Refereed Journal Articles
Link to Google Scholar
Demir‐Lira, Ö. E., Aktan‐Erciyes, A., & Göksun, T. (2019). New insights from children with early focal brain injury: Lessons to be learned from examining STEM‐related skills. Developmental Psychobiology, 61(3), 477-490.
Younger, J. W., Lee, K., Demir‐Lira, Ö. E., & Booth, J. R. (2019). Brain lateralization of phonological awareness varies by maternal education. Developmental Science, e12807.
Demir‐Lira, Ö. E., Applebaum, L. R., Goldin‐Meadow, S., & Levine, S. C. (2018). Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science, e12764.
Parrill, F., Lavanty, B., Bennett, A., Klco, A., & Demir-Lira, Ö. E. (2018). The relationship between character viewpoint gesture and narrative structure in children. Language and Cognition, 1-27.
Demir‐Lira, Ö. E., Asaridou, S. S., Raja Beharelle, A., Holt, A. E., Goldin‐Meadow, S., & Small, S. L. (2018). Functional neuroanatomy of gesture–speech integration in children varies with individual differences in gesture processing. Developmental Science, e12648.
Uccelli, P., Demir-Lira, Ö. E., Rowe M. L., Levine, S. C., & Goldin-Meadow, S. (2018). Children’s early decontextualized talk predicts academic language proficiency in mid-adolescence. Child Development.
Glenn*, D., Demir-Lira*, Ö. E., Congdon, E. Gibson, D., Levine, S. C. (2018). Resilience in mathematics after early brain injury: The role of parental input and brain plasticity. Developmental Cognitive Neuroscience, 30, 304-313. *shared first authorship
Asaridou, S. S., Demir-Lira, Ö. E., Goldin-Meadow, S., & Small, S. (2017). The pace of vocabulary growth during preschool predicts cortical structure at school age. Neuropsychologia, 98, 13-23.
Demir-Lira, Ö. E., & Levine, S.C. (2016). Reading development in typically-developing children and children with early brain injury: Differential patterns of school year and summer growth. Journal of Cognition and Development, 4(17), 596-619.
Demir-Lira, Ö. E., Prado, J. & Booth, J. R. (2016). Neural predictors of math gains vary depending on parental socioeconomic status (SES). Frontiers in Psychology, section Cognition, 7:892.
Demir-Lira, Ö. E., Voss, J. T., O’Neil, J., Ewing-Cobbs, M., Wakschlag, L. & Booth, J. R. (2016). Early-life stress exposure associated with altered prefrontal resting-state fMRI connectivity in young children. Developmental Cognitive Neuroscience, 19, 107-114.
Gullick, M., Demir-Lira, Ö. E., & Booth, J. R. (2016). Socio-economic status predicts divergent reading skill-fractional anisotropy relationships in visuospatial tracts. Developmental Science, 19(4), 673-685.
Demir, Ö. E., Prado, J. & Booth, J. R. (2015). The effect of socioeconomic status on the neural basis of arithmetic: Differential relations to verbal and spatial representations. Developmental Science, 18(5), 799-814.
Treiman, R., Schmidt, J., Decker, K., Robins, S., Levine, S. C., & Demir, Ö. E. (2015). Parent letter talk and the home literacy environment. Child Development, 86(5), 1406-1418.
Demir, Ö. E., Rowe, M., Heller, G., Goldin-Meadow, S., & Levine, S. C. (2015). Vocabulary, syntax and narrative development in children with and without early unilateral brain injury: Early parental talk about the there-and-then matters. Developmental Psychology, 51(2), 161-175.
Demir, Ö. E., Levine, S. C., & Goldin-Meadow, S. (2015). A tale of two hands: Children’s early gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language, 42(03), 662-681.
Demir, Ö. E., Prado, J. & Booth, J. R. (2014). The differential role of spatial and verbal working memory in the neural basis of arithmetic. Developmental Neuropsychology, 39(6), 440-458.
Demir, Ö. E., & Küntay, A. (2014). Cognitive and neural mechanisms underlying socioeconomic gradients in language development: New answers to old questions. Child Development Perspectives, 8(2), 113-118.
Demir. Ö. E., Fisher, J. A., Levine, S. C., & Goldin-Meadow, S. (2014). Narrative structure in typically developing children and children with early unilateral brain injury: Seeing gesture matters. Developmental Psychology, 50(3), 815-828.
Colletta, J.M., Kunene, R., Capirci, O., Cristilli, C., Demir, Ö. E., Guidetti, M., & Levine, S. C. (2014). The effect of language, culture, and age on co-speech gesture production: An investigation of American, French, and Italian children’s narratives. Journal of Child Language, 42(1), 122-145.
Demir, Ö. E., So, W. C., Goldin-Meadow, S., & Özyürek, A. (2012). Turkish- and English-speaking children display sensitivity to perceptual context in the referring expressions they produce in speech and gesture. Journal of Language and Cognitive Processes, 27(6), 844-867.
Vaish, A., Demir, Ö. E., & Baldwin, D. (2011). Twelve- and 18-month old infants recognize when they need referential information. Social Development, 20(3), 431-449.
Capirci, O., Colletta, J.M., Cristilli, C., Demir, Ö. E., Guidetti, M., & Levine, S. C. (2010). L’incidence de la culture et de la langue dans les récits parlés et les gestes d’enfants français, italiens et américains âgés de 6 et 10 ans. [The effect of culture and language on the spoken narratives and gestures of 6 to 10 years-old French, Italian and American children]. Lidil, 42, 139-158.
Demir, Ö. E., Levine, S. C., & Goldin-Meadow, S. (2010). Narrative skill in children with early unilateral brain injury: A possible limit to functional plasticity. Developmental Science, 13(4), 636-647. - Media coverage: Science daily, Medical news today, eScienceNews
So, W. C., Demir, Ö. E., & Goldin-Meadow, S. (2010). When speech is ambiguous gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood. Applied Psycholinguistics, 31, 209-224. - Top 10 most read articles in 2010.