Aktan Erciyes, Aslı
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Aktan Erciyes,A.
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AKTAN ERCIYES, Aslı
Aktan Erciyes, A.
Aktan Erciyes A.
A.,Asli
Aktan Erciyes, Aslı
Aslı AKTAN ERCIYES
Aktan-Erciyes A.
Aktan Erciyes, Asli
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Aktan Erciyes, ASLI
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Aktan Erciyes,Asli
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Asli, Aktan Erciyes
Aktan-Erciyes, A.
Aktan-Erciyes, Aslı
Aktan-erciyes, Aslı
Ercıyes, Aslı Aktan
Aktan-erciyes, Aslı
Ercıyes, Aslı Aktan
Erciyes, Aslı Aktan
Erciyes, Asli Aktan
Aktan-Erciyes, Asli
A., Aslı
Aslı Aktan Erciyes
AKTAN ERCIYES, Aslı
Aktan Erciyes, A.
Aktan Erciyes A.
A.,Asli
Aktan Erciyes, Aslı
Aslı AKTAN ERCIYES
Aktan-Erciyes A.
Aktan Erciyes, Asli
AKTAN ERCIYES, ASLI
Aktan Erciyes, ASLI
A. Aktan Erciyes
A., Asli
Aktan Erciyes,Asli
ASLI AKTAN ERCIYES
Asli, Aktan Erciyes
Aktan-Erciyes, A.
Aktan-Erciyes, Aslı
Aktan-erciyes, Aslı
Ercıyes, Aslı Aktan
Aktan-erciyes, Aslı
Ercıyes, Aslı Aktan
Erciyes, Aslı Aktan
Erciyes, Asli Aktan
Aktan-Erciyes, Asli
Job Title
Doç. Dr.
Email Address
Main Affiliation
Psychology
Psychology
03. Faculty of Economics, Administrative and Social Sciences
01. Kadir Has University
Psychology
03. Faculty of Economics, Administrative and Social Sciences
01. Kadir Has University
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Current Staff
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ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
4
QUALITY EDUCATION
1
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
13
CLIMATE ACTION
0
Research Products
14
LIFE BELOW WATER
0
Research Products
2
ZERO HUNGER
0
Research Products
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
0
Research Products
1
NO POVERTY
0
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
15
LIFE ON LAND
0
Research Products
3
GOOD HEALTH AND WELL-BEING
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
5
GENDER EQUALITY
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
This researcher does not have a Scopus ID.
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Scholarly Output
39
Articles
32
Views / Downloads
44/0
Supervised MSc Theses
5
Supervised PhD Theses
0
WoS Citation Count
130
Scopus Citation Count
146
WoS h-index
8
Scopus h-index
8
Patents
0
Projects
0
WoS Citations per Publication
3.33
Scopus Citations per Publication
3.74
Open Access Source
20
Supervised Theses
5
| Journal | Count |
|---|---|
| Journal of Child Language | 5 |
| Journal of Language and Linguistic Studies | 3 |
| Applied Psycholinguistics | 2 |
| Dil ve Dilbilimi Çalışmaları Dergisi | 2 |
| First Language | 2 |
Current Page: 1 / 5
Scopus Quartile Distribution
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39 results
Scholarly Output Search Results
Now showing 1 - 10 of 39
Article Citation - WoS: 4Citation - Scopus: 5Relations Between L2 Proficiency and L1 Lexical Property Evaluations(Frontiers Media Sa, 2022) Altin, Elif; Okur, Nurdem; Yalcin, Esra; Eracikbas, Asude Firdevs; Aktan-Erciyes, AsliThe present study investigates the relations between L2-English proficiency and L1-Turkish lexical property evaluations. We asked whether L2 proficiency affects lexical properties, including imageability and concreteness ratings of 600 Turkish words selected from the Word Frequency Dictionary of Written Turkish. Seventy-two participants (L1-Turkish - L2-English) provided ratings of concreteness and imageability for 600 words on a 7-point scale. In order to assess their L2 proficiency, we administered Peabody Picture Vocabulary Test-IV (PPVT-IV). We divided categories into two subcategories as high and low for the frequency, concreteness, imageability, and age of acquisition (AoA). The relationship between these subcategories and imageability-concreteness was examined by mixed effects linear regression analyses. We found that L2 proficiency and imageability ratings were positively correlated and specifically, this positive association was evident for low-frequency words and later acquired words. Results are in line with the interaction of bilingual representation under the dual-coding theory which suggests that bilinguals develop an interconnected imaginal representation for two languages as opposed to separate verbal representations. As L2 proficiency increased, the imageability also increased. These findings have implications for literature investigating the relationship between L2 proficiency and