Researcher:
Turan, Eylül

Profile Picture
ORCID

OrgUnit Logo
Organizational Unit

Job Title

Undergraduate Student

First Name

Eylül

Last Name

Turan

Name

Name Variants

Turan, Eylül

Email Address

Birth Date

Filters

2019 - 201912020 - 20211

Advanced Search

Filter by

Settings

Researcher Of Publications: search.filters.isAuthorOfPublication.6e2c3b79-ab7d-4d90-9722-ec1bc339463a

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    PublicationOpen Access
    Spatial language and mental transformation in preschoolers: does relational reasoning matter?
    (Elsevier, 2021) Department of Psychology; Department of Psychology; Kobaş, Mert; Turan, Eylül; Göksun, Tilbe; Master Student; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278
    There is a consensus that spatial language supports spatial reasoning. However, it remains a question of how specific spatial terms (e.g., prepositions) relate to distinct spatial skills that are critical for spatial cognition (e.g., mental transformation). We asked whether 1) preschoolers’ spatial language skills, particularly knowledge of postpositions, were linked to their mental transformation abilities, and 2) other cognitive factors such as reasoning about relations were associated with this link. Turkish-speaking preschool-aged children (Mage = 53 months) completed spatial language (i.e., postposition comprehension and production), spatial reasoning (i.e., mental transformation), relational reasoning, cognitive inhibition, and general vocabulary knowledge tasks. Results showed that older children performed better on all tasks, except the relational reasoning one. Children's mental transformation performance was associated with their postposition knowledge and relational reasoning performance, beyond general vocabulary knowledge and cognitive inhibition. These findings present evidence on the link between spatial language and spatial reasoning from Turkish-learning preschool-aged children and emphasize the role of other cognitive factors such as relational reasoning on mental transformation. © 2020
  • Thumbnail Image
    PublicationOpen Access
    Parental use of spatial language and gestures in early childhood
    (Wiley, 2019) Department of Psychology; Department of Psychology; Göksun, Tilbe; Kısa, Yağmur Deniz; Erciyes, Aslı Aktan; Turan, Eylül; Faculty Member; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 47278; N/A; N/A; N/A
    Parents' use of spatial language and gestures is closely linked to children's spatial language development. Little is known about the quantity and quality of early spatial input and how infants' individual characteristics may be related to the spatial input they receive. Here, we examine (1) the amount and type of spatial input 16- to 21-month-old Turkish-learning children (n = 34) received in the context of a spatial activity (puzzle play) and (2) whether parental spatial input in the form of speech and gesture varies based on children's age, sex, and early spatial vocabulary comprehension assessed in an earlier session. Results of the regression analyses showed that parents' use of spatial words was predicted by children's age over and beyond earlier spatial word comprehension and sex. In particular, parents used more spatial speech as their children got older even in this restricted age range. Children's early spatial word comprehension also correlated with parents' spatial word production. Yet, parents' overall gesture use and gestures with spatial words were not predicted by children's age, sex, or early spatial word comprehension. These findings suggest that in the spatial domain, early verbal input, but not gestural input, can change depending on children's age and children's spatial vocabulary comprehension may also be related to parental use of later spatial language. Statement of contribution What is already known on this subject? Parents enhance their children's spatial skills using spatial language and gestures. Parental spatial talk is related to children's later spatial skills. What does this study add? We assess both spatial talk and gesture in early childhood. We examine the children's characteristics (age, sex) in relation to spatial talk and gesture. We present how children's earlier vocabulary competence relates to parental input.