Electrophysiological and kinematic correlates of communicative intent in the planning and production of pointing gestures and speech

Acknowledgements We thank Albert Russel for assistance in setting up the experiments, and Charlotte Paulisse for help in data collection.Peer reviewedPublisher PD

Beat that Word : How Listeners Integrate Beat Gesture and Focus in Multimodal Speech Discourse

Peer reviewedPublisher PD

Öğrencilerin Fizik Dersine Yönelik Tutumlarını Etkileyen Etmenler

This paper attempted to investigate the combined and individual effects of certain independent variables (teachers' characteristics, gender, experience in teaching, age, students' gender, grade level and schools' conditions) on students' attitudes toward physics. The study was conducted with 317 tenth and eleventh grade science students from 5 high schools in Ankara. In this study, a physics attitudes scale and a physics teachers' characteristics scale were used. These tests consisted of 56 Likert-type questions. In order to analyze the obtained data, Multiple Regression and Correlation Analysis (MRC) was used. The results indicated that the combined effect of these independent variables on students' attitudes toward physics was significant. Also the teachers' characteristics, gender, experience in teaching, age, students' gender, and schools' conditions individually affected the students' attitudes toward physics significantly but grade level did not.Bu makalede, bazı değişkenlerin (öğretmenin özellikleri, cinsiyeti, yaşı, öğretimdeki deneyimi, öğrencinin cinsiyeti, kaçıncı sınıfta olduğu ve okul olanakları) öğrencilerin fiziğe karşı tutumuna olan etkisi bütün olarak ve ayrı ayrı incelenmiştir. Bu çalışma, Ankara'daki 5 liseden 317 onuncu ve onbirinci sınıf öğrencileriyle yapılmıştır. Öğrencilere fizik tutum ölçeği ve fizik öğretmenin özellikleri ölçeği uygulanmıştır. Bu testler toplam 56 Likert tipi sorudan oluşmaktadır. Verileri analiz etmek için çok boyutlu regresyon ve ilişki analizi (MRC) metodu kullanıldı. Elde edilen sonuçlara göre yukarıda sayılan değişkenler toplu olarak öğrencinin fiziğe karşı tutumunu etkilemektedir. Öğretmenin özellikleri, cinsiyeti, yaşı, öğretimdeki deneyimi, öğrencinin cinsiyeti okul olanakları da ayrı ayrı öğrencinin fiziğe karşı tutumunu etkilemektedir. Ancak öğrencinin kaçıncı sınıfta olduğu fiziğe olan tutumum etkilememektedir

The comparison between the anxiety levels of secondary school students living with their parents and living in dormitories

Bu çalışmada, ortaöğretime devam eden öğrencilerin durumluk ve sürekli kaygı düzeylerinin yaş, cinsiyet, ailesi yanında ve yurtta kalma durumuyla ilişkisi incelenmiştir. Araştırmada, Karabük İli’nde ortaöğretime devam eden ve devlet yurtlarında kalan 166, ailesi yanında kalan 139 öğrenci olmak üzere toplam 305 öğrenci örneklem olarak alınmıştır. Verilerin toplanmasında, kişisel özelliklerin sorgulandığı “Kişisel Bilgi Formu” ve bireyin içinde bulunduğu durumda ve genel olarak nasıl hissettiğinin sorgulandığı “Durumluk/Sürekli Kaygı Envanteri” kullanılmıştır. Sonuç olarak; kız öğrencilerin erkek öğrencilere göre (p<.05), yurtta kalan öğrencilerin ailesi yanında kalan öğrencilere göre sürekli kaygı düzeyleri anlamlı ölçüde yüksek bulunmuştur (p<.01). Bulgular, literatür bilgileri ışığında tartışılmıştır.In this study, the relationship between secondary school students’ levels of state trait anxiety and some factors such as age, gender, living with parents and living in dormitories has been investigated. 166 secondary school students who stay in dormitories and 139 students who live with their parents –totally 305 students in Karabük- have been taken as subjects in this research. In data collection, a “Personal Inquiry Form” in which personal characteristics are asked and “State Trait Anxiety Inventory-STAI” have been used. As a result, the level of state anxiety of female students (p<.05) and the students who stay in dormitories (p<.01) were found to be significantly higher than those of male students and those of who live with their parents. The findings have been discussed with reference to relevant literature

Language Use in Deaf Children with Early-signing versus Late-signing Deaf Parents

Contains fulltext : 246462.pdf (Publisher’s version ) (Open Access)Previous research has shown that spatial language is sensitive to the effects of delayed language exposure. Locative encodings of late-signing deaf adults varied from those of early-signing deaf adults in the preferred types of linguistic forms. In the current study, we investigated whether such differences would be found in spatial language use of deaf children with deaf parents who are either early or late signers of Turkish Sign Language (TİD). We analyzed locative encodings elicited from these two groups of deaf children for the use of different linguistic forms and the types of classifier handshapes. Our findings revealed differences between these two groups of deaf children in their preferred types of linguistic forms, which showed parallels to differences between late versus early deaf adult signers as reported by earlier studies. Deaf children in the current study, however, were similar to each other in the type of classifier handshapes that they used in their classifier constructions. Our findings have implications for expanding current knowledge on to what extent variation in language input (i.e., from early vs. late deaf signers) is reflected in children’s productions as well as the role of linguistic input on language development in general.14 p

Children benefit from gestures to understand degraded speech but to a lesser extent than adults

The present study investigated to what extent children, compared to adults, benefit from gestures to disambiguate degraded speech by manipulating speech signals and manual modality. Dutch-speaking adults (N = 20) and 6- and 7-year-old children (N = 15) were presented with a series of video clips in which an actor produced a Dutch action verb with or without an accompanying iconic gesture. Participants were then asked to repeat what they had heard. The speech signal was either clear or altered into 4- or 8-band noise-vocoded speech. Children had more difficulty than adults in disambiguating degraded speech in the speech-only condition. However, when presented with both speech and gestures, children reached a comparable level of accuracy to that of adults in the degraded-speech-only condition. Furthermore, for adults, the enhancement of gestures was greater in the 4-band condition than in the 8-band condition, whereas children showed the opposite pattern. Gestures help children to disambiguate degraded speech, but children need more phonological information than adults to benefit from use of gestures. Children’s multimodal language integration needs to further develop to adapt flexibly to challenging situations such as degraded speech, as tested in our study, or instances where speech is heard with environmental noise or through a face mask