A5044659465- Child and Animal Learning Development
- Child Development and Digital Technology
- Language Development and Disorders
- Language, Discourse, Communication Strategies
- Education and Critical Thinking Development
- Early Childhood Education and Development
- Language and cultural evolution
- Reading and Literacy Development
- Deception detection and forensic psychology
- Psychological and Educational Research Studies
- Housing Market and Economics
- Educational Strategies and Epistemologies
- EFL/ESL Teaching and Learning
- Economic and Environmental Valuation
- Speech and dialogue systems
- Education and Technology Integration
- Forecasting Techniques and Applications
- Discourse Analysis in Language Studies
Lancaster University
2022-2025
Boğaziçi University
2020
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, infancy researchers in particular face specific challenges replicability: For example, high-powered studies are difficult conduct, testing conditions vary across labs, different labs access infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of single theoretically important phenomenon (b)...
ABSTRACT Humans are curious. Especially children known for their drive to explore and learn, which is crucial developing in navigating through our complex world. Naturally, some may be more curious than others, leading differences how they structure own learning experiences, subsequently impacting developmental trajectories. However, there a gap the research field reliable measure of such early development. Across three studies, we present development assessment Infant Toddler Curiosity...
Several studies have investigated factors guiding children's decisions when learning from others, although less is known about that govern they transfer knowledge to others. Here we asked whether children would privilege ingroup members teaching and, if so, this tendency persist transferring different kinds of information (conventional norms vs. moral norms). In Experiment 1 (N = 24), first replicated preference based on minimal group membership with 5- and 6-year-old Turkish children. 2...
Abstract Children actively and selectively transmit information to others based on the type of context during learning. Four‐ 7‐year‐old children preferentially generalizable in teaching‐like contexts. Although 2‐year‐old are able distinguish between non‐generalizable information, it is not known whether they likewise selectively. We designed a behavioral study address this question. Two‐year‐old were presented with three novel boxes, identical except for their color. In each box, one two...
Infants actively initiate social interactions aiming to elicit different types of responses from other people. This study aimed document a variety communicative initiated by 18-month-old Turkish infants diverse SES (N = 43) with their caregivers in natural home settings. The infant-initiated such as use deictic gestures (e.g., pointing, holdouts), action demonstrations, vocalizations, and non-specific play actions were coded video recordings classified into two categories need-based...
Children actively and selectively transmit information to others based on the type of context during learning. Four- 7-year-old children preferentially generalizable in teaching-like contexts. Although 2-year-old are able distinguish between non-generalizable information, it is not known whether they likewise selectively. We designed a behavioral study address this question. Two-year-old will be presented with three novel boxes, identical except their color. In each box, one two equally...
To shed light on the key premise of BST that social learners flexibly take instrumental and ritual stances, we focus developmental origins child-led information transmission, or teaching, as a core learning strategy. We highlight children’s emerging selectivity in transmission influenced by epistemic factors call for systematic investigation proposed stance-taking. [Commentary Jagiello, R., Heyes, C., & Whitehouse, H. Tradition Invention: The Bifocal Stance Theory Cultural Evolution,...
To shed light on the key premise of bifocal stance theory (BST) that social learners flexibly take instrumental and ritual stances, we focus developmental origins child-led information transmission, or teaching, as a core learning strategy. We highlight children's emerging selectivity in transmission influenced by epistemic factors call for systematic investigation proposed stance-taking.