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Blazhenkova O, Kanero J, Duman I, Umitli O. Read and Imagine: Visual Imagery Experience Evoked by First versus Second Language. Psychol Rep 2023:332941231158059. [PMID: 36799268 DOI: 10.1177/00332941231158059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
Abstract
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 and shape, spatial texts describing spatial properties such as spatial relations and locations, and excerpts from novels. They rated imagery vividness after each segment and the whole text, and rated the specific imagery characteristics (e.g., color, spatial relations). Regardless of the types of text or the timing of rating, the vividness of imagery was higher in L1 than in L2. However, English proficiency also predicted vividness in L2. Further, vividness in the object and spatial trials were predicted by the individual's object and spatial imagery skills. The effect of language on imagery depends on the text nature and difficulty, when and how vividness is measured, and individual differences.
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Affiliation(s)
- Olesya Blazhenkova
- Faculty of Arts and Social Sciences, 52991Sabanci University, Istanbul, Türkiye
| | - Junko Kanero
- Faculty of Arts and Social Sciences, 52991Sabanci University, Istanbul, Türkiye
| | - Irem Duman
- Faculty of Arts and Social Sciences, 52991Sabanci University, Istanbul, Türkiye
| | - Ozgenur Umitli
- Faculty of Arts and Social Sciences, 52991Sabanci University, Istanbul, Türkiye
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Freeman MR, Schroeder SR. Assessing Language Skills in Bilingual Children: Current Trends in Research and Practice. JOURNAL OF CHILD SCIENCE 2022. [DOI: 10.1055/s-0042-1743575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
AbstractA continuously challenging issue in the field of speech–language pathology is accurately identifying and diagnosing a language disorder in school-aged (pre-kindergarten through 5th grade) bilingual children, as bilingual children are disproportionately under- and overidentified with a language disorder. The current review focuses on the assessment of bilingual children in pre-kindergarten through fifth grade, aimed to inform teachers, pediatricians, parents, and other relevant professionals of issues surrounding assessment of these dual-language learners. We examine the barriers to assessing bilingual children for language disorders, such as the lack of availability of bilingual tests, underinformative current best practice guidelines, lack of speech–language pathologist (SLP) training/knowledge of bilingualism, and use of interpreters. We discuss the necessary considerations when SLPs use norm-referenced tests with bilingual children, such as norming samples, accurate identification of a language disorder, reliability and validity, test administration, and potential solutions to using otherwise poorly suited norm-referenced tests. We also consider research on several alternative measures to norm-referenced assessments, including dynamic assessment, nonword repetition, language sampling, nonlinguistic cognition, and parent report. We conclude by synthesizing the information in this review to offer six principles of best practices for bilingual assessment.
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Affiliation(s)
- Max R. Freeman
- Department of Communication Sciences and Disorders, St. John's University, Jamaica, New York, United States
| | - Scott R. Schroeder
- Department of Speech-Language-Hearing Sciences, Hofstra University, Hempstead, New York, United States
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Abstract
AbstractEspecially these days, innovation and support from technology to relieve pressure in education is highly urgent. This study tested the potential advantage of a social robot over a tablet in (second) language learning on performance, engagement, and enjoyment. Shortages in primary education call for new technology solutions. Previous studies combined robots with tablets, to compensate for robot’s limitations, however, this study applied direct human–robot interaction. Primary school children (N = 63, aged 4–6) participated in a 3-wave field experiment with story-telling exercises, either with a semi-autonomous robot (without tablet, using WOz) or a tablet. Results showed increased learning gains over time when training with a social robot, compared to the tablet. Children who trained with a robot were more engaged in the story-telling task and enjoyed it more. Robot’s behavioral style (social or neutral) hardly differed overall, however, seems to vary for high versus low educational abilities. While social robots need sophistication before being implemented in schools, our study shows the potential of social robots as tutors in (second) language learning.
