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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 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 Long-term effects of early intervention: Turkish low-income mothers and children(Elsevier, 2001) Sunar, Diane; Bekman, Sevda; Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/AThe two studies reported in this paper comprise the Turkish Early Enrichment Project (TEEP) spanning a period of 10 years. Both studies were conducted with mothers and children in low-income, low-education areas of Istanbul. Study I involved an examination over 4 years of the effects of two different types of early enrichment (intervention), child-focused (center-based) and mother-focused (home-based). Study 2 was a follow-up of Study 1, 7 years after the end of project intervention. Although both interventions produced superior cognitive skills and school adjustment at the end of the program, follow-up assessments in Study 2 revealed that parent-focused intervention had numerous sustained effects in terms of school attainment, higher primary school grades and vocabulary scores, more favorable attitudes towards school, and better family and social adjustment, while most effects of center-based intervention had dissipated (with the notable exception of negative effects of custodial, as opposed to educational, day care). It is concluded that home-based early enrichment through the mediation of the mother is a highly effective strategy with multiple positive outcomes in contexts of socioeconomic disadvantage.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.