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A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language

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Sumer,  Beyza
Radboud University;
Other Research, MPI for Psycholinguistics, Max Planck Society;

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Ozyurek,  Asli
Research Associates, MPI for Psycholinguistics, Max Planck Society;
Radboud University;
Multimodal Language and Cognition, Radboud University Nijmegen, External Organizations;

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tilar_Sumeretal_2017.pdf
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Citation

Sumer, B., Perniss, P. M., & Ozyurek, A. (2017). A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language. In F. N. Ketrez, A. C. Kuntay, S. Ozcalıskan, & A. Ozyurek (Eds.), Social Environment and Cognition in Language Development: Studies in Honor of Ayhan Aksu-Koc (pp. 223-240). Amsterdam: John Benjamins. doi:10.1075/tilar.21.14sum.


Cite as: https://hdl.handle.net/11858/00-001M-0000-002C-A686-3
Abstract
The current study examines, for the first time, the viewpoint preferences of signing children in expressing spatial relations that require imposing a viewpoint (left-right, front-behind). We elicited spatial descriptions from deaf children (4–9 years of age) acquiring Turkish Sign Language (TİD) natively from their deaf parents and from adult native signers of TİD. Adults produced these spatial descriptions from their own viewpoint and from that of their addressee depending on whether the objects were located on the lateral or the sagittal axis. TİD-acquiring children, on the other hand, described all spatial configurations from their own viewpoint. Differences were also found between children and adults in the type of linguistic devices and how they are used to express such spatial relations.