Browsing by Author "Kuntay, Aylin C."

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The Acquisition and Use of Relative Clauses in Turkish-Learning Children's Conversational Interactions: a Cross-Linguistic Approach (vol 46, Pg 1142, 2019)
(Cambridge Univ Press, 2022) Uzundag, Berna A.; Arslan Uzundağ, Berna; Kuntay, Aylin C.
[Abstract Not Available]
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Background Tv and Infant-Family Interactions: Insights From Home Observations
(Wiley, 2024) Uzundag, Berna A.; Arslan Uzundağ, Berna; Koskulu-Sancar, Suemeyye; Kuntay, Aylin C.
Background television has been found to negatively impact children's language development and self-regulatory skills, possibly due to decreased parent-child interactions. Most of the research on the relationship between background TV and caregiver-child interactions has been conducted in laboratory settings. In the current study, we conducted home observations and investigated whether infants engage in fewer interactions with family members in homes where background TV is more prevalent. We observed 32 infants at the ages of 8, 10, and 18 months in their home environments, coding for dyadic interactions (e.g., parent talking to and/or engaging with the child), triadic interactions (e.g., parent and infant play with a toy together), and infants' individual activities. Our findings revealed that background TV was negatively associated with the time infants spent in triadic interactions, positively associated with time spent engaging in individual activities, and not significantly related to the time spent in dyadic interactions. Apart from the relationship between background TV and individual activity time at 8 months, these associations remained significant even after accounting for families' socioeconomic status. These findings imply a correlation between background TV exposure and caregiver-infant-object interactions, warranting a longitudinal analysis with larger sample sizes.
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Citation - Scopus: 0
Maternal Underestimations and Overestimations of Their Infants' Word Comprehension: Effects on Mothers' Verbal Input and Infants' Receptive Vocabulary
(Cambridge Univ Press, 2024) Ertas, Sura; Kuntay, Aylin C.; Aktan-Erciyes, Asli
Infants' language is often measured indirectly via parent reports, but mothers may underestimate or overestimate their infants' word comprehension. The current study examined estimations of mothers from diverse educational backgrounds regarding their infants' word comprehension and how these estimations are associated with their verbal input and infants' receptive vocabulary at 14 months. We compared 34 infants' looking-while- listening (LWL) performances with the mothers' Turkish Communicative Development Inventory (TCDI) reports to calculate the mothers' overestimation and underestimation. During free-play sessions, we assessed the mothers' number of words, number of clauses, lexical diversity, and linguistic complexity. We found that mothers have overestimations and underestimations regardless of their educational background. Crucially, mothers' only overestimations were positively associated with their number of words and lexical diversity. Mothers' verbal input was not related to infants' receptive vocabulary scores. The findings suggest that mothers' input might be aligned with their estimations of their infants' language capabilities, which might not reflect the infants' true performance.