Seyda özçaliskan
Biographic Data
| ID | 7398253 |
|---|---|
| NAME | Seyda özçaliskan |
| GIVEN NAMES | Seyda |
| FAMILY NAME | özçaliskan |
| SIGNATURE | ÖZÇALIŞKAN Ş |
| AFFILIATIONS | 1. University of Chicago. |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Effect of sex and dyad composition on speech and gesture development of singleton and twin children
Children's early vocabulary shows sex differences – with boys having smaller vocabularies than age-comparable girls – a pattern that becomes evident in both singletons and twins. Twins also use fewer words than their singleton peers. However, we know relatively less about sex differences in early gesturing in singletons or twins, and also how singletons and twins might differ in their early gesture use. We examine the patterns of speech and gestu…
Do parents provide a helping hand to vocabulary development in bilingual children
Monolingual children identify referents uniquely in gesture before they do so with words, and parents translate these gestures into words. Children benefit from these translations, acquiring the words that their parents translated earlier than the ones that are not translated. Are bilingual children as likely as monolingual children to identify referents uniquely in gesture; and do parental translations have the same positive impact on the vocabu…
Baby sign but not spontaneous gesture predicts later vocabulary in children with Down Syndrome
Early spontaneous gesture, specifically deictic gesture, predicts subsequent vocabulary development in typically developing (TD) children. Here, we ask whether deictic gesture plays a similar role in predicting later vocabulary size in children with Down Syndrome (DS), who have been shown to have difficulties in speech production, but strengths in spontaneous gesture and baby sign use. We compared the gestures and baby signs produced by twenty-th…
How early do children understand gesture–speech combinations with iconic gestures
Children understand gesture+speech combinations in which a deictic gesture adds new information to the accompanying speech by age 1;6 (Morford & Goldin-Meadow, 1992; ‘push’+point at ball). This study explores how early children understand gesture+speech combinations in which an iconic gesture conveys additional information not found in the accompanying speech (e.g., ‘read’+BOOK gesture). Our analysis of two- to four-year-old children's responses …
Developmental changes in children's comprehension and explanation of spatial metaphors for time
Time is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Özçalışkan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor type has an effect on children's metaphor comprehension and explanation abilities. Analysis of the res…
Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions
Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing eleven children with PL – matched to thirty TD children on expressive vocabulary – in the second year of life. Children with PL showed …
On learning to draw the distinction between physical and metaphorical motion: Is metaphor an early emerging cognitive and linguistic capacity
Situated within the framework of the conceptual metaphor theory (Lakoff & Johnson, 1999), this study investigated young children's understanding of metaphorical extensions of spatial motion. Metaphor was defined as a conceptual-linguistic mapping between a source and a target domain. The study focused on metaphors that are structured by the source domain of motion in space (e.g. time flies by, ideas pass through one's mind, sickness crawls throug…
Do parents lead their children by the hand
The types of gesture+speech combinations children produce during the early stages of language development change over time. This change, in turn, predicts the onset of two-word speech and thus might reflect a cognitive transition that the child is undergoing. An alternative, however, is that the change merely reflects changes in the types of gesture+speech combinations that their caregivers produce. To explore this possibility, we videotaped 40 A…
Metaphor meets typology: Ways of moving metaphorically in English and Turkish
Earlier work on literal motion has shown that English and Turkish belong to typologically distinct classes of languages, with English speakers paying greater linguistic attention to the manner dimension of motion events (e.g., Özçalişkan and Slobin 1999a, 2003). As a further step, this article investigates whether typological differences hold true for the metaphorical extensions of motion events. Thus, the article compares two types of languages …
In a caravanserai with two doors I am walking day and night: Metaphors of death and life in Turkish
Metaphor meets typology: Ways of moving metaphorically in English and Turkish