linguistic outcomes. Additionally, findings point to the importance of considering the L2 proficiency of participants when lexical tasks that involve cue words or word lists are used.Article Citation - WoS: 5Multimodal Language in Child-Directed Versus Adult-Directed Speech(Sage Publications Ltd, 2023) Kandemir, Songul; Ozer, Demet; Aktan-Erciyes, AsliSpeakers design their multimodal communication according to the needs and knowledge of their interlocutors, phenomenon known as audience design. We use more sophisticated language (e.g., longer sentences with complex grammatical forms) when communicating with adults compared with children. This study investigates how speech and co-speech gestures change in adult-directed speech (ADS) versus child-directed speech (CDS) for three different tasks. Overall, 66 adult participants (M-age = 21.05, 60 female) completed three different tasks (story-reading, storytelling and address description) and they were instructed to pretend to communicate with a child (CDS) or an adult (ADS). We hypothesised that participants would use more complex language, more beat gestures, and less iconic gestures in the ADS compared with the CDS. Results showed that, for CDS, participants used more iconic gestures in the story-reading task and storytelling task compared with ADS. However, participants used more beat gestures in the storytelling task for ADS than CDS. In addition, language complexity did not differ across conditions. Our findings indicate that how speakers employ different types of gestures (iconic vs beat) according to the addressee's needs and across different tasks. Speakers might prefer to use more iconic gestures with children than adults. Results are discussed according to audience design theory.Article Citation - Scopus: 3Longitudinal Effects of Second Language on First Language Narrative Skills and Executive Functions of Preschool Children(Selcuk University, 2020) Aktan Erciyes, AslıThe 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.Article İki Dillilik Deneyimi ile İki Dilli Çocukların Bilişsel Kontrolü Arasındaki İlişki(Dilbilim Derneği, 2024) Gong, Xıaoweı; Aktan-ercıyes, Aslı; Karadöller, Dilay Z.İkidilli kişilerin çeşitli bilişsel yetileri ile İkidillilik deneyiminin farklı boyutları arasında nasıl ilişkili olduğuna dair giderek artan bir ilgi bulunmaktadır. Ancak, bu ilginin yeterli dil gelişimi olmayan küçük yaştaki ikidilli çocuklardan veri elde etme konusunda sınırlı kaldığı görülmüştür. Mevcut çalışma, 30-48 aylık ikidilli çocukların ve ebeveynlerinin dil yeterliği, dil kullanımı, ve kod değiştirme sıklığı gibi çeşitli ikidillilik deneyimine dair faktörleri incelemektedir. Sonuçlar, çocukların bilişsel kontrol yeteneklerini, çocuklardan veya ebeveynlerden gelen ikidilli deneyim değişkenlerinden ziyade, çocukların yaşının yordadığını göstermiştir. Bu çalışma, üçlü ikidillilik deneyimi boyutlarını ve ebeveyn faktörlerini de içererek ikidilliğin etkileri inceleyen az sayıdaki çalışmadan biridir. Sınırlı dil üretimine sahip küçük yaştaki ikidilli çocuklar incelenirken, ikidilli deneyimin getirdiği tüm boyutları içeren bir yaklaşım uygulamanın ve çevresel faktörleri dahil etmenin alanyazın özelindeki çıkarımları tartışılmıştır.Article Citation - WoS: 6Citation - Scopus: 7Motion 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, TilbePurpose: 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.Article Narrative Development in L1-Turkish Children: A Longitudinal Examination of L2-English Immersion Effects(Cambridge Univ Press, 2025) Aktan-Erciyes, Asli; Goksun, TilbeThis longitudinal study examined the impact of L2 acquisition on the narrative development of L1-Turkish dominant children who were exposed to L2-English immersion compared to their peers who were not exposed to L2-English immersion but to L1-Turkish. The study involved 155 children, aged 5, 7, and 9 at Time 1, assessing their narrative production, linguistic complexity, and narrative comprehension over a one-year period. Children who were exposed to L2-English immersion received intensive L2-English instruction from a young age while living in an L1-Turkish dominant society. For both time points, L2-English immersion children performed better than L1-Turkish dominant children for L1 narrative production. While no overall group differences emerged in linguistic complexity, L2-English immersion children exhibited higher complexity in L1 relative to their L2 for both time points, suggesting a facilitative effect of early L2 exposure on L1 narrative