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This study investigates how children lexicalize motion events in their first and second languages, L1-Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the main verb and expresses manner in a subordinated verb. We asked three questions: (1) Does early L2 acquisition in an L1 dominant society affect motion event lexicalization in L1? (2) Is the effect of L2 on L1 subject to change due to decline in L2 exposure? (3) Do L1 vs. L2 lexicalizations differ within the bilingual mind? One hundred and twelve 5- and 7-year-old monolingual and bilingual children watched and described video-clips depicting motion events. For L1 descriptions, 5-year-old bilinguals used more manner structures than monolinguals. No difference was found for 7-year-olds. For L2 descriptions, 7-year-old bilinguals used more manner-only constructions compared to their L1 descriptions. For 5-year-old bilinguals no difference was found. Findings suggest that early exposure to a second language had an impact on how motion events are packaged, while decline in L2 exposure dampened the effects of L2.

Starting as early as 10 months of age, gesturing is present in the communicative repertoire of children, and later, around the age of two, it is integrated with speech, yielding multimodal utterances. However, children's propensity to gesture varies, and the mechanisms underlying these individual differences remain unknown. The present study tests whether gesture production in the presence of speech (bimodal gestures) or in the absence of speech (unimodal gestures) is predicted by working memory and articulation performance associated with verbal processing. Children aged 22–46 months were presented with a gesture elicitation task in which they needed to correct the actions of a puppet using everyday objects in an unconventional way. Working memory was measured by the Imitation Sorting Task (IST) and articulation performance was indexed by the Non-Word Repetition Task (NWR). It was revealed that any increase in working memory capacity was linked to a higher incidence rate of gesturing in toddlers and working memory was differentially associated with the production of unimodal and bimodal gestures. When gestures were produced without speech, they primarily relied on attentional processes as indicated by working memory capacity. Conversely, when gestures were produced with speech, it was the articulation performance supporting speech processing that predicted the number of bimodal gestures. Overall, unimodal and bimodal gestures seem to have different working memory demands.

The present study examines the development of complex sentences with non-finite clause combining with particular focus on clause chaining, in narratives of 40 Turkish-speaking 4- to 11-year-olds and six adults elicited by a wordless picture book. Results show a gradual increase by age in the variety of clauses combined, the length of the complex sentences and their frequency of use. Clause chains formed with converbal clauses are the earliest and most frequent type of clause combinations, already present in 4-year-olds' complex sentences with 1-non-finite clause. Older children's and adults' 2- or 3-non-finite clause complex sentences consist of some combinations of adverbial, complement, relative and converbal clauses. Developmentally, clause chains establish first, aspectual-temporal continuity, then temporal-causal continuity. Sentence-internal and cross-sentence-boundary referential continuities are present early, from age 4 onwards. These findings are discussed in terms of the demands of narrative organization as well as the syntactic and semantic complexity of the clause combination devices in Turkish.

In languages with evidential marking, utterances consist of an informational content and a specification of the mode of access to that information. In this first longitudinal study investigating the acquisition of the Turkish evidential marker −mIş in naturalistic child–caregiver interactions, we examined six children between 8 and 36 months of age. We charted individual differences in child and caregiver speech over time by conducting growth curve analyses. Children followed a similar course of acquisition in terms of the proportion of the marker in overall speech. However, children exhibited differences with respect to the order of emergence of different evidential functions (e.g., inference, hearsay), where each child showed a unique pattern irrespective of the frequency in caregiver input. Nonfactual use of the marker was very frequent in child and caregiver speech, where high-SES caregivers mostly produced the marker during story-telling and pretend play, and low-SES caregivers for regulating the child's behavior.

This study compared the acquisition of referential expressions in preschoolers’ narratives in three typologically different languages, English, Greek, and Turkish. On the one hand, English and Greek have obligatory article systems that mark the definite/indefinite distinction, while Turkish marks it through word order along with case. On the other hand, the Greek determiner system is morphologically rich, while the English system is morphologically impoverished. A total of 157 3-, 4-, and 5-year-olds were tested (about 50 children per language) using two sets of picture sequences, one with a single main character and the other with two main characters. The results indicated that in introducing characters, Greek children displayed a higher level of performance than English children, who in turn did better than Turkish children. In reintroducing characters, Greek and Turkish children's performance was higher than that of English children. In maintaining characters, children of all three language groups did comparably well. The results also differed in relation to the story types used. These findings indicate that the process of acquiring appropriate referential forms for introducing, reintroducing, and maintaining characters is influenced not only by the referential discourse functions under consideration, but also by language structure and story type.

