Psikoloji

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Change in women's perceptions of parental child rearing practices, attitudes and beliefs in the context of social change in Turkey: |a three generation comparison
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Sever, Leyla.; Aksu-Koç, Ayhan.
Development of theory of mind in deaf and hearing children: the effects of communicative experiences
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2004., 2004.) Sancar, E. Burcu.; Aksu-Koç, Ayhan.
The present study investigated understanding of false beliefs in deaf and hearing children. Two nonverbal false belief tests were used to compare deaf children (mean age: 5.2) with two groups of hearing children. The comparison of deaf and hearing children attending preschool (mean age: 5.0) who are matched in terms of spatial cognitive skills showed that hearing children were performing better than deaf children even when tested nonverbally. However deaf and hearing children without preschool experience (mean age: 4.8) who are matched in terms of their parental education level, but not spatial cognitive skills did not differ. Two verbal false belief tests were also used for hearing children Hearing children with preschool experience performed better than the ones without preschool experience in both nonverbal and verbal false belief tests. Skill in spatial cognition was found to be a mediating variable between preschool experience and verbal false belief understanding. The level of dialogical communication during a play session between mother and child was found related to performance on the verbal false belief test in hearing children. Although no association was found between false belief understanding and the number of mental state terms produced by the mothers of deaf and hearing children, there was a significant correlation between the number of mental state terms produced by the mothers and the children. The results are discussed with regard to the effects of language and conversational competence in the acquisition of a theory of mind.Key words: theory of mind, deaf children, preschool, nonverbal false belief tests, spatial cognition skills.
Developments in source monitoring and linguistic encoding of source
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2007., 2007.) Ögel, Hale.; Aksu-Koç, Ayhan.
The present study examined Turkish-speaking children’s source monitoring ability, and whether their ability to use evidentiality markers predicts their source monitoring abilities. Eighty-seven 3- to 6-year-old children participated over two sessions in two source monitoring tasks, (1) Mode of Knowledge Access Task, and (2) Source Identification Task; and three linguistic tasks, (1) Direct Experience Task, (2) Inferential (-mIs) Task, and (3) Reportative (-(I)mIs) Task. In the immediate part of the Mode of Knowledge Access Task, 3-year-olds performed worse than older children. In the delayed part of this task, 3-year-olds’ performance was lower than that of 6-year-olds. Identification of linguistic report was found to be more difficult than identification of other sources. On the Source Identification Task, 3-year-olds gave less correct responses, made more errors than 5- and 6-year-olds. All age groups’ source responses were found to differ depending on the source. These findings support the hypothesis that children’s source monitoring ability increases with age. The second hypothesis that children’s ability to use evidentiality markers to report indirect experience increases with age was also supported. On the Reportative Task, 3- and 4-year-olds performed worse than 5- and 6-year-olds, and on the Inferential Task, 3-year-olds performed worse than 6-year-olds. iv The last hypothesis that children’s performance on the linguistic tasks would predict their performance on the source monitoring tasks was partially supported. Performance on the Reportative Task was found to predict performance on the Source Identification Task. Discussion of findings focuses on different definitions of source monitoring and relations between language and cognition.
Differentiation process of the moral and conventional domains in children
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Canbeyli, Nükhet.; Aksu-Koç, Ayhan.
The present study investigates the development of morality in children within the structural-developmental approach. The structuralists maintained that the child's moral thinking develops through the differentiation of moral standards from the conventionally adhered rules which are imposed by the authority figures. In the present study, it is hypothesized that; a) children will be able to conceptualize morality and social convention as two distinct domains, when the extreme examples of these domains are at ~ssue at all ages, starting from 6-7 years, in the same way; b) 7 year old children will perceive transgressions of conventionally adhered rules of social order maintenance as part of the moral domain, while 12 year old children will conceptualize them as part of the conventional domain. The hypotheses were tested on 34 7 year old Elementary School Children anr 27 12 year old Secondary School children using face-to-face interview method. The results showed that children could differentiate morality from social convention jUdging by the obvious stimulus of the subsequent domains at all ages. Social order maintenance transgressians were observed to form a seperate category between morality and convention The small but meaningful change in the conceptualization of the social order maintenance transgressions toward the hypothesized direction and the significant change in the conceptualization of the conventional transgressions between the two age groups supported the hypotheses.
Episodic analysis of preschool children's prompt-elicited and direct-elicited narratives
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2004., 2004.) Ilgaz, Hande.; Aksu-Koç, Ayhan.
