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Now showing 1 - 4 of 4
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    Intervention: early enrichment
    (Routledge, 2017) N/A; Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
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    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; 178879
    This 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.
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    Microgenesis of narrative competence during preschool interactions: effects of the relational context
    (Cambridge Univ Press, 2009) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879
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    Supporting positive development in early adolescence: a school-based intervention in Turkey
    (Routledge Journals, Taylor and Francis Ltd, 2020) N/A; 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; 40374
    We present a youth development intervention program and its evaluation. Deriving from the theories of agentic self and positive youth development, we adopted a holistic perspective that focused on social agency with growth mindset and self-efficacy conceptualized as its motivators. the intervention consisted of 14 weekly sessions with 508 sixth graders in four public schools in Turkey (M-age = 11.8, 49% female). a comparable group with 417 sixth graders in five public schools served as the control group (M-age = 11.7, 47% female). all students came from families of low to middle socioeconomic status. the evaluation had an experimental design with pretest, posttest (4 months after pretest), and follow-up (11 months after posttest) assessments. Findings indicated beneficial effects of the intervention on mindset, self-efficacy, and some indicators of social agency, some of which were sustained through the follow-up. in concordance with previous research on early adolescents, A general decline in positive adaptation was observed in the control group between pre- and posttests.