Browsing by Author "Papafragou, A."

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From event representation to linguistic meaning
(Wiley, 2021-01) Ünal, Ercenur; Ji, Y.; Papafragou, A.; Psychology; ÜNAL, Ercenur
A fundamental aspect of human cognition is the ability to parse our constantly unfolding experience into meaningful representations of dynamic events and to communicate about these events with others. How do we communicate about events we have experienced? Influential theories of language production assume that the formulation and articulation of a linguistic message is preceded by preverbal apprehension that captures core aspects of the event. Yet the nature of these preverbal event representations and the way they are mapped onto language are currently not well understood. Here, we review recent evidence on the link between event conceptualization and language, focusing on two core aspects of event representation: event roles and event boundaries. Empirical evidence in both domains shows that the cognitive representation of events aligns with the way these aspects of events are encoded in language, providing support for the presence of deep homologies between linguistic and cognitive event structure.
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How children identify events from visual experience
(Taylor & Francis, 2019) Ünal, Ercenur; Papafragou, A.; Psychology; ÜNAL, Ercenur
Three experiments explored how well children recognize events from different types of visual experience: either by directly seeing an event or by indirectly experiencing it from post-event visual evidence. In Experiment 1, 4- and 5- to 6-year-old Turkish-speaking children (n = 32) successfully recognized events through either direct or indirect visual access. In Experiment 2, a new group of 4- and 5- to 6-year-olds (n = 37) reliably attributed event recognition to others who had direct or indirect visual access to events (even though performance was lower than Experiment 1). In both experiments, although children's accuracy improved with age, there was no difference between the two types of access. Experiment 3 replicated the findings from the youngest participants of Experiments 1 and 2 with a matched sample of English-speaking 4-year-olds (n = 37). Thus children can use different kinds of visual experience to support event representations in themselves and others.
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Representing agents, patients, goals and instruments in causative events: A cross-linguistic investigation of early language and cognition
(Wiley, 2021-11) Ünal, Ercenur; Richards, C.; Trueswell, J. C.; Papafragou, A.; Psychology; ÜNAL, Ercenur
Although it is widely assumed that the linguistic description of events is based on a structured representation of event components at the perceptual/conceptual level, little empirical work has tested this assumption directly. Here, we test the connection between language and perception/cognition cross-linguistically, focusing on the relative salience of causative event components in language and cognition. We draw on evidence from preschoolers speaking English or Turkish. In a picture description task, Turkish-speaking 3-5-year-olds mentioned Agents less than their English-speaking peers (Turkish allows subject drop); furthermore, both language groups mentioned Patients more frequently than Goals, and Instruments less frequently than either Patients or Goals. In a change blindness task, both language groups were equally accurate at detecting changes to Agents (despite surface differences in Agent mentions). The remaining components also behaved similarly: both language groups were less accurate in detecting changes to Instruments than either Patients or Goals (even though Turkish-speaking preschoolers were less accurate overall than their English-speaking peers). To our knowledge, this is the first study offering evidence for a strong—even though not strict—homology between linguistic and conceptual event roles in young learners cross-linguistically.
Open Access
Universality and diversity in event cognition and language
(The Cognitive Science Society, 2022) Ji, Y.; Ünal, Ercenur; Papafragou, A.; Psychology; ÜNAL, Ercenur
Humans are surprisingly adept at interpreting what is happening around them – they spontaneously and rapidly segment and organize their dynamic experience into coherent event construals. Such event construals may offer a starting point for assembling a linguistic description of the event during speaking (Levelt, 1989). However, the precise format of event representations and their mapping to language have remained elusive, partly because research on how people mentally segment and perceive events (see Radvansky & Zacks, 2014 for a review) has largely proceeded separately from analyses of how events are encoded in language (see Truswell, 2019 for a review).