This study aimed to investigate narrative development in preschool children with the premise that action is a semiotic arena that enhances development. It was hypothesized that children would produce structurally more complex narratives in prompt elicited vs. direct elicited conditions and that this competence would increase by age. It was also hypothesized that young children would produce more scripted narratives compared to older children. Ten children from three age groups of three, four and five, produced narratives in both toy prompted elicitation and direct elicitation conditions. Children's narratives were analyzed by Stein and Glenn's story grammar. Results from analysis of variance revealed significant structural complexity increase in preschool children's prompt-elicited narratives. No significant age related change was found in children's direct elicited narratives. The results showed a non-significant trend for prompt-elicited narratives to have higher complexity structures than direct elicited narratives. There was no age related difference found in children's script productions. A qualitative analysis revealed that four year old children produced higher complexity structures in prompt-elicited narratives compared to their direct elicited narratives. It is concluded that by five years of age children possess a story schema that can function on the symbolic plane of language without the aid of objects and actions while four year olds need the scaffolding of objects and actions to express their developing capacity of using a story schema in fictitious narrations
Home context and the development of pre-literacy skills in the child
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Socials Sciences, 1993., 1993.) Kuşcul, Hilal Özuygun.; Aksu-Koç, Ayhan.
The present study was conducted to investigate the prevailing literacy characteristics of Turkish middle and working class homes and to identify the literacy activities that contribute to the acquisition of pre-literacy skills of preschool children, growing up in these environments. It was hypothesized that (1) middle class homes provide a more literacy rich environment than working class homes, (2) children of middle class families have better performance on pre-literacy tasks than children of working class families and, (3) adult-child book reading activities contribute more to the development of children's pre-literacy skills than parental use of literacy, characteristics of physical environment and socioeconomic status. The sample consisted of 36 illiddle class and 39 working class motherchild dyads. Children were their fifth year of age. A semi-structured interview was used to collect the information on the demographic characteristics and, home literacy activities and materials. Two home literacy environment scales, Parental Use of Literacy and Adult-Child Book Reading Activity were constructed and a physical environment score was computed. Children were assessed on a variety of pre-literacy skills such as receptive vocabulary (PPVT), definition skills (vocabulary part of Wisc-R), listening comprehension, child book reading behaviors, phonemic awarene~s, letter recognition, letter naming, rhyming, and syllabic segmentation. T-tests were used to compare the two groups in terms of the home literacy environments and children's pre-literacy skills. Step wise multiple regression analyses were conducted in order to identify which of the four independent variables (Parental Use of Literacy, Adult-Child Book Reading Activity, physical environment and SES) contribute to the development of preli teracy skills of children. Findings indicated differences between~ middle and working class families in terms of their home literacy environments. Results also suggested that children of middle class families performed better in PPVT, Wisc-R, listening comprehension, child book reading behaviors, and phonemic awareness tasks than children of working class families. However, no significant differences were obtained between the performance of the two groups on letter recognition, letter naming, rhyming and syllabic segmentation tasks. It was found that word knowledge skills as measured by the PPVT, definition task and syllabic segmentation were explained only by the variables related to Parental Use of Literacy. Listening comprehension was explained by SES, while phonemic awareness and letter naming were , explained by items of Adult-Child Book Reading Activity Scale as well as Parental Use of Literacy Scale. Letter recognition was only explained by the physical environment score while rhyming was explained by items of the Adult-Child Book Reading Activity Scale. In general findings indicated that middle and working class homes are different in terms of home literacy environments as well as pre-literacy skills of children. Results also suggested that different home literacy variables contribute to the development of different kinds of pre-literacy skills.
Language change as influenced by cultural contact a case: |Ladino
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) Gerson, Karen.; Aksu-Koç, Ayhan.
The bidirectional relationship between L1 and L2: Effects on event conceptualization and narrative discourse
(Thesis (Ph.D.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Erciyes, Aslı Aktan.; Tekcan, Ali İ.; Aksu-Koç, Ayhan.
