Browsing by Author "Yildiz, Ezgi"

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Citation - Scopus: 1
Mothers' descriptions of referents are related to children' communicative competence
(Elsevier Science Inc, 2022) Yildiz, Ezgi; Uzundag, Berna A.
Describing an entity in a way that leads to its correct identification among similar others is required for successful referential communication. Although many studies investigated children's language development in relation to the caregiver input, whether children's referential communication skills are related to their caregivers' referential input remains understudied. The present study aimed to investigate the relationship between mothers' referential descriptions and preschool-aged children's success in describing pictures among competitors. In two separate tasks, where the goal was to describe target pictures among similar others, we assessed mothers' descriptions targeted for their children and children's descriptions targeted for the experimenter. Our results revealed that children provided more accurate initial descriptions and needed fewer attempts to describe pictures if their mothers described pictures in fewer attempts and provided clear initial descriptions when talking with their children. These findings suggest that children's referential descriptions and communicative competence benefit from hearing clear referential descriptions provided by their caregivers.
Citation - WoS: 3
Citation - Scopus: 2
The role of perceived social support in mitigating the impact of parenting stress on children's effortful control
(Sage Publications Ltd, 2024) Yildiz, Ezgi; Uzundag, Berna A.
Effortful control, the ability to suppress a dominant response over a subdominant one, is a fundamental aspect of self-regulation. It has been observed that higher levels of parenting stress are associated with lower levels of effortful control in children. Perceived social support, an important factor in reducing parenting stress, may act as a buffer against the negative effects of parenting stress on children's effortful control skills. To investigate this assumption, we collected data from 199 mothers in Turkiye, who had children between the ages of 3 and 6 years. Mothers reported on their parenting stress levels, perceived social support, and their children's effortful control. Our results revealed that perceived social support moderated the relationship between parenting stress and children's effortful control after controlling for socioeconomic status. Moreover, the buffering effect of perceived social support became stronger as the level of social support increased, subsequently weakening the relationship between parenting stress and children's effortful control. These findings suggest that parental perceived social support plays a pivotal role in mitigating the adverse effects of parenting stress on healthy child development. These cross-sectional findings warrant a longitudinal investigation into the interrelations among parenting stress, perceived social support, and children's effortful control.
Küçük Çocukların Ekran Süresini Neler Belirler? Çocuk, Anne-Baba ve Ev Ortamı ile İlgili Yordayıcı Unsurlar
(Istanbul Univ, Fac Letters, Dept Psychology, 2025) Kessafoglu, Dilara; Altundal, Merve Nur; Koc, Nursena; Yildiz, Ezgi; Uzundag, Berna A.
Young children spend a significant part of their day in front of screens. Existing literature has shown associationsbetween children's screen time and various demographic, parent7related, and home7related factors. Most evidencecomes from high7income, developed countries with access to early childcare options. Investigating these factors inT & uuml;rkiye is crucial to compare findings across countries and identify new variables that might influence children'sscreen time. The first goal of this study was to examine child7related factors (e.g., age), parent7related factors (e.g.,parental stress), and home7related factors (e.g., background television) that may be associated with young children'sscreen time through an online survey. The second goal was to investigate the relationship between children's screentime and parents' perceived social support for the first time in the literature. A total of 647 parents with children younger than six (M = 41.5, SD = 17.9) months) participated. Results revealed that children's screen time was positivelycorrelated with parents' positive attitudes toward children's use of technology, parents' own screen time, child ageand distractibility as perceived by the parents, and the frequency of background television at home. Conversely,children's screen time was negatively related to parental education, household income, and parents' perceived social support. Hierarchical regression analysis indicated that the frequency of background television at home, parents' positive attitudes toward children's use of technology, and child age emerged as the strongest predictors of children's screen time. This study is the first to propose and demonstrate the role of social support in determining children's screen time. Our findings may provide valuable insights for designing intervention strategies to reduce screen time among preschoolers.
Citation - Scopus: 1
Infants' Background Television Exposure and Maternal Language Input: A Home Observation Study
(Cambridge Univ Press, 2025) Kessafoglu, Dilara; Yildiz, Ezgi; Kuntay, Aylin C.; Uzundag, Berna A.
Parental reports and experimental studies indicate that parents speak less to their children in the presence of background television. However, there is a lack of home observations examining the relations between infants' background TV exposure and maternal infant-directed speech. In the current study, 32 infants and their mothers were observed for 60 minutes in their homes at 8, 10, and 18 months of age. Results revealed that the number of words, the number of different words, and the number of questions in infant-directed speech were consistently lower in households with background TV. Furthermore, these aspects of maternal language input were negatively related to the duration of background TV, controlling for families' socioeconomic background. These findings suggest that television may have a negative impact on young children's language development via disrupted parent-child interactions in the presence of background TV in the home environment. Ebeveynlerden al & imath;nan bildirimler ve deneysel & ccedil;al & imath;& scedil;malar, arka planda televizyon a & ccedil;& imath;kken ebeveynlerin & ccedil;ocuklar & imath;yla daha az konu & scedil;tuklar & imath;n & imath; g & ouml;stermektedir. Ancak, arka plan televizyon ile ebeveynlerin bebeklerine y & ouml;nelttikleri dil aras & imath;ndaki ili & scedil;kiyi inceleyen ev g & ouml;zlemlerine ihtiya & ccedil; duyulmaktad & imath;r. Bu & ccedil;al & imath;& scedil;mada, 32 bebek ve anneleri, bebekler 8, 10 ve 18 ayl & imath;kken evlerinde her ziyarette 60'ar dakika boyunca g & ouml;zlemlenmi & scedil;tir. Bulgular, arka planda televizyonun a & ccedil;& imath;k oldu & gbreve;u evlerde bebeklere y & ouml;neltilen dildeki toplam kelime say & imath;s & imath;n & imath;n, farkl & imath; kelime say & imath;s & imath;n & imath;n ve soru say & imath;s & imath;n & imath;n tutarl & imath; bi & ccedil;imde daha d & uuml;& scedil;& uuml;k oldu & gbreve;unu g & ouml;stermi & scedil;tir. Ayr & imath;ca, bu dil girdisi & ouml;l & ccedil;& uuml;tleri, ailelerin sosyoekonomik d & uuml;zeyi kontrol edildi & gbreve;inde, arka plan televizyon s & uuml;resiyle olumsuz y & ouml;nde ili & scedil;kili bulunmu & scedil;tur. Bu bulgular, televizyonun aktif olarak izlenmiyor olsa bile ebeveyn-& ccedil;ocuk etkile & scedil;imini s & imath;n & imath;rlayarak k & uuml;& ccedil;& uuml;k & ccedil;ocuklar & imath;n dil geli & scedil;imini olumsuz y & ouml;nde etkileyebilece & gbreve;ini d & uuml;& scedil;& uuml;nd & uuml;rmektedir.