Aktan Erciyes, Aslı

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Aktan Erciyes, Asli
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Aktan-erciyes, Aslı
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Doç. Dr.
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asli.erciyes@khas.edu.tr
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Psychology
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0000-0002-6531-6140
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Scholarly Output

15

Articles

13

Citation Count

18

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2

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End date: 2019Start date: 2019

Scholarly Output Search Results

Now showing 1 - 4 of 4
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    Article
    Citation - WoS: 2
    Citation - Scopus: 2
    New Insights From Children With Early Focal Brain Injury: Lessons To Be Learned From Examining Stem-Related Skills
    (Wiley, 2019) Demir-Lira, O. Ece; Aktan Erciyes, Aslı; Aktan Erciyes, Aslı; Göksun, Tilbe
    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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    Article
    Citation - WoS: 8
    Citation - Scopus: 8
    Early Event Understanding Predicts Later Verb Comprehension and Motion Event Lexicalization
    (Amer Psychologıcal Assoc, 2019) Aktan Erciyes, Aslı; Göksun, Tilbe
    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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    Article
    Citation - WoS: 1
    Effects of Second Language Acquisition on Narrative Structure and Linguistic Processes in Preschool and School-Aged Children
    (İstanbul Üniversitesi, 2019) Aktan-Erciyes, Aslı; Aktan Erciyes, Aslı
    This research examines the effects of second language acquisition in early childhood on the structural and linguistic properties of narrative skills in the child's native language. To investigate these questions, narrative and vocabulary skills in monolingual and bilingual children (Frog story) were evaluated. One hundred and twelve five- and seven-year-old monolingual (Language 1 [L1]: Mother tongue, Turkish) (N = 61) and bilingual (L1, Turkish; Language 2 [L2]: Second language, English) (N = 51) children participated in the study. Narrative skills were evaluated only for Turkish for monolingual children, whereas bilingual children were tested in English as well, the latter test taking place on a separate day. For the structural evaluation of narrative discourse, a schema is used to evaluate the narrative skills of bilingual children. The elements in the schema are: Frog story elements, sequence, perspective / emotion and affect, and finally engagement. In order to evaluate the linguistic complexity simple and complex clauses were coded. The percentage of complex clauses with respect to total clauses was used as an indication of linguistic complexity. There were two age groups in the monolingual and bilingual groups. The findings revealed that in L1: Turkish, bilingual and monolingual children differed for narrative structure components regardless of age group. Monolinguals outperformed their bilingual peers for frog story elements, sequence, perspective affect, and engagement. Age differences indicated that for five-year-olds there were no differences between monolinguals and bilinguals for perspective affect and engagement which were difficult skills to display at that age. Monolingual children were better at incorporating more complex structures into their narratives compared to bilinguals. It was found that bilingual and monolingual children did not differ in L1 vocabulary skills. The results showed that early exposure to L2 might result in negative outcomes for L1 narrative development.
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    Article
    İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi
    (2019) Ercıyes, Aslı Aktan; Aktan Erciyes, Aslı
    Bu araştırma erken çocuklukta ikinci dil öğrenmenin anadildeki anlatı becerilerininkurgusal ve dil bilgisel yapılarının üzerindeki etkilerini incelemektedir. Bu sorularıaraştırmak için tek dilli ve iki dilli çocuklara anlatı becerileri görevi (kurbağahikayesi), sözcük dağarcığı testleri uygulanmıştır. Beş ve yedi yaşındaki 112 tekdilli (Dil 1 [D1]: Anadil, Türkçe) (N = 61) ve iki dilli (D1, Türkçe, Dil 2 [D2]: İkincidil, İngilizce) (N = 51) çocuk araştırmaya katılmıştır. Anlatı becerileri tek dilliçocuklar için sadece Türkçe oturumla değerlendirilmiş, iki dilli çocuklar Türkçedışında farklı bir oturum gününde ve farklı bir araştırmacıyla İngilizce olarak dadeğerlendirilmiştir. Anlatı söylemlerinin kurgusal açıdan değerlendirilmesi içinalan yazında iki dilli çocukların anlatı becerilerini değerlendirmek için kullanılanve dört temel alanı kapsayan bir şema kullanılmıştır. Buna göre hikayeler kurbağahikayesi unsurları, akış, perspektif/duygu ve son olarak anlatımda canlılıkalanlarında değerlendirilmiştir. Dil bilgisel karmaşıklık değerlendirilmesi içinbasit ve karmaşık cümlecikler kodlanmıştır. Karmaşık cümleciklerin yüzdeseloranı dil bilgisel karmaşıklık düzeyinin göstergesi olarak alınmıştır. Bulgular,anadilde anlatı becerilerinin iki dilli çocuklarda tek dilli çocuklara görefarklılık gösterdiğini, anlatı kurgusu unsurlarında (kurbağa hikayesi unsurları,akış, perspektif/duygu ve canlılık) ve dil bilgisel karmaşıklık alanlarında tekdilli çocukların iki dilli çocuklardan daha iyi performans gösterdiğini ortayakoymuştur. Yaşla ilgili farklılıklar beş yaşta perspektif/duygu ve canlılıkunsurlarında tek ve iki dilli çocuklar arasında fark olmadığını, bu becerilerin buyaş grubu için zor olduğunu ortaya koymuştur. İki dilli çocukların D1 sözcükdağarcığı becerilerinde tek dili çocuklardan farkı olmadığı bulunmuştur. Sonuçlarerken dönemde başlayan yoğun ikinci dil pratiklerinin anadildeki anlatı becerileriaçısından olumsuz etkiler ortaya koyabileceğini göstermiştir.