Aslı Aktan‐Erciyes
Biographic Data
| ID | 5804182 |
|---|---|
| NAME | Aslı Aktan‐Erciyes |
| GIVEN NAMES | Aslı |
| FAMILY NAME | Aktan‐Erciyes |
| SIGNATURE | ERCIYES A A |
| AFFILIATIONS | Kadir Has University |
| ORCID | 0000-0002-6531-6140 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Maternal underestimations and overestimations of their infants’ word comprehension: Effects on mothers’ verbal input and infants’ receptive vocabulary
Infants’ language is often measured indirectly via parent reports, but mothers may underestimate or overestimate their infants’ word comprehension. The current study examined estimations of mothers from diverse educational backgrounds regarding their infants’ word comprehension and how these estimations are associated with their verbal input and infants’ receptive vocabulary at 14 months. We compared 34 infants’ looking-while-listening (LWL) perf…
Early parental multimodal input is differentially associated with later vocabulary knowledge for preterm and full-term infants
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…
Exploring children’s causal language production: The role of mothers and fathers across different tasks in dyadic interactions
Causal language is essential for children’s language development, helping them understand and explain the reasons behind events. This study focuses on children’s causal language production and the role of parental input, aiming to (1) investigate differences in maternal and paternal language use, (2) analyse children’s causal language production across tasks and communication partners, and (3) examine the relationship between parental input and c…
Relationship between Bilingual Experience and Cognitive Control of Bilingual Children
There has been growing interest in how different dimensions of bilingual experience relate to cognitive abilities within the bilingual group. However, this interest rarely targeted data from young bilingual children who lack sufficient language production. The current study includes a variety of bilingual experience-related factors, such as language proficiency, language use, and code-switching frequency, to investigate 30- to 48-month-old biling…
Parental use of causal language for preterm and full-term children: A longitudinal study
Parents are often a good source of information, introducing children to how the world around them is described and explained in terms of cause-and-effect relations. Parents also vary in their speech, and these variations can predict children’s later language skills. Being born preterm might be related to such parent-child interactions. The present longitudinal study investigated parental causal language use in Turkish, a language with particular …
Influences of early and intense L2 exposure on L1 causal verb production: Comparison of 5-, 7-, and 9-year-old bilingual and monolingual children
This study investigates the influences of early and intense L2 exposure on children’s L1 causative verb production, assessed by an experimental causative verb production task. Turkish expresses causality by morphological and lexical means, whereas English does so by periphrastic and lexical means. Learning L2 English might enhance L1 Turkish causative verb production by highlighting the parallels and contrasts in causal expressions between the la…
Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency
Bilingual and monolingual children might have different styles of using multimodal language. This study investigates speech disfluency and gesture production of 5- and 7-year-old Turkish monolingual (N = 61) and Turkish–English bilingual children (N = 51). We examined monolinguals’ Turkish narratives and bilinguals’ Turkish and English narratives. Results indicated that bilinguals were more disfluent than monolinguals, particularly for silent and…
Motor skills, language development, and visual processing in preterm and full-term infants
Motion event representation in L1-Turkish versus L2-English speech and gesture: Relations to eye movements for event components
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. Methodolo…
Early parental causal language input predicts children’s later causal verb understanding
How does parental causal input relate to children’s later comprehension of causal verbs? Causal constructions in verbs differ across languages. Turkish has both lexical and morphological causatives. We asked whether (1) parental causal language input varied for different types of play (guided vs. free play), (2) early parental causal language input predicted children’s causal verb understanding. Twenty-nine infants participated at three timepoint…
Children’s thinking-for-speaking: Bidirectional effects of L1 Turkish and L2 English for motion events
This study investigates how children lexicalize motion events 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 three questions: (1) Does early L2 acquisitio…
Effects of second-language acquisition on character introductions in 5- and 7-year-old bilingual and monolingual children’s Frog story narratives
This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to investigate specific influences. The findings revealed that monolingual and bilingual children used simila…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Early event understanding predicts later verb comprehension and motion event lexicalization
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 event…
Early event understanding predicts later verb comprehension and motion event lexicalization