Earlier work on literal motion has shown that English and Turkish belong to typologically distinct classes of languages, with English speakers paying greater linguistic attention to the manner dimension of motion events (e.g., Özçalişkan and Slobin 1999a, 2003). As a further step, this article investigates whether typological differences hold true for the metaphorical extensions of motion events. Thus, the article compares two types of languages …
In a caravanserai with two doors I am walking day and night: Metaphors of death and life in Turkish
On learning to draw the distinction between physical and metaphorical motion: Is metaphor an early emerging cognitive and linguistic capacity
Situated within the framework of the conceptual metaphor theory (Lakoff & Johnson, 1999), this study investigated young children's understanding of metaphorical extensions of spatial motion. Metaphor was defined as a conceptual-linguistic mapping between a source and a target domain. The study focused on metaphors that are structured by the source domain of motion in space (e.g. time flies by, ideas pass through one's mind, sickness crawls throug…
Do parents lead their children by the hand
The types of gesture+speech combinations children produce during the early stages of language development change over time. This change, in turn, predicts the onset of two-word speech and thus might reflect a cognitive transition that the child is undergoing. An alternative, however, is that the change merely reflects changes in the types of gesture+speech combinations that their caregivers produce. To explore this possibility, we videotaped 40 A…
Metaphor meets typology: Ways of moving metaphorically in English and Turkish
Earlier work on literal motion has shown that English and Turkish belong to typologically distinct classes of languages, with English speakers paying greater linguistic attention to the manner dimension of motion events (e.g., Özçalişkan and Slobin 1999a, 2003). As a further step, this article investigates whether typological differences hold true for the metaphorical extensions of motion events. Thus, the article compares two types of languages …
Developmental changes in children's comprehension and explanation of spatial metaphors for time
Time is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Özçalışkan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor type has an effect on children's metaphor comprehension and explanation abilities. Analysis of the res…
Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions
Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing eleven children with PL – matched to thirty TD children on expressive vocabulary – in the second year of life. Children with PL showed …
How early do children understand gesture–speech combinations with iconic gestures
Children understand gesture+speech combinations in which a deictic gesture adds new information to the accompanying speech by age 1;6 (Morford & Goldin-Meadow, 1992; ‘push’+point at ball). This study explores how early children understand gesture+speech combinations in which an iconic gesture conveys additional information not found in the accompanying speech (e.g., ‘read’+BOOK gesture). Our analysis of two- to four-year-old children's responses …
Baby sign but not spontaneous gesture predicts later vocabulary in children with Down Syndrome
Early spontaneous gesture, specifically deictic gesture, predicts subsequent vocabulary development in typically developing (TD) children. Here, we ask whether deictic gesture plays a similar role in predicting later vocabulary size in children with Down Syndrome (DS), who have been shown to have difficulties in speech production, but strengths in spontaneous gesture and baby sign use. We compared the gestures and baby signs produced by twenty-th…
Do parents provide a helping hand to vocabulary development in bilingual children
Monolingual children identify referents uniquely in gesture before they do so with words, and parents translate these gestures into words. Children benefit from these translations, acquiring the words that their parents translated earlier than the ones that are not translated. Are bilingual children as likely as monolingual children to identify referents uniquely in gesture; and do parental translations have the same positive impact on the vocabu…
Effect of sex and dyad composition on speech and gesture development of singleton and twin children
Children's early vocabulary shows sex differences – with boys having smaller vocabularies than age-comparable girls – a pattern that becomes evident in both singletons and twins. Twins also use fewer words than their singleton peers. However, we know relatively less about sex differences in early gesturing in singletons or twins, and also how singletons and twins might differ in their early gesture use. We examine the patterns of speech and gestu…
Psychology (10 works) · Linguistics (9 works) · Developmental psychology (6 works) · Hearing Impairment and Communication (6 works) · Cognitive psychology (5 works) · Gesture (5 works) · Language development (4 works) · Language, Metaphor, and Cognition (4 works) · Vocabulary (4 works) · Categorization, perception, and language (3 works)