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Publication Metadata only A multidimensional investigation of pretend play and language competence: concurrent and longitudinal relations in preschoolers(Elsevier Science Inc, 2020) Aktan-Erciyes, Aslı; Tahiroğlu, Deniz; N/A; Department of Psychology; Kızıldere, Erim; Göksun, Tilbe; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278Play is an important tool for children's social interactions and cognitive skills. The current study examines the links between pretend play and language in 119 Turkish preschoolers at two time points tested one-year apart (Time 1 M-age = 45.82 months and Time 2 M-age = 57.68 months). Preschoolers' language competence (linguistic complexity and receptive vocabulary) was assessed along with several pretend play measures (telephone task, imaginary pantomime task, pretense score from a free play session). Results showed that concurrently the telephone and imaginary pantomime task scores were associated with linguistic complexity at Time 1 and only the telephone score was related to linguistic complexity at Time 2. No concurrent associations were found between receptive vocabulary and pretend play measures. Furthermore, a longitudinal relation was found between language competence and one pretend play measure: Time 1 telephone score predicted Time 2 receptive vocabulary score. These findings are discussed in terms of the two domains potentially sharing the symbolic aspect as an underlying mechanism and social aspect through pretense creating contexts relevant to language development.Publication Metadata only Age of acquisition in psychological research: theories, methods and application areas(Sanat ve Dil Araştırmaları Enstitüsü, 2021) Tarakçı, Bahar; Akırmak, Ümit; Department of Psychology; Arıkan, Kübra; Researcher; Department of Psychology; College of Social Sciences and Humanities; N/AAge of acquisition refers to the age at which a specific word is learned for the first time. Research shows that age of acquisition is a significant variable in lexical processing tasks. The age of acquisition effect emerges from how information is stored and accessed in the brain and is used to seek answers to theoretical and practical research questions about the mind. For example, studies in the clinical psychology field show that the age of acquisition effect differs in participants with brain damage or neurological disorders (e.g., Alzheimer's disease, aphasia, semantic dementia, and dyslexia) compared to participants without these disorders. Research in neuroscience shows that early and late acquired words are associated with different brain activations. Although it has a long and rich history in international literature, there are very few empirical studies on the age of acquisition effect in Turkish literature. In this review, basic findings and theories are discussed, and the subjective and objective procedures of collecting age of acquisition norms are presented comparatively. After examining the theoretical and methodological issues in the field, the application areas of the age of acquisition, including clinical psychology, neuroscience, and second language acquisition, are discussed, and suggestions for future studies are presented. /Öz: Edinim yaşı bir kelimenin ilk kez öğrenildiği yaşı ifade eder. Araştırmalar, edinim yaşının, kelime işleme görevlerinde oldukça önemli bir değişken olduğunu göstermektedir. Edinim yaşı etkisi, bilginin beyinde nasıl depolandığından ve erişildiğinden ortaya çıkar ve zihinle ilgili teorik ve pratik araştırma sorularına cevap aramak için kullanılır. Örneğin, klinik psikoloji alanındaki araştırmalar beyin hasarı veya nörolojik bozuklukları olan katılımcılarda (örneğin, Alzheimer hastalığı, afazi, anlamsal demans ve disleksi) bu bozuklukları olmayan katılımcılara göre edinim yaşı etkisinin farklılaştığını göstermektedir. Sinirbilim alanındaki çalışmalar ise erken ve geç edinilen kelimelerin farklı beyin aktivasyonları ile ilişkili olduğunu göstermektedir. Uluslararası alanyazınında oldukça uzun ve zengin bir tarihe sahip olmasına rağmen Türkçe alanyazınında edinim yaşına ilişkin çok az ampirik çalışmanın olduğu görülmektedir. Bu derlemede, edinim yaşı üzerine temel bulgular ve kuramlar incelenmiş, edinim yaşı normlarının öznel ve nesnel prosedürleri ile temel bulgular karşılaştırmalı olarak sunulmuştur. Alandaki teorik ve metodolojik problemlerin incelenmesinin ardından edinim yaşının klinik psikoloji, sinirbilim ve ikinci dil edinimini kapsayan uygulama alanları tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur.Publication Metadata only Children's perception of social robots as a source of information across different domains of knowledge(Elsevier Science Inc, 2020) N/A; Department of Psychology; Department of Psychology; Oranç, Cansu; Küntay, Aylin C.; Researcher; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 178879This study explores children's perception of social robots as a source of information across different domains of knowledge. Three- to 6-year-old children (N = 80) chose between a robot and either a cartoon character or an adult to learn new information in five different domains. Regardless of the opponent, children preferred to ask questions to the robot most about machines, and least about biology and psychology. In all domains, children's judgments of robots as animate beings affected their preferences. Specifically, the more perceptual abilities children attributed to robots, the more they were likely to choose the robot over the adult to learn new information. Our findings suggest that children's perception of social robots as knowledgeable informants depends on the subject and their animacy attribution to robots.Publication Metadata only Cognitive and neural mechanisms underlying socioeconomic gradients in language development: new answers to old questions(Wiley, 2014) Demir, Oezlem Ece; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879Although researchers have studied disparities in early language development related to socioeconomic status (SES), it is unclear how early and through which mechanisms these differences emerge. As income inequality continues to widen across the world, it is crucial to examine the child-level mechanisms that mediate the effects of SES on individual differences in language development. A deeper understanding of the nature of the differences will allow development of more effective intervention techniques. In this article, we discuss work on child-level