The present study examines input–output relations in the emergence of verbal affixes that mark modal distinctions in Turkish, a morphologically rich language. Longitudinal naturalistic speech data were analyzed from two girls between ages 1;3–2;6 and their caregivers. Four stages of development were identified. Significant associations between verb inflection and modal notion, observed to be stable across the stages in the input, were noted to develop gradually in the children’s speech. Order of emergence of modal inflections was found to be related to input frequency and transparency of inflectional types, whereas development of inflectional paradigms was observed to be related to inflectional diversity. Conceptual accessibility and pragmatic relevance of the modal notions were considered as child-related factors in this development.

This study reports on the evaluation of a ‘summer pre-school model’ as an intervention measure. A 10-week program was designed to increase the school readiness of Turkish children from disadvantaged and multilingual environments by supporting their cognitive and linguistic skills during the summer prior to the start of school. The intervention consisted of a Pre-school Education Program with a special focus on Turkish language, pre-literacy and pre-numeracy skills. The evaluation study was carried out on its first implementation in a southeastern province of Turkey where it was attended by bilingual six-year-olds. A pre-post, control-group, quasi experimental design was used with 92 intervention trained and 93 non-trained control children from the same neighborhoods. Compared to the control children the intervention children scored significantly higher on post-test measures of pre-literacy and pre-numeracy skills, and on measures of syntactic knowledge and story comprehension. The results also revealed th...

Recent research has indicated that conceptual development in a specific domain may not be independent of the way it is mapped linguistically. We explore this claim in the semantic domain of evidentiality by considering various sets of data from Turkish-speaking children between one and a half to six years. We present evidence for (1) the appropriate use of grammaticalized markers of direct experience, inference, and linguistic report by age three, (2) the understanding of knowledge source ("theory of knowledge") around age four, (3) the understanding of linguistic form and knowledge source relationship ("theory of evidentiality") by age six, and (4) a predictive relationship between the use of the reported speech marker and memory for knowledge source around age four.

This study investigated the premise that action, manifested here through pretend play, is a semiotic arena that can enhance narrative development. It was hypothesized that children would produce structurally more complex narratives in play-prompted elicitation than in direct elicitation conditions, and that this competence would increase with age. Thirty Turkish 3-, 4-, and 5-year-olds, with 10 children per age group, participated in the study. Children's narratives were analyzed according to a story grammar framework that differentiated between pre-episodic and episodic structures. A repeated-measures ANOVA revealed a significant effect between age and type of elicitation condition. Narratives displaying an episodic structure with temporal–causally integrated components were observed in the play-prompt elicitation condition by 4-year-olds and in the direct elicitation condition by 5-year-olds, supporting the hypothesis that action helps enhance narrative development. It is concluded that the emerging competence of children to construct narratives with episodic structures can best be observed in play contexts where action and objects scaffold both the conceptual organization and its expression.

WOS: 000341676600010, This study presents the pioneering data on the neurological representation of grammatically marked evidentials with regard to their dissolution in agrammatic Broca's aphasia. Across two tasks, we investigated the production of finite verb inflections for evidential categories and identification of the information sources these evidential categories are mapped on in Turkish individuals with agrammatic aphasia. In Turkish, information source is grammatically marked for three different past contexts: direct perception, reportative, and inferential. The following research questions were explored: (1) is inflection for different evidential categories equally affected in Turkish agrammatic aphasia? (2) Is identifying the categories of information source impaired? Turkish agrammatic speakers and non-brain-damaged speakers (NBDs) were tested with a production and a source identification tasks. Our findings demonstrate that in Turkish agrammatic speakers the direct perception evidential was more affected in production than the inferential and reportative evidentials. However, the agrammatic speakers retained the ability to identify the source for the direct perception. We argue that information source values conveyed by evidential forms are impaired in agrammatic aphasia. These findings are discussed on the basis of earlier studies to time reference and tense in agrammatism

This study investigates the role of input, both in terms of distri butional tendencies and contexts of use, in the acquisition of tense-aspect morphology. Longitudinal data from three children, with mother's input for only one, constitute the data base. Results showed that (1) the distribution of different inflections with verbs of different inherent aspect in the child's speech corresponds to that in the mother's speech, (2) the child has stronger preferences for, and first uses the past inflection with, achievement and the present/imperfective inflection with activity and stative verbs. Findings suggest that input and universal cognitive-processing strategies play an interactive role. The nature of this interaction is discussed by considering how mother-child discourse provides the situational and linguistic contexts necessary for learning to talk about temporality.

