{"id":{"repo_id":"radboud","oai_identifier":"oai:repository.ubn.ru.nl:2066/318759"},"canonical_url":"https://search.dev.ndltd.org/etd/radboud/oai:repository.ubn.ru.nl:2066/318759","repository":{"repo_id":"radboud","name":"Radboud University Nijmegen","base_url":"https://repository.ubn.ru.nl/oai/request"},"display":{"title":"On Knowing What Lies Ahead: The Interplay of Prediction, Experience, and Proficiency","abstract":"Contains fulltext : 318759.pdf (Publisher’s version ) (Open Access)","abstract_html":"Contains fulltext : 318759.pdf (Publisher’s version ) (Open Access)","abstract_has_math":false,"creators":["Karaca, F."],"institution":"Nijmegen : MPI","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Huettig, F.","Brouwer, S.M.","Unsworth, S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T04:03:13Z","subjects":["MPI series in Psycholinguistics","Cognitive and developmental aspects of Multilingualism","Cultural Cognition and Multimodal Interaction","First Language Acquisition","Language & Communication"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9789492910639","MPI series in Psycholinguistics ; 206,"],"render_values":[{"text":"9789492910639","href":null,"code":true},{"text":"MPI series in Psycholinguistics ; 206,","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/2066/318759","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Huettig, F.","Brouwer, S.M.","Unsworth, S."]},{"key":"dc:creator","label":"Author","values":["Karaca, F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Nijmegen : MPI"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["MPI series in Psycholinguistics","Cognitive and developmental aspects of Multilingualism","Cultural Cognition and Multimodal Interaction","First Language Acquisition","Language & Communication"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.ubn.ru.nl//bitstream/handle/2066/318759/318759.pdf","https://hdl.handle.net/2066/318759","9789492910639","MPI series in Psycholinguistics ; 206,"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Contains fulltext : 318759.pdf (Publisher’s version ) (Open Access)","In het Nederlands gebruiken we de woordvolgorde om te begrijpen wie wat doet met wie in een zin zoals \"de vos eet het konijn op\". Maar in het Turks is de woordvolgorde flexibeler. \"Konijn-eet-vos\" kan nog steeds \"de vos eet het konijn op\" betekenen omdat speciale markeringen, \"naamvallen\" genoemd, aangeven wie er eet en wie er wordt opgegeten. In deze zin begrijpen Turkse luisteraars door naamvalmarkeringen van \"konijn\" dat dit dier wordt opgegeten en voorspellen ze dat de rest van de zin het woord \"vos\" bevat. Ik heb dit soort voorspellingen onderzocht bij een specifieke tweetalige groep: erfgoedsprekers van het Turks die in Nederland wonen. Volwassen erfgoedsprekers van het Turks voorspelden het woord \"vos\" na het horen van het werkwoord \"eet\". Naarmate de ervaring met spreken en luisteren in het Turks en alfabetiseringsactiviteiten in beide talen toenam, verbeterde deze vaardigheid. Interessant genoeg deden de kinderen onder de erfgoedsprekers deze voorspellingen zowel voor als na het horen van het werkwoord \"eet\". Hun voorspellingsvaardigheden namen toe naarmate ze meer werden blootgesteld aan Turks en hun leesvaardigheden in het Nederlands verbeterden. Deze resultaten suggereren dat hoe meer ervaring en taalvaardigheid tweetaligen hebben, hoe beter ze kunnen voorspellen wat er volgt in een zin, en dat leesvaardigheid kan helpen bij het voorspellen in verschillende talen. In English, we use word order to understand who’s doing what to whom in a sentence like “the fox eats the rabbit”. But in Turkish, word order is more flexible. “Rabbit-eat-fox” could still mean “the fox eats the rabbit” because of special markers called “case” that show who is eating and who is being eaten. In this sentence, Turkish listeners use case markers on the “rabbit” to understand that it is the one being eaten and they predict “fox” in the rest of the sentence. I studied these types of predictions with a specific bilingual group: heritage speakers of Turkish residing in the Netherlands. Adult heritage speakers of Turkish started predicting the “fox” after hearing the verb “eat”. This skill improved with more experience with speaking and listening in Turkish and literacy activities in both languages. Interestingly, child heritage speakers formed these predictions both before and after hearing the verb “eat”. Their prediction abilities improved with more exposure to Turkish and better reading skills in Dutch. These results suggest that the greater experience and language skills bilinguals have, the better they are at predicting what comes next in a sentence, and that reading skills can help with predictions across languages.","Radboud University, 12 mei 2025","Promotor : Huettig, F. Co-promotores : Brouwer, S.M., Unsworth, S.","184 p."]