cognitive and neural mechanisms underlying the relation between SES and early language development. We discuss possible factors behind individual differences in child-level mechanisms and cascading effects of these differences. We conclude with recommendations for research.Publication Metadata only Continuing effects of early enrichment in adult life: the Turkish early enrichment project 22 years later(Elsevier Science Inc, 2009) Sunar, Diane; Bekman, Sevda; Department of Psychology; Department of Psychology; Department of Psychology; Kağıtçıbaşı, Çiğdem; Baydar, Nazlı; Cemalcılar, Zeynep; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 50769; 40374Long-term Studies of early intervention, spanning over decades, are scarce in the United States and nonexistent in the rest of the world. The Turkish Early Enrichment Project (TEEP) is the only non-U.S. example to date. This paper reports a new follow-up assessment of the long-term outcomes of TEEP, an intervention carried out in 1983-1985 with 4-6 year old children from deprived backgrounds (previous evaluations were carried out at the completion of the intervention and seven years later). Findings from 131 of the original 255 participants indicate more favorable outcomes for children who received either mother training or educational preschool, or both, compared to those who had neither, in terms of educational attainment. occupational status, age of beginning gainful employment, and some indicators of integration into modern urban life, such as owning a computer. Further analyses of the intervention effects on the complete post-intervention developmental trajectories indicated that children whose cognitive deficits prior to the intervention were mild to moderate but not severe benefited from early enrichment. Thus, a majority of the children who received early enrichment had more favorable trajectories of development into young adulthood in the cognitive/achievement and social developmental domains than comparable children who did not receive enrichment.Publication Metadata only Contribution of working memory to gesture production in toddlers(Elsevier Science Inc, 2021) Gunes-Acar, Naziye; Alp, Ercan; Aksu-Koc, Ayhan; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879Starting as early as 10 months of age, gesturing is present in the communicative repertoire of children, and later, around the age of two, it is integrated with speech, yielding multimodal utterances. However, children's propensity to gesture varies, and the mechanisms underlying these individual differences remain unknown. The present study tests whether gesture production in the presence of speech (bimodal gestures) or in the absence of speech (unimodal gestures) is predicted by working memory and articulation performance associated with verbal processing. Children aged 22-46 months were presented with a gesture elicitation task in which they needed to correct the actions of a puppet using everyday objects in an unconventional way. Working memory was measured by the Imitation Sorting Task (IST) and articulation performance was indexed by the Non-Word Repetition Task (NWR). It was revealed that any increase in working memory capacity was linked to a higher incidence rate of gesturing in toddlers and working memory was differentially associated with the production of unimodal and bimodal gestures. When gestures were produced without speech, they primarily relied on attentional processes as indicated by working memory capacity. Conversely, when gestures were produced with speech, it was the articulation performance supporting speech processing that predicted the number of bimodal gestures. Overall, unimodal and bimodal gestures seem to have different working memory demands.Publication Metadata only Culturally relevant parenting predictors of attachment security: perspectives from Turkey(Routledge, 2010) Sumer, Nebi; Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/AN/APublication Metadata only Discourse behavior of lexical categories in Turkish child directed speech: Nouns vs. Verbs(Cascadilla Press, 2001) Slobin, Dan I.; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879N/APublication Metadata only Erratum: learning to use demonstratives in conversation: what do language specific strategies in Turkish reveal? (vol 33, pg 303, 2006)(Cambridge Univ Press, 2006) N/A; Department of Psychology; Department of Psychology; Küntay, Aylin C.; Özyürek, Aslı; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/AN/APublication Metadata only Fine motor abilities and parental input of spatial features predict object word comprehension of Turkish-learning children(Wiley, 2021) Aktan Erciyes, Aslı; N/A; Department of Psychology; Kobaş, Mert; Göksun, Tilbe; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278Object word learning can be based on infant-related factors such as their manual actions and socio-linguistic factors such as parental input. Specific input for spatial features (i.e., size, shape, features of objects) can be related to object word comprehension in early vocabulary development. In a longitudinal study, we investigated whether fine motor abilities at 14 months and parental input for spatial features at 19 months predicted object word comprehension at 25 months. Twenty-seven Turkish-learning children were tested at three time points (Time 1: M-age = 14.4 months, Time 2: M-age = 18.6 months, Time 3: M-age = 25 months). We measured word comprehension through the parental report and fine motor abilities with Mullen at Time 1. We used a puzzle play session to assess parental input for spatial features at Time 2 and a standardized receptive vocabulary test at Time 3. We found that fine motor abilities were related to object word comprehension. However, parental input for spatial features at 19 months predicted object word comprehension at 25 months beyond fine motor abilities at 14 months. Early fine motor abilities and using different words for spatial features may foster infants' visual experiences in play and exploration episodes, leading to better object word learning. Highlights We investigated whether fine motor abilities and spatial input of parents predicted children's later predicted object word comprehension. Fine motor abilities at 14 months and parents' spatial talk during puzzle play at 19 months predicted object word comprehension at 25 months. Fine motor abilities and hearing spatial features of objects foster infants' visual experiences, leading to better object word learning.