Not: Aşağıda listelenen basılı yayınlarımızın, çevrimiçi ortamlardan tamamına ulaşamadığınız ya da yayınlarımız hakkında daha detaylı bilgiler edinmek istediğiniz takdirde, bizlerle doğrudan e-posta yoluyla iletişime geçebilirsiniz (Dr. Hande Ilgaz: hande.ilgaz@bilkent.edu.tr)
Dergi Yayınları
Önoğlu Yıldırım, E., Ilgaz, H., & Allen, J. W. (2026). Out of the Shadows: Permissive and Overprotective Parenting in Relation to Theory of Mind Sequencing. Journal of Cognition and Development, 1-22. https://doi.org/10.1080/15248372.2026.2667514
*Tuglaci, E., & Ilgaz, H. (2025). The effect of fantastical elements on preschoolers’ false belief task performance. Journal of Experimental Child Psychology, 260, 106321. https://doi.org/10.1016/j.jecp.2025.106321
Ilgaz, H., *Burumlu-Kisa, E., *Evsen, S., & *Gökçe, N. Y. (2025). More Than Words: Maternal Mental State Talk as a Form of Dynamic Scaffolding Supporting Theory of Mind. Journal of Cognition and Development, 1-21. https://doi.org/10.1080/15248372.2025.2506057
*Haskaraca, F. N., & Ilgaz, H. (2024). Culturally constituted universals: Evidential basis of belief matters. Developmental Science, 27(5), e13398. https://doi.org/10.1111/desc.13398
*Bürümlü-Kisa, E., Sahin-Acar, B., & Ilgaz, H. (2023). Maternal storytelling and reminiscing styles in relation to preschoolers’ perspective-taking abilities. Cognitive Development, 66, 101323. https://doi.org/10.1016/j.cogdev.2023.101323
Ilgaz, H., *Haskaraca F. N., & Allen, J. W. P. (2022). Cultural Variation is the Norm: A Closer Look at the Sequencing of the Theory of Mind Scale. Cognitive Development. 63, 101216. https://doi.org/10.1016/j.cogdev.2022.101216
Ilgaz, H., *Bürümlü Kisa, E., & *Evsen, S. (2022). What makes us human: How minds develop through social interactions. 113, 547–548. https://doi.org/10.1111/bjop.12564
Ilgaz, H., & Allen, J. W. (2021). (Co-) Constructing a theory of mind: From language or through language?. Synthese, 198(9), 8463-8484. https://doi.org/10.1007/s11229-020-02581-8
*Sümer, C., Allen, J. W. P., & Ilgaz, H. (2021). Cultural affordance: Does model reliability affect over-imitation in preschoolers. Cognitive Development, 57, 100999. https://doi.org/10.1016/j.cogdev.2020.100999
Ilgaz, H., Altan, A., & Haşimoğlu-Ertaş, S. (2021). Turkish Mothers’ Use of Complementation in Storytelling. Journal of Linguistics Research – Dil Bilim Araştırmaları Dergisi, 32(3), 43-70. https://doi.org/10.18492/dad.762679
Nicolopoulou, A., Ilgaz, H., & Shiro, M. (2021). “And they had a big, big, very long fight”: The development of evaluative language in preschoolers’ oral fictional stories told in a peer-group context, Journal of Child Language, 1-30. https://doi.org/10.1017/S0305000921000209
*Aydin, E., Ilgaz, H., & Allen, J. W. (2021). Preschoolers’ learning of information from fantastical narrative versus expository books. Journal of Experimental Child Psychology, 209, 105-170.
*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.
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 Quarterly, 31, 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 Development, 35, 1-14.
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.
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.
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.
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.
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.
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.
*Bil-Ge öğrencileri/mezunları