Researcher:
Erciyes, Aslı Aktan

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Aslı Aktan

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Erciyes

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Erciyes, Aslı Aktan

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2019 - 201932020 - 20231

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    Early event understanding predicts later verb comprehension and motion event lexicalization
    (American Psychological Association (APA), 2019) Department of Psychology; Department of Psychology; Erciyes, Aslı Aktan; Göksun, Tilbe; Researcher; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 291825; 47278
    Before infants produce words, they can discriminate changes in motion event components such as manner (how an action is performed) and path (trajectory of an action). Individual differences in nonlinguistic event categorization are related to children's later verb comprehension (Konishi, Stahl, Golinkoff, & Hirsh-Pasek, 2016). We asked: (a) Do infants learning Turkish, a verb-framed language, attend to both manner and path changes in motion events? (b) Is early detection of path and manner related to children's later verb comprehension and (c) how they describe motion events? Thirty-two Turkish-reared children were tested at three time points. At Time 1, infants (M-age = 14.5 months) were tested on their detection of changes in path and manner using the Preferential Looking Paradigm. At Time 2, children were tested on their receptive language skills (M-age = 22.07 months). At Time 3, children performed 3 tasks (M-age = 35.05 months): a verb comprehension task, an event description task depicting motion events with different path and manner combinations, and an expressive language task. The ability to detect changes in event components at Time 1 predicted verb comprehension abilities at Time 3, beyond general receptive and expressive vocabulary skills at Times 2 and 3. Infants who noticed changes in path and manner at Time 1 used fewer manner-only descriptions and more path-any descriptions (i.e., descriptions that included a path component with or without manner) in their speech at Time 3. These findings suggest that early detection of event components is associated not only with verb comprehension, but also with how children lexicalize event components in line with their native language.
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    Motion event representation in L1-Turkish versus L2-English speech and gesture: relations to eye movements for event components
    (Sage Publications Ltd, 2023) Department of Psychology; N/A; N/A; Department of Psychology; Erciyes, Aslı Aktan; Akbuğa, Yiğitcan Emir; Kızıldere, Erim; Göksun, Tilbe; Researcher; PhD Student; Master Student; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 291825; N/A; N/A; 47278
    Purpose: We investigated interrelations among speech, co-speech gestures, and visual attention in first language (L1)-Turkish second language (L2)-English speakers' descriptions of motion events. We asked whether young adults differed in their spoken, gestural expressions, and visual attention toward event components of manner (how an action is performed) and path (the trajectory of an action) after controlling for their L2 proficiency. Methodology: Participants were 49 native Turkish speakers (M-age = 20.98) whose second language is English. After watching each video (recording eye movements), they were asked to describe the motion event videos, and their speech and gesture were coded. English competence level was measured using a standardized assessment. Data and Analysis: We performed analyses of covariance (ANCOVAs) to investigate both within- and across-language differences for L1-Turkish and L2-English spoken and gestural expressions. To analyze eye-gaze behaviors with respect to language and event component differences, we performed t-tests. Last, hierarchical linear regressions were conducted to examine the relationship between visual attention and the use of path and manner in speech and gesture separately. Findings: For L1-Turkish speech, participants used more path than manner constructions, indicating no particular effect of L2 on L1. For L2-English, participants used similar amounts of path and manner descriptions. Path gestures dominated for both L1-Turkish and L2-English. Participants allocated more attention to figures possibly related to manners rather than grounds (paths). There was no effect of L2 proficiency on verbal and gestural explanations or visual attention to events. Originality: This study adopts an integrative approach through investigating speech, gesture, and eye-gaze behavior patterns in motion event conceptualization while also addressing L1 and L2 differences within this framework. Implications: These findings highlight the similarities in visual attention and the use of gestures across L1-Turkish and L2-English motion event descriptions, and only an expected difference in verbal expressions.
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    PublicationOpen Access
    New insights from children with early focal brain injury: lessons to be learned from examining STEM-related skills
    (Wiley, 2019) Demir Lira, Özlem Ece; Department of Psychology; Göksun, Tilbe; Erciyes, Aslı Aktan; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 47278; N/A
    The study of cognitive development in children with early brain injury reveals crucial information about the developing brain and its plasticity. However, information on long-term outcomes of these children, especially in domains relevant to science, technology, engineering, and math (STEM) remains limited. In the current review, our goal is to address the existing research on cognitive development of children with pre- or perinatal focal brain lesion (PL) as it relates to children's STEM-related skills and suggest future work that could shed further light on the developmental trajectories of children with PL. We argue that examining STEM-related development in children with PL will have broader implications for our understanding of the nature of the plasticity children with PL exhibit as well as address theoretical questions in the field regarding the foundation skills for STEM, including visuospatial and mathematical skills
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    PublicationOpen Access
    Parental use of spatial language and gestures in early childhood
    (Wiley, 2019) Department of Psychology; Göksun, Tilbe; Kısa, Yağmur Deniz; Erciyes, Aslı Aktan; Turan, Eylül; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 47278; N/A; N/A; N/A
    Parents' use of spatial language and gestures is closely linked to children's spatial language development. Little is known about the quantity and quality of early spatial input and how infants' individual characteristics may be related to the spatial input they receive. Here, we examine (1) the amount and type of spatial input 16- to 21-month-old Turkish-learning children (n = 34) received in the context of a spatial activity (puzzle play) and (2) whether parental spatial input in the form of speech and gesture varies based on children's age, sex, and early spatial vocabulary comprehension assessed in an earlier session. Results of the regression analyses showed that parents' use of spatial words was predicted by children's age over and beyond earlier spatial word comprehension and sex. In particular, parents used more spatial speech as their children got older even in this restricted age range. Children's early spatial word comprehension also correlated with parents' spatial word production. Yet, parents' overall gesture use and gestures with spatial words were not predicted by children's age, sex, or early spatial word comprehension. These findings suggest that in the spatial domain, early verbal input, but not gestural input, can change depending on children's age and children's spatial vocabulary comprehension may also be related to parental use of later spatial language. Statement of contribution What is already known on this subject? Parents enhance their children's spatial skills using spatial language and gestures. Parental spatial talk is related to children's later spatial skills. What does this study add? We assess both spatial talk and gesture in early childhood. We examine the children's characteristics (age, sex) in relation to spatial talk and gesture. We present how children's earlier vocabulary competence relates to parental input.