Research Project: Türkçe Öğrenen Çocukların İlişkisel Kelime (Fiil ve İlgeç) Öğrenme Süreçleri: Boylamsak Bir Çalışma
Loading...
Contributors
Funders
ID
TB.00206
Authors
Göksun, Tilbe
Faculty Member
Publications
Parental input during book reading and toddlers' elicited and spontaneous communicative interactions
(Elsevier, 2022) Göksun, Tilbe; Ünlütabak, Burcu; Aktan-Erciyes, Aslı; Yılmaz, Duygu; Kandemir, Songül; Department of Psychology; Yes; College of Social Sciences and Humanities
This study examined the relation between characteristics of parental input, particularly focusing on questions and pointing gestures directed to toddlers during book reading, and toddlers' elicited and spontaneous communicative interactions. A total of 30 Turkish speaking parents and their toddlers (18 girls, Mage = 18.79 SDage = 1.55) were observed during shared book reading. The communicative interactions were coded for parents' questions and pointing, and toddlers' elicited and spontaneous speech and pointing. The results showed that parents' label questions with pointing were positively associated with toddlers' elicited speech. Similarly, parents' label questions without pointing, and parents' description questions with pointing were positively associated with toddlers' elicited pointing. These findings highlight the importance of parental questions accompanied by pointing when eliciting toddler communicative interactions both in the form of speech and pointing, and provides insight for how to best communicate with toddlers during such interactions.
Parental use of spatial language and gestures in early childhood
(Wiley, 2019) Erciyes, Aslı Aktan; Göksun, Tilbe; Kısa, Yağmur Deniz; Turan, Eylül; Department of Psychology; Graduate School of Social Sciences and Humanities; Yes; College of Social Sciences and Humanities; GRADUATE SCHOOL OF SOCIAL SCIENCES AND HUMANITIES
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.
Early event understanding predicts later verb comprehension and motion event lexicalization
(American Psychological Association , 2019) Erciyes, Aslı Aktan; Göksun, Tilbe; Department of Psychology; Yes; College of Social Sciences and Humanities
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.
Fine motor abilities and parental input of spatial features predict object word comprehension of Turkish-learning children
(Wiley, 2021) Göksun, Tilbe; Kobaş, Mert; Aktan Erciyes, Aslı; Department of Psychology; Yes; College of Social Sciences and Humanities
Object word learning can be based on infant-related factors such as their manual actions and socio-linguistic factors such as parental input. Specific input for spatial features (i.e., size, shape, features of objects) can be related to object word comprehension in early vocabulary development. In a longitudinal study, we investigated whether fine motor abilities at 14 months and parental input for spatial features at 19 months predicted object word comprehension at 25 months. Twenty-seven Turkish-learning children were tested at three time points (Time 1: M-age = 14.4 months, Time 2: M-age = 18.6 months, Time 3: M-age = 25 months). We measured word comprehension through the parental report and fine motor abilities with Mullen at Time 1. We used a puzzle play session to assess parental input for spatial features at Time 2 and a standardized receptive vocabulary test at Time 3. We found that fine motor abilities were related to object word comprehension. However, parental input for spatial features at 19 months predicted object word comprehension at 25 months beyond fine motor abilities at 14 months. Early fine motor abilities and using different words for spatial features may foster infants' visual experiences in play and exploration episodes, leading to better object word learning. Highlights We investigated whether fine motor abilities and spatial input of parents predicted children's later predicted object word comprehension. Fine motor abilities at 14 months and parents' spatial talk during puzzle play at 19 months predicted object word comprehension at 25 months. Fine motor abilities and hearing spatial features of objects foster infants' visual experiences, leading to better object word learning.
