M.A. Theses
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Browsing M.A. Theses by Author "Aksu-Koç, Ayhan."
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Item 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.Item 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.Item 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.