Basılı Yayınlarımız

Seçilmiş Yayınlar

Allen, J. W. P. (2015). How to help: Can more active behavioral measure help transcend the infant false-belief debate? New Ideas in Psychology, 39,63-72.

Allen, J. W. P. & Bickhard, M. H. (2013a, this paper was selected by the Jean Piaget Society to appear as a target article for commentary and response in its official journal). Stepping off the pendulum: Why only an action-based approach can transcend the nativist-empiricist debate. Cognitive Development, 28, 96-133.

Allen, J. W. P & Ilgaz, H. (2016). Aynanın İçerisinden: Çocukların Taklit Yoluyla Öğrenerek Kültür Edinme Yolculukları. In D. Tahiroglu, A. Kuntay, T. Göksun, & C. Aydin (Eds.), Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları içinde, (pp. 131-155), Istanbul: Koç Universitesi Yayınları.

Ilgaz, H., & *Bozbıyık, B. (2016). Sembolik oyunun çocuk gelişimindeki yeri. In Ç. Aydın, T. Göksun, A. C. Küntay, D. Tahiroğlu (Eds.). Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları (pp.271-297), Istanbul: Koç Üniversitesi Yayınları.

Nicolopoulou, A. & Ilgaz, H. (2013). What do we know about pretend play and narrative development? A response to Lillard, Lerner, Hopkins, Dore, Smith, and Plamquist on “The impact of pretend play on children’s development: A review of the evidence”. American Journal of Play, vol. 6, no. 1, 55-81.

Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K., Golinkoff, R., Nicolopoulou, A., & Dickinson, D. K. (2015). Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development35, 1-14.


 

Dergi Yayınları

2018

Allen, J. W. P. & Bickhard, M. H. (2018). Stage fright: Internal reflection as a domain-general enabling constraint on the emergence of explicit thought. Cognitive Development, 45, 77-91.

2017

Allen, J. W. P. & Bickhard, M. H. (2017). Whence “Container”? Human Development, 60, 179-185.

*Giray, C.Allen, J. W. P., & Ilgaz, H. (2017). (Dis)harmony in the home: Parental child-rearing disagreement and early-childhood adjustment in Turkey. International Psychology Bulletin, 21, 10-17.

2016

Allen, J. W. P. & Bickhard, M. H. (2016). Emergence, action, and representation. IEEE: The Newsletter of the Technical Committee on Cognitive and Developmental Systems, 13, 15-16.

Allen, J. W. P. & Bickhard, M. H. (2016). Stepping back: Reflections on a pedagogical demonstration of reflecting abstraction. Human Development, 58, 245-252.

2015

Allen, J. W. P. (2015). How to help: Can more active behavioral measure help transcend the infant false-belief debate? New Ideas in Psychology, 39, 63-72.

Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative-and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly31, 147-162.

Ridge, K. E., Weisberg, D. S., Ilgaz, H., Hirsh‐Pasek, K. A., & Golinkoff, R. M. (2015). Supermarket Speak: Increasing Talk Among Low‐Socioeconomic Status Families.Mind, Brain, and Education, 9(3), 127-135.

Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K., Golinkoff, R., Nicolopoulou, A., & Dickinson, D. K. (2015). Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development35, 1-14.

2014

Allen, J. W. P., Bennett, D. S., Carmody, D. P., Wang, Y., & Lewis, M. (2014). Adolescent risk-taking as a function of prenatal cocaine exposure and biological sex. Neurotoxicology and Teratology, 41, 65-70.

2013

Allen, J. W. P. & Bickhard, M. H. (2013a, this paper was selected by the Jean Piaget Society to appear as a target article for commentary and response in its official journal). Stepping off the pendulum: Why only an action-based approach can transcend the nativist-empiricist debate. Cognitive Development, 28, 96-133.

Allen, J. W. P. & Bickhard, M. H. (2013b, this paper is our response to commentaries from Marshall Haith, Annette Karmiloff-Smith, Paul van Geert, Charlie Lewis, David Moore, and Melissa Clearfield). The pendulum still swings. Cognitive Development, 28, 164-174.

Allen, J. W. P. & Bickhard, M. H. (2013c). Beyond principles and programs: An action-based framework for modeling development. Human Development, 56, 171-177.

Nicolopoulou, A. & Ilgaz, H. (2013). What do we know about pretend play and narrative development? A response to Lillard, Lerner, Hopkins, Dore, Smith, and Plamquist on “The impact of pretend play on children’s development: A review of the evidence”. American Journal of Play, 6(1), 55-81.

2012

Ilgaz, H. & Hirsh-Pasek, K. (2012) Commentary on “Language and age effects in children’s processing of word order” by A. Candan, A. Kuntay, Y. Yeh, H. Cheng, L. Wagner, and L.R. Naigles. Cognitive Development, 27, 222-226.

2011

Allen, J. W. P. & Bickhard, M. H. (2011a). Emergent constructivism. Child Development Perspectives, 5, 164-165.

Allen, J. W. P. & Bickhard, M. H. (2011b). Normativity: A crucial kind of emergence. Human Development, 54, 106-112.

Allen, J. W. P. & Bickhard, M. H. (2011c). You can’t get there from here: Foundationalism and Development. Behavioral and Brain Sciences, 34, 124-125.

2009

Nicolopoulou, A., de Sá, A., Ilgaz, H., & Brockmeyer, C. (2009).  Using the transformative power of play to educate hearts and minds. Mind, Culture, and Activity. Special Issue on Playworlds of Children and Adults: Cross Cultural Perspectives on Play Pedagogy, 17, 42 – 58.

2005

Ilgaz, H. & Aksu-Koc, A. (2005). Episodic development in preschool children’s play-prompted and direct-elicited narratives. Cognitive Development, 20, 526-544.


Kitap Bölümleri

2017

Allen, J. W. P. & Ilgaz, H. (2017). Social meta-learning: Learning how to make use of others as a resource for further learning. In R. Hakli (Ed.), Studies in the Philosophy of Sociality. New York: Springer.

2016

Allen, J. W. P & Ilgaz, H. (2016). Aynanın İçerisinden: Çocukların Taklit Yoluyla Öğrenerek Kültür Edinme Yolculukları. In D. Tahiroglu, A. Kuntay, T. Göksun, & C. Aydin (Eds.), Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları içinde, (pp. 131-155), Istanbul: Koç Universitesi Yayınları.

Ilgaz, H., & *Bozbıyık, B. (2016). Sembolik oyunun çocuk gelişimindeki yeri. In Ç. Aydın, T. Göksun, A. C. Küntay, D. Tahiroğlu (Eds.). Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları (pp.271-297), Istanbul: Koç Üniversitesi Yayınları.

2014

Ilgaz, H., Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Language for Reading. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of Language Development, (pp. 323-326). Thousand Oaks, CA: Sage.

Nicolopoulou, A., Brockmeyer, C., de Sá, A., & Ilgaz, H. (2014). Narrative performance, peer group culture, and narrative development in a preschool classroom. In A. Cakaite, S. Blum-Kulka, V. Aukrust, & E. Teubal (Eds.). Children’s Peer Talk: Learning from Each Other (pp. 42-62). NY: Cambridge University Press.

Oades-Sese, G. V., Cohen, D., & Allen, J. W. P. (2014). Little Children, BIG Challenges: Building  Resilience in Young Children the Sesame Street Way. In S. Prince-Embury & D. Saklofske (Eds.), Resilience Interventions for Youth in Diverse Populations. New York: Springer. 

*Bil-Ge öğrencileri