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Guasti MT, White MJ, Bianco G, Arosio F, Camilleri B, Hasson N. Two clinical markers for DLD in monolingual Italian speakers: what can they tell us about second language learners with DLD? CLINICAL LINGUISTICS & PHONETICS 2021; 35:829-846. [PMID: 33032455 DOI: 10.1080/02699206.2020.1830303] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 09/25/2020] [Accepted: 09/26/2020] [Indexed: 06/11/2023]
Abstract
A large number of children worldwide are only exposed to their L2 around 3 years of age and can exhibit linguistic behaviours that resemble those of a child with Developmental Language Disorder (DLD). This can lead to under- or over-identification of DLD in this population. This study endeavors to contribute to overcoming this problem, by determining whether two specific clinical markers used with the Italian monolingual population can also be used with early L2 acquiring children, namely clitic production and non-word repetition. Our study involved two groups of 5-year-old L2 learners of Italian from various language backgrounds; 18 children had been referred to Speech and Language Therapy (SLT) services (EL2_DLD), and 30 children were typically developing (EL2_TD). The participants completed an Italian clitic production task and a non-word repetition task based on Italian phonotactics. Data was also collected from the participants' caregivers with the ALDeQ Parental Questionnaire to obtain information about the children's L1. Our results suggest that non-word repetition and clitic production in Italian are potentially useful for identifying L2 learners of Italian with DLD, at the age of 5 years. The repetition of non-words is highly accurate in identifying children with DLD among the participants, while clitic production is somewhat less discriminative in this sample. This study is a first step towards uncovering clinical markers that could be used to determine the presence of DLD in children acquiring their L2.
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Affiliation(s)
| | - Michelle J White
- Department of Linguistics, University of Cape Town, Cape Town, South Africa
- Department of Linguistics, Stellenbosch University, Stellenbosch, South Africa
| | | | - Fabrizio Arosio
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
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Kanero J, Tunalı ET, Oranç C, Göksun T, Küntay AC. When Even a Robot Tutor Zooms: A Study of Embodiment, Attitudes, and Impressions. Front Robot AI 2021; 8:679893. [PMID: 34368237 PMCID: PMC8335635 DOI: 10.3389/frobt.2021.679893] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Accepted: 05/25/2021] [Indexed: 11/30/2022] Open
Abstract
This study used an online second language (L2) vocabulary lesson to evaluate whether the physical body (i.e., embodiment) of a robot tutor has an impact on how the learner learns from the robot. In addition, we tested how individual differences in attitudes toward robots, first impressions of the robot, anxiety in learning L2, and personality traits may be related to L2 vocabulary learning. One hundred Turkish-speaking young adults were taught eight English words in a one-on-one Zoom session either with a NAO robot tutor (N = 50) or with a voice-only tutor (N = 50). The findings showed that participants learned the vocabulary equally well from the robot and voice tutors, indicating that the physical embodiment of the robot did not change learning gains in a short vocabulary lesson. Further, negative attitudes toward robots had negative effects on learning for participants in the robot tutor condition, but first impressions did not predict vocabulary learning in either of the two conditions. L2 anxiety, on the other hand, negatively predicted learning outcomes in both conditions. We also report that attitudes toward robots and the impressions of the robot tutor remained unchanged before and after the lesson. As one of the first to examine the effectiveness of robots as an online lecturer, this study presents an example of comparable learning outcomes regardless of physical embodiment.