Experimental studies demonstrate that contrast helps toddlers to extend the meanings of novel adjectives. This study explores whether antonym co-occurrence in spontaneous speech also has an effect on adjective use by the child. The authors studied adjective production in longitudinal speech samples from 16 children (16–36 months) acquiring eight different languages. Adjectives in child speech and child-directed speech were coded as either unrelated or related to a contrastive term in the preceding context. Results show large differences between children in the growth of adjective production. These differences are strongly related to contrast use. High contrast users not only increase adjective use earlier, but also reach a stable level of adjective production in the investigated period. Average or low contrast users increase their adjective production more slowly and do not reach a plateau in the period covered by this study. Initially there is a strong relation between contrast use in child speech and child-directed speech, but this relation diminishes with age.

This study proposes a new methodology for determining the relationship between child-directed speech and child speech in early acquisition. It illustrates the use of this methodology in investigating the relationship between the morphological richness of child-directed speech and the speed of morphological development in child speech. Both variables are defined in terms of mean size of paradigm (MSP) and estimated in a set of longitudinal spontaneous speech corpora of nine children and their caretakers. The children are aged 1;3–3;0, acquiring nine different languages that vary in terms of morphological richness. The main result is that the degree of morphological richness in child-directed speech is positively related to the speed of development of noun and verb paradigms in child speech.

Preface Foreword M. Brewster Smith Part I. Cultural and Cross-Cultural Psychology: Selected Perspectives: 1. Indigenization and beyond: the process and extent of psychology's growth as an international science John G. Adair 2. The continuing quest for psychological universals in categories, dimensions, taxonomies, and patterns of human behavior Walt J. Lonner 3. Circumnavigating the psychological globe: from yin and yang to starry, starry night Michael Harris Bond 4. The emerging global psychology movement: lessons from Arab psychology Uwe P. Gielen Part II. Development in the Family Context: 5. Organizing principles and processes from developmental science for culture and caregiving Marc H. Bornstein and Derya Gungor 6. A social change and human development perspective on the value of children Gisela Trommsdorff 7. Turkish family structure and functioning Bilge Ataca 8. Mothers' and fathers' child rearing practices and self-esteem in three generations of urban Turkish families Diane Sunar Part III. Culture and Self: 9. In search of the autonomous-relational self-construal Peter B. Smith 10. Culture and developmental pathways of relationship formation Heidi Keller and Robin Harwood 11. Microgenesis of narrative competence during preschool interactions: effects of the relational context Aylin C. Kuntay 12. Self-development, individuation, and culture: a psychoanalytic search Guler Okman Fisek Part IV. Social Change, Family, and Gender: 13. One or two pathways to modernity? A systematic comparison of Kagitcibasi's Model of Family Change and the Model of the Second Demographic Transition Bernhard Nauck 14. Living together in culturally-plural societies: understanding and managing acculturation and multiculturalism John W. Berry 15. Cultural continuity and discontinuity in Turkish migrant families: extending the Model of Family Change Karen Phalet and Derya Gungor 16. Values and attitudes of young people in urban Turkey: a further test of Schwartz's theory of values and Kagitcibasi's Model of Family Change Hale Bolak Boratav 17. Career development of professional women in Turkey Zeynep Aycan Part V. Induced Change: 18. Adapting intervention programs for use across societies: between valid transfer and cultural imposition Ype H. Poortinga 19. Design of culturally-appropriate developmental interventions Nazli Baydar 20. Designing, implementing, sustaining, and evaluating idiocultures for learning and development: the case study of the Fifth Dimension Michael Cole 21. Intervention programs to improve cognitive skills Sami Gulgoz 22. Pro-poor approaches to using technology for human development: monitoring and evaluation perspectives Daniel A. Wagner Epilogue T. S. Saraswathi.