Learning to express “left- right” & “front-back” in a sign versus spoken language

Beyza Sümer; Pamela Perniss; Inge Zwitserlood; Aslı Ozyurek

Learning to express “left- right” & “front-back” in a sign versus spoken language

Beyza Sümer, Pamela Perniss, Inge Zwitserlood, Aslı Ozyurek

University of Brighton

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Conference contribution with ISSN or ISBN › peer-review

Abstract

Developmental studies show that it takes longer for children learning spoken languages to acquire viewpoint- dependent spatial relations (e.g., "left-right", "front- behind"), compared to the ones that do not (e.g., "in", "on", "under"). The current study investigates how children learn to express viewpoint-dependent relations in a sign language where depicted spatial relations can be communicated in an analogue manner in the space in front of the body or by using body-anchored signs (e.g., tapping the right and left hand/arm to mean LEFT and RIGHT). Our results indicate that visual-spatial modality might have a facilitating effect on learning to express these spatial relations (especially in encoding of "left- right") in a sign language (i.e., Turkish Sign Language) compared to a spoken language (i.e., Turkish).

Original language	English
Title of host publication	Proceedings of the 36th Annual Meeting of the Cognitive Science Society
Place of Publication	Austin, TX
Publisher	Cognitive Science Society
Pages	1550-1555
Number of pages	6
ISBN (Print)	9780991196708
Publication status	Published - 2014
Event	Proceedings of the 36th Annual Meeting of the Cognitive Science Society - Quebec City, Canada, 23-26 July 2014 Duration: 1 Jan 2014 → …

Conference

Conference	Proceedings of the 36th Annual Meeting of the Cognitive Science Society
Period	1/01/14 → …

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Cite this

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title = "Learning to express “left- right” & “front-back” in a sign versus spoken language",

abstract = "Developmental studies show that it takes longer for children learning spoken languages to acquire viewpoint- dependent spatial relations (e.g., {"}left-right{"}, {"}front- behind{"}), compared to the ones that do not (e.g., {"}in{"}, {"}on{"}, {"}under{"}). The current study investigates how children learn to express viewpoint-dependent relations in a sign language where depicted spatial relations can be communicated in an analogue manner in the space in front of the body or by using body-anchored signs (e.g., tapping the right and left hand/arm to mean LEFT and RIGHT). Our results indicate that visual-spatial modality might have a facilitating effect on learning to express these spatial relations (especially in encoding of {"}left- right{"}) in a sign language (i.e., Turkish Sign Language) compared to a spoken language (i.e., Turkish).",

author = "Beyza S{\"u}mer and Pamela Perniss and Inge Zwitserlood and Aslı Ozyurek",

year = "2014",

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isbn = "9780991196708",

pages = "1550--1555",

booktitle = "Proceedings of the 36th Annual Meeting of the Cognitive Science Society",

publisher = "Cognitive Science Society",

note = "Proceedings of the 36th Annual Meeting of the Cognitive Science Society ; Conference date: 01-01-2014",

}

Learning to express “left- right” & “front-back” in a sign versus spoken language. / Sümer, Beyza; Perniss, Pamela; Zwitserlood, Inge et al.
Proceedings of the 36th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 2014. p. 1550-1555.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Conference contribution with ISSN or ISBN › peer-review

TY - GEN

T1 - Learning to express “left- right” & “front-back” in a sign versus spoken language

AU - Sümer, Beyza

AU - Perniss, Pamela

AU - Zwitserlood, Inge

AU - Ozyurek, Aslı

PY - 2014

Y1 - 2014

N2 - Developmental studies show that it takes longer for children learning spoken languages to acquire viewpoint- dependent spatial relations (e.g., "left-right", "front- behind"), compared to the ones that do not (e.g., "in", "on", "under"). The current study investigates how children learn to express viewpoint-dependent relations in a sign language where depicted spatial relations can be communicated in an analogue manner in the space in front of the body or by using body-anchored signs (e.g., tapping the right and left hand/arm to mean LEFT and RIGHT). Our results indicate that visual-spatial modality might have a facilitating effect on learning to express these spatial relations (especially in encoding of "left- right") in a sign language (i.e., Turkish Sign Language) compared to a spoken language (i.e., Turkish).

AB - Developmental studies show that it takes longer for children learning spoken languages to acquire viewpoint- dependent spatial relations (e.g., "left-right", "front- behind"), compared to the ones that do not (e.g., "in", "on", "under"). The current study investigates how children learn to express viewpoint-dependent relations in a sign language where depicted spatial relations can be communicated in an analogue manner in the space in front of the body or by using body-anchored signs (e.g., tapping the right and left hand/arm to mean LEFT and RIGHT). Our results indicate that visual-spatial modality might have a facilitating effect on learning to express these spatial relations (especially in encoding of "left- right") in a sign language (i.e., Turkish Sign Language) compared to a spoken language (i.e., Turkish).

M3 - Conference contribution with ISSN or ISBN

SN - 9780991196708

SP - 1550

EP - 1555

BT - Proceedings of the 36th Annual Meeting of the Cognitive Science Society

PB - Cognitive Science Society

CY - Austin, TX

T2 - Proceedings of the 36th Annual Meeting of the Cognitive Science Society

Y2 - 1 January 2014

ER -

Learning to express “left- right” & “front-back” in a sign versus spoken language

Abstract

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