Browsing by Author "Dogan, Isil"

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Early Parental Multimodal Input Is Differentially Associated with Later Vocabulary Knowledge for Preterm and Full-Term Infants
(Routledge Journals, Taylor & Francis LTD, 2025) Dogan, Isil; Kizildere, Erim; Kobas, Mert; Aktan-Erciyes, Asli; Demir-Lira, O. Ece; Akman, Ipek; Goksun, Tilbe; 01. Kadir Has University; Psychology; 03. Faculty of Economics, Administrative and Social Sciences
This study examined whether (1) parents' language input and its modality differed in Turkish-learning preterm (PT) (<37 weeks of gestation) and full-term infants (FT), and (2) the type of language input (i.e. verbal and multimodal) had differential concurrent and longitudinal effects on PT and FT infants' vocabulary development. At Time 1 (Mage = 14 months, N = 73, 36 PT) and Time 2 (Mage = 20.1 months, N = 61, 27 PT), PT infants' parents produced fewer frequent multimodal input (i.e., co-speech deictic gestures) than FT infants' parents. The frequency of verbal input (i.e., word count) between groups differed only at Time 1. Parents' verbal input was concurrently associated with infants' receptive vocabulary at 14 months, yet parents' multimodal input was only linked to PT infants' receptive vocabulary. At 20 months, parents' verbal input was not related to expressive vocabulary in either group; however, parents' multimodal input was again associated with PT infants' expressive vocabulary scores. Parents' multimodal input at 14 months predicted infants' expressive vocabulary scores at 20 months, only for the PT group. These findings suggest that the variability of multimodal input infants receives from their parents and the contribution of such input to vocabulary development change as a function of infants' neonatal status.
Citation - WoS: 1
Citation - Scopus: 1
The Link Between Early Iconic Gesture Comprehension and Receptive Language
(Wiley, 2024) Dogan, Isil; Ozer, Demet; Aktan-Erciyes, Asli; Furman, Reyhan; Demir-Lira, O. Ece; Ozcaliskan, Seyda; Goksun, Tilbe; Psychology; 03. Faculty of Economics, Administrative and Social Sciences; 01. Kadir Has University
Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English-learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish-learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish-learning children between the ages of 22- and 30-month-olds (N = 92, M = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months-the age at which iconic gesture comprehension was present for English-learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.
Citation - WoS: 13
Citation - Scopus: 13
Motor Skills, Language Development, and Visual Processing in Preterm and Full-Term Infants
(Springer, 2023) Kobas, Mert; Kizildere, Erim; Dogan, Isil; Aktan-Erciyes, Asli; Demir-Lira, O. Ece; Akman, Ipek; Goksun, Tilbe; 01. Kadir Has University; Psychology; 03. Faculty of Economics, Administrative and Social Sciences
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.
Narratives of Preterm and Full-Term Preschool-Aged Children: Analyses of Different Narrative Dimensions
(Wiley, 2025) Akkan, Ibrahim; Esmer, Seref Can; Dogan, Isil; Aktan-Erciyes, Asli; Demir-Lira, o. Ece; Goksun, Tilbe; Psychology; 03. Faculty of Economics, Administrative and Social Sciences; 01. Kadir Has University
Preterm birth increases the likelihood of early language and cognitive delays, but less is known about later aspects of language development, such as narrative generation. Narrative skills involve dimensions, such as linguistic and narrative complexity, and preterm (PT) and full-term (FT) children's narrative performances may vary across these dimensions. We investigated the role of neonatal status on the total number of words produced, linguistic complexity, and narrative complexity across two presentation modes: narrative generation while seeing pictures and narrative generation after watching an animated video. Seventy-one Turkish-reared preschool-aged children (31 PT [Mage = 48.70, SD = 1.53] and 40 FT [Mage = 48.83, SD = 1.63]) participated in the study. Despite having lower expressive vocabulary skills (assessed by a standardized task) than full-term children, preterm children performed comparably in both picture and animated video-stories, except PT children tended to produce longer narratives in the picture story, possibly due to the different demand characteristics of the tasks. Overall, our findings support the possibility of interacting factors that may help PT children overcome challenges in narrative development.