structure. These findings support the idea that bilingualism may foster narrative skills. These results highlight the importance of early bilingual education, especially when both languages are equally supported, contributing to children's overall language development.Conference Object The Relationship between Orthographical Depth and Language Similarity / Dissimilarity and Bilingual Cognitive Advantages(Hogrefe AG-Hogrefe AG suisse, 2025) Jeong, Haegwon; Sirolu, Demet; Secer, Ilmiye; Kiziloz, Burcu Kaya; Vurgun, Rozelin; Aktan-Erciyes, Asli; Ozalp, DilaraArticle 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, TilbePreterm 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.Article Citation - Scopus: 3Understanding Language Acquisition: Neural Theory of Language(Selcuk University, 2021) Aktan-Erciyes, AslıThis paper aims to discuss old and contemporary perspectives in understanding language acquisition taking into account the neural theory of language. Discussing a recent theory by Kuhl (2010), neural substrates of first language learning will be put forward (Berwick et al., 2013). Neural substrates of phonetic learning, word learning, sentence processing, and syntax development are separately discussed. As a novel window to look into language learning in a greater detail, second language learning in relation to the theories of language acquisition is further discussed. Second language learning and dual vs. single coding structure relating to language acquisition are discussed in relation to the theories that have previously been explained. Finally, a discussion of contemporary issues in understanding both first and second language acquisition in relation to bilingualism is presented. In sum, investigating language acquisition requires a multi-disciplinary approach taking psychology, linguistics, and cognitive neuroscience of language into account is necessary.Master Thesis Annenin ve Babanın Nedensel Dil Girdisi Çocuğun Nedensel Dil Üretimi ve Karşı Olgusal Düşünmesi ile Nasıl İlişkilidir?(2023) Kandemir, Songül; Erciyes, Aslı AktanNeden-sonuç ilişkisi ürettiğimiz sözlü yapıları kapsayan nedensel dil, günlük yaşamımızda gözlemlediğimiz nedensel olayları ifade etmek için kullandığımız dil yapısıdır. Bu yapıları erken çocukluk döneminden itibaren kullanmaya başlarız ve bu noktada hem anne hem de baba önemli roller oynar. Bir olayın sebep ve sonucunu anlamak, potansiyel olarak diğer olası senaryoları düşünmeyi gerektirebilir ve dolaylı olarak nedensel dilin karşı olgusal düşünceyle ilişkili olmasını sağlayabilir. Karşı olgusal düşünce, gerçekleşmiş veya henüz gerçekleşmemiş bir olayın alternatif sonuçlarını düşünme yeteneğidir. Mevcut çalışmada, (1) annelerin ve babaların nedensel dil girdisindeki farklılıkların, (2) anne ve babanın nedensel dil girdileri ile çocuğun nedensel dil üretimi arasındaki ilişkinin, (3) çocuğun nedensel dil üretimi ile karşı olgusal düşünceleri arasındaki ilişkinin ve (4) annelerin ve babaların nedensel dil girdileri ile çocuğun karşı olgusal düşüncesi arasındaki ilişkinin araştırılması amaçlanmıştır. Çevrimiçi yürütülen çalışma, 60 ebeveyn-çocuk çiftinin (Myaş: 56 ay) katılımı ile gerçekleşmiş ve anne-babalar çalışmaya birbirlerinden ayrı katılım göstermiştir. Baba-çocuk ve anne-çocuk ikili oturumları için tangram oyunu ve hikaye anlatma görevleri kullanılmıştır. Çocuk oturumu için hikaye anlatma, karşı olgusal düşünme, nedensel fiil üretimi, inhibisyon kontrolü görevleri ve TIFALDI ifade edici dil alt testi kullanılmıştır. Araştırma bulgularına bakıldığında, babaların annelere kıyasla daha fazla nedensel dil kullandığı görülmektedir. Annenin nedensel dil girdisi ile çocuğun annesine yönelik kullandığı nedensel dil arasında pozitif bir ilişki bulunmuştur. Benzer şekilde, babanın nedensel dil girdisi ile çocuğun babasına yönelik kullandığı nedensel dili arasında pozitif bir ilişki vardır. Babanın nedensel dil girdisi çocuğun karşı olgusal düşüncesiyle ilişkili bulunmazken annenin nedensel dil girdisi ile çocuğun karşı olgusal düşüncesi arasında negatif yönlü bir ilişki bulunmuştur. Yalnızca çocuğun annesine yönelik kullandığı nedensel dilin karşı olgusal düşüncesiyle negatif bir ilişki içinde olduğu görülmektedir. Anne veya babanın nedensel dil girdisi çocuğun hikaye anlatma ve nedensel fiil üretimi görevlerinin puanlarıyla ilişkili bulunmamıştır. Sonuç olarak, bu çalışma çocukların nedensel dil ve karşı olgusal düşünceleri arasındaki ilişkiyi incelerken hem anneleri hem de babaları odak noktasına alarak literatüre katkıda bulunmaktadır.