},{"key":"dc:title","label":"Title","values":["On Knowing What Lies Ahead: The Interplay of Prediction, Experience, and Proficiency"]}]}],"canonical_facts":{"dc:contributor":["Huettig, F.","Brouwer, S.M.","Unsworth, S."],"dc:creator":["Karaca, F."],"dc:date":["2025"],"dc:description":["Contains fulltext : 318759.pdf (Publisher’s version ) (Open Access)","In het Nederlands gebruiken we de woordvolgorde om te begrijpen wie wat doet met wie in een zin zoals \"de vos eet het konijn op\". Maar in het Turks is de woordvolgorde flexibeler. \"Konijn-eet-vos\" kan nog steeds \"de vos eet het konijn op\" betekenen omdat speciale markeringen, \"naamvallen\" genoemd, aangeven wie er eet en wie er wordt opgegeten. In deze zin begrijpen Turkse luisteraars door naamvalmarkeringen van \"konijn\" dat dit dier wordt opgegeten en voorspellen ze dat de rest van de zin het woord \"vos\" bevat. Ik heb dit soort voorspellingen onderzocht bij een specifieke tweetalige groep: erfgoedsprekers van het Turks die in Nederland wonen. Volwassen erfgoedsprekers van het Turks voorspelden het woord \"vos\" na het horen van het werkwoord \"eet\". Naarmate de ervaring met spreken en luisteren in het Turks en alfabetiseringsactiviteiten in beide talen toenam, verbeterde deze vaardigheid. Interessant genoeg deden de kinderen onder de erfgoedsprekers deze voorspellingen zowel voor als na het horen van het werkwoord \"eet\". Hun voorspellingsvaardigheden namen toe naarmate ze meer werden blootgesteld aan Turks en hun leesvaardigheden in het Nederlands verbeterden. Deze resultaten suggereren dat hoe meer ervaring en taalvaardigheid tweetaligen hebben, hoe beter ze kunnen voorspellen wat er volgt in een zin, en dat leesvaardigheid kan helpen bij het voorspellen in verschillende talen. In English, we use word order to understand who’s doing what to whom in a sentence like “the fox eats the rabbit”. But in Turkish, word order is more flexible. “Rabbit-eat-fox” could still mean “the fox eats the rabbit” because of special markers called “case” that show who is eating and who is being eaten. In this sentence, Turkish listeners use case markers on the “rabbit” to understand that it is the one being eaten and they predict “fox” in the rest of the sentence. I studied these types of predictions with a specific bilingual group: heritage speakers of Turkish residing in the Netherlands. Adult heritage speakers of Turkish started predicting the “fox” after hearing the verb “eat”. This skill improved with more experience with speaking and listening in Turkish and literacy activities in both languages. Interestingly, child heritage speakers formed these predictions both before and after hearing the verb “eat”. Their prediction abilities improved with more exposure to Turkish and better reading skills in Dutch. These results suggest that the greater experience and language skills bilinguals have, the better they are at predicting what comes next in a sentence, and that reading skills can help with predictions across languages.","Radboud University, 12 mei 2025","Promotor : Huettig, F. Co-promotores : Brouwer, S.M., Unsworth, S.","184 p."],"dc:identifier":["https://repository.ubn.ru.nl//bitstream/handle/2066/318759/318759.pdf","https://hdl.handle.net/2066/318759","9789492910639","MPI series in Psycholinguistics ; 206,"],"dc:publisher":["Nijmegen : MPI"],"dc:subject":["MPI series in Psycholinguistics","Cognitive and developmental aspects of Multilingualism","Cultural Cognition and Multimodal Interaction","First Language Acquisition","Language & Communication"],"dc:title":["On Knowing What Lies Ahead: The Interplay of Prediction, Experience, and Proficiency"],"dc:type":["Doctoral thesis"]},"updated_at":"2026-07-24T04:03:13Z"}