Researcher:
Kızıldere, Erim

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Master Student

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Erim

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Kızıldere

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Kızıldere, Erim

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2020 - 20233

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    A multidimensional investigation of pretend play and language competence: concurrent and longitudinal relations in preschoolers
    (Elsevier Science Inc, 2020) Aktan-Erciyes, Aslı; Tahiroğlu, Deniz; N/A; Department of Psychology; Kızıldere, Erim; Göksun, Tilbe; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278
    Play is an important tool for children's social interactions and cognitive skills. The current study examines the links between pretend play and language in 119 Turkish preschoolers at two time points tested one-year apart (Time 1 M-age = 45.82 months and Time 2 M-age = 57.68 months). Preschoolers' language competence (linguistic complexity and receptive vocabulary) was assessed along with several pretend play measures (telephone task, imaginary pantomime task, pretense score from a free play session). Results showed that concurrently the telephone and imaginary pantomime task scores were associated with linguistic complexity at Time 1 and only the telephone score was related to linguistic complexity at Time 2. No concurrent associations were found between receptive vocabulary and pretend play measures. Furthermore, a longitudinal relation was found between language competence and one pretend play measure: Time 1 telephone score predicted Time 2 receptive vocabulary score. These findings are discussed in terms of the two domains potentially sharing the symbolic aspect as an underlying mechanism and social aspect through pretense creating contexts relevant to language development.
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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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    From woof woof to dog: interactions between parents' use of sound symbolic words and infants' vocabulary development
    (Wiley, 2022) N/A; N/A; N/A; Department of Psychology; Kızıldere, Erim; Esmer, Şeref Can; Göksun, Tilbe; Master Student; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278
    Sound symbols, such as "woof woof" for a dog's barking, imitate the physical properties of their referents. Turkish is a sound symbolically rich language that allows flexible use of such words in different linguistic forms. the current study examined Turkish-speaking parents' use of sound symbolic words to their 14- and 20-month-olds and the concurrent and longitudinal relations between parents' sound symbolic input and infants' vocabulary knowledge. Thirty-four (n = 34) infants were observed at Time-1 (M-age = 14.23 months, SD = 1.11) and Time-2 (M-age = 20.30 months, SD = 1.24) during free play sessions with their parents to examine parental input. infants' vocabulary knowledge was assessed by a parental report. Both the quantity and quality of parental sound symbolic input changed between 14 and 20 months of age. Furthermore, infants' earlier vocabulary knowledge at 14 months negatively predicted parents' later sound symbolic input at 20 months. Last, parents' sound symbolic input was positively and concurrently associated with 14-month-olds' vocabulary knowledge but was negatively and concurrently associated with 20-month-olds' vocabulary levels. these findings suggest an early interaction between infants' exposure to sound symbolic input and their vocabulary development.
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    Motor skills, language development, and visual processing in preterm and full-term infants
    (Springer) Aktan-Erciyes, Asli; Demir-Lira, O. Ece; Akman, Ipek; N/A; N/A; N/A; Department of Psychology; Kobaş, Mert; Kızıldere, Erim; Doğan, Işıl; Göksun, Tilbe; Master Student; Master Student; Master Student; Faculty Member; Department of Psychology; Graduate School 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; N/A; N/A; N/A; 47278
    Language development is intertwined with motor development. This study examined how visual processing might mediate the relation between language development and motor skills in preterm (PT, n = 34, Mean gestational age = 30 weeks) and full-term infants (FT, n = 35, Mean gestational age = 38.9 weeks) at 13 months of age. Infants' visual processing, fine and gross motor skills were tested using the Mullen Scales of Early Learning. Parents reported on infants' language skills (word comprehension and early communicative behavior), using the Turkish version of CDI (TCDI). Results showed that PT infants performed worse than their FT peers on gross motor skills and visual processing, but not on language. When controlling for age and neonatal condition (being preterm or not), visual processing mediated the relation between gross motor skills and word comprehension as well as early communicative behavior. However, for fine motor skills, visual processing mediated the relation between fine motor skills and early communicative behavior but not word comprehension. The relations between motor skills and visual processing were more robust for the PT group than the FT group. Following developmental cascades, these findings suggest that motor skills contribute to language development through visual processing. These relations are prominent for preterm infants who have delays in motor skills. PT children's limited interactions with their environment due to problems in motor skills can be connected to delays in visual processing.