Psikoloji Bölümü Koleksiyonu

Permanent URI for this collectionhttps://gcris.khas.edu.tr/handle/20.500.12469/60

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Now showing 1 - 6 of 6

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.
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.
Citation - Scopus: 8
Effects of Second Language on Motion Event Lexicalization: Comparison of Bilingual and Monolingual Children's Frog Story Narratives
(Selcuk University, 2020) Aktan Erciyes, Aslı; Aktan Erciyes, Aslı
This study investigates how children lexicalize motion event patterns in their first and second languages, L1-Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the main verb and expresses manner in a subordinated verb. We asked whether (1) learning a second language had an effect on children's event descriptions in their first language and (2) the effects were bidirectional. One-hundred-and-twelve 5- and 7-year-old monolingual (L1-Turkish) and bilingual (L1-Turkish; L2-English) children participated. Participants produced narratives for wordless picture book, Frog, where are you? Six scenes of the book were selected for coding purposes as they represented motion events: (1) Frog's exit from the jar, (2) Dog's fall from the window, (3) Gopher popping out of the hole, (4) Owl's exit from a nest, (5) Boy and dog falling down and (6) Boy and dog landing in a pond. For L1 descriptions, 5-year-old bilinguals used more manner-only and less path-only descriptions than monolinguals; no difference was found for 7-year-olds. For L2 descriptions, bilingual children used less Manner-only and more Path-only expressions in their L2 narratives compared to L1 narratives. These findings suggest that for 5-year-olds, exposure to second language had an impact on how motion events are encoded. Results inform us about the early interactions between L1 and L2 in motion event lexicalization.
Citation - Scopus: 2
Longitudinal Effects of Second Language on First Language Narrative Skills and Executive Functions of Preschool Children
(Selcuk University, 2020) Aktan Erciyes, Aslı; Aktan Erciyes, Aslı
The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility. Thirty 4-year-olds attending two types of preschools participated in the study: L1-preschools (N=12) with Turkish instruction and L2-preschools (N=18) where children were exposed only to English (6 hrs) throughout the day. Children were initially tested at time 1 (T1) at age 4 and at time 2 (T2), a year later when they were 5. At T1, results revealed that children attending L2-preschools displayed no differences in executive functions performance compared to children in L1-preschools. Likewise, there were no differences for L1 competence as well as L1 narrative skills. At T2, however, for L1 narrative skills, children attending L1-preschools displayed significantly higher performance compared to peers in L2-preschools. For executive functioning again there were no differences between the participants. The differences in narrative competence at T2 might indicate that children in L2-preschools lack sufficient input in story telling in L1 to support narrative competence. For future consideration how literacy acquisition would interact with the effects of L2 exposure should also be investigated.
Citation - WoS: 10
Citation - Scopus: 14
A Multidimensional Investigation of Pretend Play and Language Competence: Concurrent and Longitudinal Relations in Preschoolers
(Elsevier, 2020) Kızıldere, Erim; Aktan Erciyes, Aslı; Aktan Erciyes, Aslı; Tahiroğlu, Deniz; Göksun, Tilbe
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.
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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Browsing Psikoloji Bölümü Koleksiyonu by Author "Aktan Erciyes, Aslı"