Research Outputs
Permanent URI for this communityhttps://hdl.handle.net/20.500.14288/2
Browse
16 results
Search Results
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 Analysis of relation between human development and competitiveness using fuzzy ANP and DEA(Springer Nature, 2020) Kabak, Özgür; N/A; Kılıç, Hakan; PhD Student; Graduate School of Sciences and Engineering; N/AThis study analyses the bilateral relation between human development and competitiveness. Using fuzzy Analytical Network Process (FANP), a composite index is developed based on the relative importance weights of the drivers of human development and competitiveness. Additionally, Data Envelopment Analysis (DEA) is employed to compute the countries’ efficiencies on converting their human development to competitiveness and inversely, competitiveness to human development. 45 countries are evaluated using the proposed methods. Finally, the results are compared to reveal the relationship.Publication 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.Publication Metadata only From woof woof to dog: interactions between parents' use of sound symbolic words and infants' vocabulary development(Wiley, 2022) N/A; N/A; N/A; Department of Psychology; Kızıldere, Erim; Esmer, Şeref Can; Göksun, Tilbe; Master Student; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278Sound symbols, such as "woof woof" for a dog's barking, imitate the physical properties of their referents. Turkish is a sound symbolically rich language that allows flexible use of such words in different linguistic forms. the current study examined Turkish-speaking parents' use of sound symbolic words to their 14- and 20-month-olds and the concurrent and longitudinal relations between parents' sound symbolic input and infants' vocabulary knowledge. Thirty-four (n = 34) infants were observed at Time-1 (M-age = 14.23 months, SD = 1.11) and Time-2 (M-age = 20.30 months, SD = 1.24) during free play sessions with their parents to examine parental input. infants' vocabulary knowledge was assessed by a parental report. Both the quantity and quality of parental sound symbolic input changed between 14 and 20 months of age. Furthermore, infants' earlier vocabulary knowledge at 14 months negatively predicted parents' later sound symbolic input at 20 months. Last, parents' sound symbolic input was positively and concurrently associated with 14-month-olds' vocabulary knowledge but was negatively and concurrently associated with 20-month-olds' vocabulary levels. these findings suggest an early interaction between infants' exposure to sound symbolic input and their vocabulary development.Publication Metadata only High depression symptoms and burnout levels among parents of children with autism spectrum disorders: a multi-center, cross-sectional, case-control study(SPRINGER/PLENUM PUBLISHERS, 2021) Kutuk, Meryem Ozlem; Tufan, Ali Evren; Kilicaslan, Fethiye; Guler, Gulen; Celik, Fatma; Altintas, Ebru; Gokcen, Cem; Karadag, Mehmet; Yektas, Cigdem; Kandemir, Hasan; Buber, Ahmet; Topal, Zehra; Acikbas, Ufuk; Giray, Asli; Kutuk, Ozgur; N/A; Mutluer, Tuba; Faculty Member; School of Medicine; 305311The diagnosis of autism spectrum disorder (ASD) in a child affects family processes, increases parenting stress and marital conflicts, and may lead to parental psychopathology. It may also affect the prognosis for their children. The aim of this study is to determine depression and burnout levels as well as their predictors among parents of children with ASD compared with those of healthy children. We also sought to evaluate rate of complementary and alternative medicine (CAM) interventions among parents and explore the associations of this phenomenon in an exploratory fashion. 145 children with ASD and 127 control children were enrolled along with their mothers and fathers. Beck Depression Inventory and Maslach Burnout Inventory were used to evaluate parents' depression symptoms and burnout levels. Symptoms of children with ASDs were evaluated according to the Childhood Autism Rating Scale by the clinicians. Family, child and CAM variables were screened by means of a sociodemographic data form. Descriptive, bivariate and correlation analyses were used in statistical evaluations. Predictors of burnout were evaluated with multiple regression analysis. Burnout and depression levels among parents of children with ASD were significantly elevated compared to controls. Burnout levels of mothers were significantly elevated compared to fathers while depression scores of fathers were significantly elevated compared to mothers. Maternal burnout was significantly predicted by presence of functional speech in child while paternal burnout was significantly predicted by paternal vocation. Maternal depression was associated with paternal depression, lack of speech in child and attendance of child to special education services. Paternal depression was associated with autistic symptom severity and maternal depression. More than half the parents sought CAM interventions. Education level did not affect search for CAM interventions while both maternal and paternal psychopathology and presence of epilepsy among children increased use of CAM methods. Psychological support should be provided to both mothers and fathers of a child receiving a diagnosis of ASD. Addressing parents' burnout and stress levels and facilitating their negotiation of knowledge on etiology and treatments for ASD may be beneficial for the family unit as a whole.Publication Metadata only Language and age effects in children's processing of word order(Elsevier, 2012) Yeh, Ya-ching; Cheung, Hintat; Wagner, Laura; Naigles, Letitia R.; Department of Psychology; N/A; Küntay, Aylin C.; Candan, Ayşe; Faculty Member; Master Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 178879; N/AWe compare the processing of transitive sentences in young learners of a strict word order language (English) and two languages that allow noun omissions and many variant word orders: Turkish, a case-marked language, and Mandarin Chinese, a non case-marked language. Children aged 1-3 years listened to simple transitive sentences in the typical word order of their language, paired with two visual scenes, only one of which matched the sentence. Multiple measures of comprehension (percent of looking to match, latency to look to match, number of switches of attention) revealed a general pattern of early sensitivity to word order, coupled with language and age effects in children's processing efficiency. In particular, English learners showed temporally speedier processing of transitive sentences than Turkish learners, who also displayed more uncertainty about the matching scene. Mandarin learners behaved like Turkish learners in showing slower processing of sentences, and all language groups displayed faster processing by older than younger children. These results demonstrate that sentence processing