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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 Learning to use demonstratives in conversation: what do language specific strategies in Turkish reveal?(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/APragmatic development requires the ability to use linguistic forms, along with non-verbal cues, to focus an interlocutor's attention on a referent during conversation. We investigate the development of this ability by examining how the use of demonstratives is learned in Turkish, where a three-way demonstrative system (bu, su, o) obligatorily encodes both distance contrasts (i.e. proximal and distal) and absence or presence of the addressee's visual attention on the referent. A comparison of the demonstrative use by Turkish children (6 four- and 6 six-year-olds) and 6 adults during conversation shows that adultlike use of attention directing demonstrative, su, is not mastered even at the age of six, while the distance contrasts are learned earlier. This language specific development reveals that designing referential forms in consideration of recipient's attentional status during conversation is a pragmatic feat that takes more than six years to develop.Publication Metadata only The benefits of being bilingual: working memory in bilingual Turkish–Dutch children(Academic Press Inc Elsevier Science, 2014) Blom, Elma; Messer, Marielle; Verhagen, Josje; Leseman, Paul; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879Whether bilingual children outperform monolingual children on visuospatial and verbal working memory tests was investigated. In addition, relations among bilingual proficiency, language use at home, and working memory were explored. The bilingual Turkish-Dutch children (n = 68) in this study were raised in families with lower socioeconomic status (SES) and had smaller Dutch vocabularies than Dutch monolingual controls (n = 52). Having these characteristics, they are part of an under-researched bilingual population. It was found that the bilingual Turkish-Dutch children showed cognitive gains in visuospatial and verbal working memory tests when SES and vocabulary were controlled, in particular on tests that require processing and not merely storage. These findings converge with recent studies that have revealed bilingual cognitive advantages beyond inhibition, and they support the hypothesis that experience with dual language management influences the central executive control system that regulates processing across a wide range of task demands. Furthermore, the results show that bilingual cognitive advantages are found in socioeconomically disadvantaged bilingual populations and suggest that benefits to executive control are moderated by bilingual proficiency.Publication Metadata only The effects of observing different gestures during storytelling on the recall of path and event information in 5-year-olds and adults(Elsevier Science Inc, 2020) N/A; N/A; Department of Psychology; Kartalkanat, Hazal; Göksun, Tilbe; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278This study examined (a) how observing different types of gestures while listening to a story affected the recall of path and event information in 5-year-old children (n = 71) and adults (n = 55) and (b) whether the effects of gesture type on children's recall of information were related to individual differences such as working memory, language abilities, spontaneous gesture use, and gesture production during the recall task. Participants were asked four questions to measure their spontaneous gesture frequency. They then listened to a story that included different path and event information. Depending on the assigned condition, participants listened to the story with the narrator producing iconic gestures (gestures having semantic meaning), beat gestures (rhythmic hand movements), or no gesture. We then asked participants to relate what happened in the story and administered a recognition task about the story. Children were given standardized tests to assess their language and working memory skills. Children and adults best recalled the story after observing iconic gestures as compared with children and adults presented with beat gestures or no gestures. Children who were exposed to iconic gestures during encoding better recalled event information than children in the other conditions. Children's language abilities, but not working memory, were related to their recall performance. More important, children with better expressive language abilities benefitted more from seeing iconic gestures. These results suggest that observing iconic gestures at encoding facilitates recall and that children's language skills could play a role in encoding and using specific information provided by gestures.Publication Metadata only The role of numeracy skills on the Wisconsin card sorting test (WCST) performances of 5-to 8-year-old Turkish children(Wiley, 2021) N/A; N/A; Department of Psychology; Department of Psychology; Söğüt, Meryem; Göksun, Tilbe; Atalay, Ayşe Altan; Master Student; Faculty Member; Teaching Faculty; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278; 205807The Wisconsin Card Sorting Test (WCST) is one of the most widely used complex EF task for various populations. However, it seems questionable to employ the task for preschool-aged children due to their lack of numerical efficiency while sorting cards according to the number dimension. The present study aimed to examine the association of numeracy skills with different EF-related abilities as measured by the WCST. For the assessment of numeracy skills, we used the Early Numeracy Test (ENT). One hundred and fourteen Turkish children between the ages of 5 and 8 were administered the WCST and ENT in a counterbalanced order. Results revealed a significant correlation only between the three ENT scores and the concept formation factor of the WCST, indicating a significant relationship between the WCST performance and numeracy skills in terms of concept formation. This finding highlights the specific relation between numeracy skills and subcomponents of the WCST and points to potential interfering variables that should be taken into account while evaluating the scores of the sorting tasks for children between the ages of 5 and 8.Publication Metadata only Verb-based prediction during language processing: the case of Dutch and Turkish(Cambridge University Press (CUP), 2019) Brouwer, Susanne; N/A; Department of Psychology; Özkan, Deniz; Küntay, Aylin C.; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 366989; 178879This study investigated whether cross-linguistic differences affect semantic prediction. We assessed this by looking at two languages, Dutch and Turkish, that differ in word order and thus vary in how words come together to create sentence meaning. In an eye-tracking task, Dutch and Turkish four-year-olds (N = 40), five-year-olds (N = 58), and adults (N = 40) were presented with a visual display containing two familiar objects (e.g., a cake and a tree). Participants heard semantically constraining (e.g., "The boy eats the big cake") or neutral sentences (e.g., "The boy sees the big cake") in their native language. The Dutch data revealed a prediction effect for children and adults; however, it was larger for the adults. The Turkish data revealed no prediction effect for the children but only for the adults. These findings reveal that experience with word order structures and/or automatization of language processing routines may lead to timecourse differences in semantic prediction.