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    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; 47278
    Play 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.
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    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; 47278
    Object 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.
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    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; 52913
    The 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.
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    Self-regulation: relations with theory of mind and social behaviour
    (Wiley, 2017) Harma, Mehmet; Department of Psychology; Department of Psychology; Korucu, İrem; Selçuk, Bilge; Researcher; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913
    It is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 preschool children in Turkey. We assessed executive functions with behavioural measures and effortful control with mother reports. We used six tasks for comprehensive assessment of mental state understanding. Children's social competency and aggressive behaviour were assessed with teacher reports. Structural equation modelling results showed that when age and receptive language were controlled, ToM was significantly associated with social competence but not aggressive behaviour. Both effortful control and executive functions were significantly related to social competency and ToM; the pathways from each self-regulation skill were similar in strength. ToM was linked with social competence, but it did not have a mediating role in the relations of self-regulation with social competence. The findings highlighted the importance of self-regulation for socio-cognitive and social development in the preschool years.
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    The Reynolds Intellectual Assessment Scales: measurement invariance and mean comparison across United States and Iranian children
    (Springer Nature, 2024) Tabiani Nian, Lida; Mahmoudi, Hojjat; Reynolds, Cecil R.; Dalvand, Sahar; Ebrahimiave, Seyedehmitra; Abdollahpour Ranjbar, Hamed; Graduate School of Social Sciences and Humanities
    ObjectiveExploring the influence of culture on neuropsychological testing presents a complex challenge for researchers. Recently, RIAS-2 has garnered interest in cross-cultural studies. However, there remains a gap in understanding how Asian cultures, particularly in the Middle East, affect the outcomes of this test. This study aims to investigate the invariance and comparative performance of Iranian and U.S. children on the RIAS-2, shedding light on this aspect of the puzzle.MethodThe current study conducted a comparative analysis involving Iranian and U.S. children. A total of 178 Iranian children were chosen through cluster sampling from Tehran and completed the Reynolds Intellectual Assessment Scales (RIAS-2) test. The U.S. sample was carefully matched with the Iranian group and made available to the researchers for analysis.FindingsIn this study, we initially examined a single-factor model encompassing all subtests across both groups. However, the SPS subtest was excluded from this model. Subsequently, we employed index scores, revealing that only two indexes, CIX and SPI, maintained invariance across the two cultural groups. Notably, in both models, U.S. participants exhibited higher average scores compared to their Iranian counterparts. Additionally, the ANOVA test, serving as a supplementary measure, yielded nearly identical results regarding the average score discrepancy.ResultsThe findings of this study underscored the suitability of CIX and SPI scores as reliable indicators for cross-cultural investigations. Furthermore, in the following, some cultural factors affecting the difference in IQ scores between the U.S. and Iranian groups were discussed.