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Affiliation(s)
- Junko Kanero
- Faculty of Arts and Social Sciences, Sabancı University, Istanbul, Turkey
| | - Elif Tutku Tunalı
- Faculty of Arts and Social Sciences, Sabancı University, Istanbul, Turkey
| | - Cansu Oranç
- MPRG iSearch, Max Planck Institute for Human Development, Berlin, Germany
| | - Tilbe Göksun
- Department of Psychology, Koç University, Istanbul, Turkey
| | - Aylin C Küntay
- Department of Psychology, Koç University, Istanbul, Turkey
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Tamis‐LeMonda CS, Custode S, Kuchirko Y, Escobar K, Lo T. Routine Language: Speech Directed to Infants During Home Activities. Child Dev 2018; 90:2135-2152. [DOI: 10.1111/cdev.13089] [Citation(s) in RCA: 85] [Impact Index Per Article: 14.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Belpaeme T, Vogt P, van den Berghe R, Bergmann K, Göksun T, de Haas M, Kanero J, Kennedy J, Küntay AC, Oudgenoeg-Paz O, Papadopoulos F, Schodde T, Verhagen J, Wallbridge CD, Willemsen B, de Wit J, Geçkin V, Hoffmann L, Kopp S, Krahmer E, Mamus E, Montanier JM, Oranç C, Pandey AK. Guidelines for Designing Social Robots as Second Language Tutors. Int J Soc Robot 2018; 10:325-341. [PMID: 30996752 PMCID: PMC6438435 DOI: 10.1007/s12369-018-0467-6] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/11/2018] [Indexed: 11/10/2022]
Abstract
In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human–human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.
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Affiliation(s)
- Tony Belpaeme
- 1Centre for Robotics and Neural Systems, Plymouth University, Plymouth, UK.,2IDLab - imec, Ghent University, Ghent, Belgium
| | - Paul Vogt
- 3Tilburg Center for Cognition and Communication, Tilburg University, Tilburg, The Netherlands
| | - Rianne van den Berghe
- 5Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, The Netherlands
| | - Kirsten Bergmann
- 4Cluster of Excellence Cognitive Interaction Technology, Bielefeld University, Bielefeld, Germany
| | - Tilbe Göksun
- 6Department of Psychology, College of Social Sciences and Humanities, Koç University, Istanbul, Turkey
| | - Mirjam de Haas
- 3Tilburg Center for Cognition and Communication, Tilburg University, Tilburg, The Netherlands
| | - Junko Kanero
- 6Department of Psychology, College of Social Sciences and Humanities, Koç University, Istanbul, Turkey
| | - James Kennedy
- 1Centre for Robotics and Neural Systems, Plymouth University, Plymouth, UK
| | - Aylin C Küntay
- 6Department of Psychology, College of Social Sciences and Humanities, Koç University, Istanbul, Turkey
| | - Ora Oudgenoeg-Paz
- 5Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, The Netherlands
| | | | - Thorsten Schodde
- 4Cluster of Excellence Cognitive Interaction Technology, Bielefeld University, Bielefeld, Germany
| | - Josje Verhagen
- 5Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, The Netherlands
| | | | - Bram Willemsen
- 3Tilburg Center for Cognition and Communication, Tilburg University, Tilburg, The Netherlands
| | - Jan de Wit
- 3Tilburg Center for Cognition and Communication, Tilburg University, Tilburg, The Netherlands
| | - Vasfiye Geçkin
- 6Department of Psychology, College of Social Sciences and Humanities, Koç University, Istanbul, Turkey
| | - Laura Hoffmann
- 4Cluster of Excellence Cognitive Interaction Technology, Bielefeld University, Bielefeld, Germany
| | - Stefan Kopp
- 4Cluster of Excellence Cognitive Interaction Technology, Bielefeld University, Bielefeld, Germany
| | - Emiel Krahmer
- 3Tilburg Center for Cognition and Communication, Tilburg University, Tilburg, The Netherlands
| | - Ezgi Mamus
- 6Department of Psychology, College of Social Sciences and Humanities, Koç University, Istanbul, Turkey
| | | | - Cansu Oranç
- 6Department of Psychology, College of Social Sciences and Humanities, Koç University, Istanbul, Turkey
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Kanero J, Geçkin V, Oranç C, Mamus E, Küntay AC, Göksun T. Social Robots for Early Language Learning: Current Evidence and Future Directions. CHILD DEVELOPMENT PERSPECTIVES 2018. [DOI: 10.1111/cdep.12277] [Citation(s) in RCA: 64] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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