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Ece Demir-Lira

Assistant Professor
Ph.D., University of Chicago, 2009
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Curriculum Vitae: Lab:
201 Spence Laboratory

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Research Interests

Developmental cognitive neuroscience; Academic development; Socioeconomic status; Parent-child interactions; Brain plasticity; Typical and atypical development;

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Representative Publications

Demir-Lira, Ö. E., Asaridou, S. S., Raja Beharelle, A., Holt, A. E., Goldin-Meadow, S., Small, S. S. (2018). Functional neuroanatomy of gesture–speech integration in children varies with individual differences in gesture processing. Developmental Science, e12648.

Glenn, D. E., Demir-Lira, Ö. E., Gibson, D. J., Congdon, E. L., & Levine, S. C. (2018). Resilience in mathematics after early brain injury: the roles of parental input and early plasticity. Developmental Cognitive Neuroscience, 30, 304-313.

Demir-Lira, Ö. E., Prado, J., & Booth, J. R. (2016). Neural correlates of math gains vary depending on parental socioeconomic status (SES). Frontiers in Psychology7, 892.

Demir, Ö. E., Prado, J., & Booth, J. R. (2015). Parental socioeconomic status and the neural basis of arithmetic: differential relations to verbal and visuo‐spatial representations. Developmental Science18(5), 799-814.

Demir, Ö. E., Rowe, M. L., Heller, G., Goldin-Meadow, S., & Levine, S. C. (2015). Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the “there-and-then” matters. Developmental Psychology51(2), 161-175.

Demir, Ö. E., & Küntay, A. C. (2014). Cognitive and neural mechanisms underlying socioeconomic gradients in language development: New answers to old questions. Child Development Perspectives8(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.

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 Science13(4), 636-647.

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