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Evidentials and source knowledge in Turkish
Ayhan Aksu-Koç1, Hale Ogel-Balaban, I Ercan Alp
1Yeditepe University, Istanbul, Turkey. koc@boun.edu.tr
New Directions for Child and Adolescent Development
|September 30, 2009
Summary
Children learn evidentiality markers by age three, demonstrating a link between language and understanding knowledge sources by age six. This research highlights how linguistic mapping influences conceptual development in young Turkish speakers.
Area of Science:
- Linguistic Development
- Developmental Psychology
- Cognitive Science
Background:
- Conceptual development may be influenced by linguistic mapping.
- Evidentiality, the linguistic marking of knowledge source, is a key area to explore this link.
- Research in Turkish-speaking children provides a unique dataset.
Purpose of the Study:
- To investigate the relationship between linguistic development and conceptual understanding of evidentiality in Turkish-speaking children.
- To determine the age at which children acquire grammaticalized evidentiality markers.
- To examine children's understanding of knowledge sources and the linguistic forms that convey them.
Main Methods:
- Longitudinal study of Turkish-speaking children aged 1.5 to 6 years.
- Analysis of the use of grammaticalized evidentiality markers (direct experience, inference, linguistic report).
- Assessment of children's understanding of knowledge source ('theory of knowledge') and evidentiality ('theory of evidentiality').
Main Results:
- Children appropriately used evidentiality markers by age three.
- Understanding of knowledge source emerged around age four.
- Understanding of the relationship between linguistic form and knowledge source developed by age six.
- A predictive link was found between reported speech marker use and memory for knowledge source around age four.
Conclusions:
- Linguistic development, specifically the acquisition of evidentiality markers, is intertwined with conceptual development.
- Children's understanding of evidentiality reflects a developing 'theory of knowledge' and 'theory of evidentiality'.
- Early language acquisition of evidentiality predicts later cognitive abilities related to knowledge source memory.
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