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 event…
Early event understanding predicts later verb comprehension and motion event lexicalization
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 event…
Children’s thinking-for-speaking: Bidirectional effects of L1 Turkish and L2 English for motion events
This study investigates how children lexicalize motion events 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 three questions: (1) Does early L2 acquisitio…
Effects of second-language acquisition on character introductions in 5- and 7-year-old bilingual and monolingual children’s Frog story narratives
This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to investigate specific influences. The findings revealed that monolingual and bilingual children used simila…
Covid-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency
Bilingual and monolingual children might have different styles of using multimodal language. This study investigates speech disfluency and gesture production of 5- and 7-year-old Turkish monolingual (N = 61) and Turkish–English bilingual children (N = 51). We examined monolinguals’ Turkish narratives and bilinguals’ Turkish and English narratives. Results indicated that bilinguals were more disfluent than monolinguals, particularly for silent and…
Motor skills, language development, and visual processing in preterm and full-term infants
Motion event representation in L1-Turkish versus L2-English speech and gesture: Relations to eye movements for event components
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. Methodolo…
Early parental causal language input predicts children’s later causal verb understanding
How does parental causal input relate to children’s later comprehension of causal verbs? Causal constructions in verbs differ across languages. Turkish has both lexical and morphological causatives. We asked whether (1) parental causal language input varied for different types of play (guided vs. free play), (2) early parental causal language input predicted children’s causal verb understanding. Twenty-nine infants participated at three timepoint…
Relationship between Bilingual Experience and Cognitive Control of Bilingual Children
There has been growing interest in how different dimensions of bilingual experience relate to cognitive abilities within the bilingual group. However, this interest rarely targeted data from young bilingual children who lack sufficient language production. The current study includes a variety of bilingual experience-related factors, such as language proficiency, language use, and code-switching frequency, to investigate 30- to 48-month-old biling…
Parental use of causal language for preterm and full-term children: A longitudinal study
Parents are often a good source of information, introducing children to how the world around them is described and explained in terms of cause-and-effect relations. Parents also vary in their speech, and these variations can predict children’s later language skills. Being born preterm might be related to such parent-child interactions. The present longitudinal study investigated parental causal language use in Turkish, a language with particular …
Influences of early and intense L2 exposure on L1 causal verb production: Comparison of 5-, 7-, and 9-year-old bilingual and monolingual children
This study investigates the influences of early and intense L2 exposure on children’s L1 causative verb production, assessed by an experimental causative verb production task. Turkish expresses causality by morphological and lexical means, whereas English does so by periphrastic and lexical means. Learning L2 English might enhance L1 Turkish causative verb production by highlighting the parallels and contrasts in causal expressions between the la…
Early parental multimodal input is differentially associated with later vocabulary knowledge for preterm and full-term infants
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…
Exploring children’s causal language production: The role of mothers and fathers across different tasks in dyadic interactions
Causal language is essential for children’s language development, helping them understand and explain the reasons behind events. This study focuses on children’s causal language production and the role of parental input, aiming to (1) investigate differences in maternal and paternal language use, (2) analyse children’s causal language production across tasks and communication partners, and (3) examine the relationship between parental input and c…
Maternal underestimations and overestimations of their infants’ word comprehension: Effects on mothers’ verbal input and infants’ receptive vocabulary
Infants’ language is often measured indirectly via parent reports, but mothers may underestimate or overestimate their infants’ word comprehension. The current study examined estimations of mothers from diverse educational backgrounds regarding their infants’ word comprehension and how these estimations are associated with their verbal input and infants’ receptive vocabulary at 14 months. We compared 34 infants’ looking-while-listening (LWL) perf…
Psychology (13 works) · Language Development and Disorders (11 works) · Linguistics (11 works) · Developmental psychology (8 works) · Child and Animal Learning Development (7 works) · Turkish (7 works) · Cognitive psychology (6 works) · Reading and Literacy Development (6 works) · Vocabulary (5 works) · Communication (4 works)