Browsing by Author "Kizildere, Erim"

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Citation - WoS: 1
Citation - Scopus: 1
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
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: 6
Citation - Scopus: 7
Motion Event Representation in L1-Turkish Versus L2-English Speech and Gesture: Relations To Eye Movements for Event Components
(Sage Publications Ltd, 2023) Aktan-Erciyes, Asli; Akbuga, Emir; Kizildere, Erim; Goksun, Tilbe
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.
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
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.