is sensitive to crosslinguistic features beginning early in language development.Publication Metadata only Learning language is learning typology: acquisition of argument structure and relative clauses in typologically diverse languages(Taylor and Francis, 2019) N/A; N/A; N/A; Department of Psychology; Özkan, Deniz; Uzundağ, Berna Arslan; Küntay, Aylin C.; PhD Student; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 366989; 300558; 178879This chapter discusses both simple and complex language constructions, and evaluates crosslinguistic research on monolingual children’s acquisition of argument structure and relative clauses. It provides an account of how crosslinguistic research on the acquisition of simple and complex language supports or challenges established ideas about language development. The chapter suggests that a change of focus for crosslinguistic research from universality to linguistic diversity is fruitful to identify the underlying mechanisms of language development. It presents evidence for the utilization of argument structure cues in English-learning children, which is followed by how children learning typologically different languages acquire argument structure knowledge. The chapter explores the construct cue validity of the Competition Model framework for explaining these typological differences. Children learning different languages arguably need to utilize specific arrays of cues to argument structure, including word order, nominal case markers, verb markers, pragmatics, verb semantics, animacy, and even gestures accompanying child-directed speech.Publication Metadata only Learning language is learning typology: Acquisition of argument structure and relative clauses in typologically diverse languages.(Routledge, 2019) N/A; N/A; N/A; Department of Psychology; Özkan, Deniz; Uzundağ, Berna Arslan; Küntay, Aylin C.; PhD Student; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 366989; 300558; 178879This chapter discusses both simple and complex language constructions, and evaluates crosslinguistic research on monolingual children’s acquisition of argument structure and relative clauses. It provides an account of how crosslinguistic research on the acquisition of simple and complex language supports or challenges established ideas about language development. The chapter suggests that a change of focus for crosslinguistic research from universality to linguistic diversity is fruitful to identify the underlying mechanisms of language development. It presents evidence for the utilization of argument structure cues in English-learning children, which is followed by how children learning typologically different languages acquire argument structure knowledge. The chapter explores the construct cue validity of the Competition Model framework for explaining these typological differences. Children learning different languages arguably need to utilize specific arrays of cues to argument structure, including word order, nominal case markers, verb markers, pragmatics, verb semantics, animacy, and even gestures accompanying child-directed speech.Publication Metadata only Parental predictors of children’s math learning behaviours in different cultures(Springer, 2022) Selcuk, Bilge; N/A; Department of Psychology; Niehues, Wenke Ulrike; Sakarya, Yasemin Kisbu; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 219275Research indicates that parental schoolwork involvement is beneficial for students' academic functioning when parents facilitate their children's autonomy and refrain from psychological controlling practices. However, effects of the quality of parental involvement on child learning outcomes may vary due to cross-cultural differences in children's appraisal and reaction towards these practices. The current study aimed to investigate the link between the quality of parental schoolwork involvement and children's learning-related behaviours in math, and the mediating role of mother-child conflict around math schoolwork in this link in three cultural groups (i.e., German-Turkish, Turkish and German families). Data were collected from 107 German-Turkish, 426 Turkish and 140 German mothers with children in fifth to eighth grades. After testing measurement invariance of the scales across groups, multi-group structural equation modelling was used to examine the direct and indirect paths between the quality of parental involvement, mother-child conflict and child learning-related behaviours. Results showed that the level of mother-child conflict mediated the link between mothers' psychologically controlling practices and children's learning-related behaviours in math in all three groups. No mediation was found for the link between maternal autonomy support and children's learning-related behaviours in any group. However, the direct path from mothers' autonomy support to children's learning-related behaviours was significant in the Turkish and German-Turkish samples. These results suggest that the role of different forms of parental schoolwork involvement in children's academic functioning is more similar than different across cultural groups.Publication Metadata only Parenting practices and pre-schoolers' cognitive skills in Turkish immigrant and German families(Taylor & Francis, 2011) Leyendecker, Birgit; Jakel, Julia; N/A; Department of Psychology; Kademoğlu, Sinem Olcay; Selçuk, Bilge; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913The present study aims to investigate the association between parenting behaviours, children's daily activities and their cognitive development. Participants were 52 Turkish-German and 65 German pre-school children and their mothers, who were matched in terms of education level (10-12 years of schooling). Children's cognitive skills were assessed using a developmental test (ET 6-6). Parenting behaviours were measured with a modified version of the Alabama Parenting Questionnaire. Children's daily activities and their literacy environment were captured with interviews as well as with a time budget diary covering two days. For parenting practices, we found mean differences inasmuch as parents in the German sample were more likely to be engaged in dyadic interaction and book reading, and less likely to endorse inconsistent parenting practices and rigid discipline practices when compared to the Turkish immigrant parents. We found similarities in the sense that parents in the two samples were equally likely to engage in positive parenting behaviour and in social play, and girls received higher scores on cognitive performance than boys. Separate regression analyses for each sample revealed that parent's involvement indicating a more stimulating environment was positively associated with children's cognitive development. Taken together, the findings point to the importance of programmes geared at supporting Turkish immigrant parents' involvement with their pre-schoolers.