistically stable order. Terms similar in meaning to in and on emerge earlier than those similar to front and behind , followed by left and right . This order has been attributed to the complexity of the relations expressed by different locative terms. An additional possibility is that children may be delayed in expressing certain spatial meanings partly due to difficulties in di…
Hearing Impairment and Communication (7 obras) · Linguistics (7 obras) · Psychology (7 obras) · Gesture (6 obras) · Language, Metaphor, and Cognition (6 obras) · Cognition (5 obras) · Artificial Intelligence (4 obras) · Computer Science (4 obras) · Sign language (4 obras) · Categorization, perception, and language (3 obras)