The present study intended to answer two major research questions: 1) Whether intense exposure to a second language (L2) affects first language (L1) narrative skills of 5- and 7-year old children, and 2) whether learning a second language that is typologically different from the first affects their motion event conceptualization patterns? These questions were investigated by comparing bilingual children with their monolingual peers in terms of their narrative performance and motion event description patterns. In addition, children’s executive functioning and vocabulary performance were assessed. One-hundred and twelve 5- and 7-year- monolingual (L1, Turkish) (N=61) and bilingual (L1, Turkish; L2, English) (N=51) children participated in the study. Results showed that development of L1 narrative skills of the bilingual groups advanced at a slower pace compared to monolinguals and that there is a monolingual advantage in certain aspects including narrative quality and linguistic complexity. Motion event conceptualization patterns in both elicited L1 narratives and event descriptions showed that there is an influence of learning L2-English which is typologically different than L1-Turkish. Investigations of L2 narratives and motion event descriptions suggested a bidirectional relationship between L1 and L2. The study also confirmed bilingual advantage on inhibition and cognitive flexibility components of executive functioning. Results inform us about the early interactions between L1 and L2 for motion event conceptualization and narrative discourse.
The cumulative effect of environmental deprivation on cognitive development in early childhood
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Erdemli, Ayşe.; Aksu-Koç, Ayhan.
The present study investigates the cumulative effect of environmental. deprivation on children's cognitive functioning. It was hypothesized that (1) Three year old children attending educational preschools would perform better in cognitive functioning than the same age children raised at home, (2) Five year old children attending educational preschools would perform better in cognitive functioning than the same age children raised at home, (3) the difference in cognitive functioning between children attending educational preschools and raised at home would be greater in the five year old group compared to three year old group. Classification and seriation tasks devised by Piaget were administered as measures of cognitive functioning to 120 Low SES children at two age levels, 3 and 5, half of them attending education preschools and half raised at home. Results indicated no significant difference between the educational preschool children and home reared children at either age. The only significant difference was found between the two three year old groups in terms of classification behavior. The results, being insignificant, didnot support the main hypothesis that there would be a greater difference between the two groups of elder children because of longer exposure to environmental deprivation.
The effect of language on generic knowledge understanding and source reliability: A developmental study
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Ataman, Merve.; Soley, Gaye.; Aksu-Koç, Ayhan.
This study investigated the effect of grammaticalized markers of genericity and evidentiality on children’s understanding of generalizability of knowledge and source reliability. It explored whether children generalize information conveyed by a statement marked with the Turkish generic marker -DIr and the evidential marker - mIş/-(y)mIş, and whether this is related to their evaluations of the inferential and the hearsay functions of the evidential form in terms of reliability. For this purpose, a between subjects design was used to test generalizability in the inferential -mIş, hearsay -(y)mIş and generic -DIr conditions, and a within subjects design was used to test source reliability. Children’s Theory-of-Mind skills and language competencies were also investigated. A total of 96 monolingual Turkish children, 4-year-olds (N = 48, 20 girls) and 6-year-olds (N = 48, 29 girls) participated in the study. Results showed that 4-year-olds generalized information more when it was conveyed with the generic -DIr and did not generalize when it was conveyed with either the inferential or the hearsay uses of -mIş/-(y)mIş. However, 6-year-olds generalized the information in all cases. Both 4- and 6-year-olds attributed higher reliability to inferences based on partial observable evidence than to information based on hearsay. Older children attributed higher reliability to inferences than younger children. No significant interaction between source reliability and generalization of information was found. Children who displayed correct understanding of Knowledge Access component of Theory-of-Mind skills were found to attribute higher reliability to inference, but no relation was found with False-Belief understanding.
The relationship between metacognitive vocabulary and theory of mind development
(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2004., 2004.) Granti, Teri.; Aksu-Koç, Ayhan.
The aim of the present study was to investigate the relation between false belief understanding and the linguistic capacities of (i) mental verb comprehension, and (ii) complement sentence production and comprehension. The sample included 70 preschool children within the 3;0-6;6 age range with 10 children in each six-month period. The materials used to assess theory of mind development were Wimmer and Perner's (1983) first order false belief tests "the unexpected contents task" and "the unexpected location task". For the assessment of mental verb knowledge Astington and Pelletier's (2001) task was adapted, while knowledge of complement constructions was assessed by using picture-stories. It was hypothesized that the linguistic capacities of comprehension and production of complement sentences, and understanding of mental verbs would have been established before false belief understanding. The findings revealed that children start to establish some understanding about other minds starting around three years of age. Children's performance revealed highest level of understanding for the verb sanmak "think with implication of false belief" as compared to other mental verbs, but understanding of mental verbs did not precede false belief understanding. Memory for false beliefs expressed in complement clauses with the verb sanmak "think with implication of false belief" and age were found to be predicting factors for false belief understanding.

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