Ö Ece Demir‐Lira

Biographic Data

ID5130921
NAMEÖ Ece Demir‐Lira
GIVEN NAMESÖ Ece
FAMILY NAMEDemir‐Lira
SIGNATURELIRA Ö E D
AFFILIATIONSUniversity of Iowa
ORCID0000-0002-8506-0250
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS4
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Early parental multimodal input is differentially associated with later vocabulary knowledge for preterm and full-term infants

    Işıl Doğan, Erim Kızıldere et al.ARTICLELanguage Learning and Development2025

    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 produce…

  • Promoting a multimodal first language acquisition framework

    Open AccessTilbe Göksun, Ö Ece Demir‐Lira et al.ARTICLEFirst Language2025

    Karadöller et al. propose a multimodal language acquisition framework, integrating evidence from first language acquisition in spoken and sign languages. In this commentary, we try to foster further discussion on how this framework would exactly encompass both related but different research lines on spoken and signed languages. We argue for examining individual differences related to child- and environment-related factors as well as their interac…

  • Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development

    Open AccessBegüm Yılmaz, Işıl Doğan et al.ARTICLECognitive Development2025

  • Gesture Production Selectively Predicts Language Outcomes in Spanish-English Bilingual Children

    Open AccessPerla B Gámez, Ö Ece Demir‐Lira et al.ARTICLEChild Development2025References: 42

    This longitudinal study (data collected from 2019 to 2023) examines the relation between Spanish-English bilingual Latino toddlers' (n=46; F=22; M=24) early gesture production (Mage=18.67 months; SDage=1.02) and later language skills (Mage=36.87 months; SDage=0.81). Video recordings at child-age 18-months yielded counts of children's speech and gesture production; the latter included gesture words (different meanings) and gesture sentences (gestu…

  • Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes

    Open AccessPaige M Nelson, Francesca Scheiber et al.ARTICLEChild Development2025References: 100

    This study examined the role of parental involvement in the home learning environment in the association between parental mental health and child cognitive performance. In a sample of 174 three- to five-year-old children (52% female, 97% White, 7% Hispanic, 2019–2022), playful activities moderated the relation between parental general depression and child verbal reasoning and acquired verbal knowledge. However, there was no evidence that parental…

  • Motor skills, language development, and visual processing in preterm and full-term infants

    Open AccessMert Kobaş, Erim Kızıldere et al.ARTICLECurrent Psychology2023

  • Parent mental health and child behavior during the Covid-19 pandemic

    Open AccessFrancesca Scheiber, Paige M Nelson et al.ARTICLEChildren and Youth Services Review2023Cited by: 1References: 28

    Our findings have the potential to inform efforts aimed at equipping children with behavioral resources

  • The Predictive Value of Non-Referential Beat Gestures

    Open AccessIngrid Vilà-Giménez, Natalie Dowling et al.ARTICLEChild Development2021

    A longitudinal study with 45 children (Hispanic, 13%; non-Hispanic, 87%) investigated whether the early production of non-referential beat and flip gestures, as opposed to referential iconic gestures, in parent–child naturalistic interactions from 14 to 58 months old predicts narrative abilities at age 5. Results revealed that only non-referential beats significantly (p < .01) predicted later narrative productions. The pragmatic functions of the …

  • L2 Vocabulary Teaching by Social Robots

    Open AccessÖ Ece Demir‐Lira, Junko Kanero et al.ARTICLEFrontiers in Education2020Cited by: 3References: 13

    Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds ( n = 72) learned English measu…