{"id":81,"date":"2025-11-03T09:24:15","date_gmt":"2025-11-03T09:24:15","guid":{"rendered":"https:\/\/bilge.bilkent.edu.tr\/?page_id=81"},"modified":"2026-08-27T12:19:03","modified_gmt":"2026-08-27T12:19:03","slug":"arastirmalar","status":"publish","type":"page","link":"https:\/\/bilge.bilkent.edu.tr\/?page_id=81","title":{"rendered":"Yay\u0131nlar\u0131m\u0131z"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Not:<\/strong>&nbsp;A\u015fa\u011f\u0131da listelenen bas\u0131l\u0131 yay\u0131nlar\u0131m\u0131z\u0131n, \u00e7evrimi\u00e7i ortamlardan tamam\u0131na ula\u015famad\u0131\u011f\u0131n\u0131z ya da&nbsp;yay\u0131nlar\u0131m\u0131z&nbsp;hakk\u0131nda daha detayl\u0131 bilgiler edinmek istedi\u011finiz takdirde, bizlerle do\u011frudan&nbsp;e-posta yoluyla ileti\u015fime ge\u00e7ebilirsiniz (Dr. Hande Ilgaz: hande.ilgaz@bilkent.edu.tr)<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Dergi Yay\u0131nlar\u0131<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6no\u011flu Y\u0131ld\u0131r\u0131m, E., <strong>Ilgaz, H<\/strong>., &amp; Allen, J. W. (2026). Out of the Shadows: Permissive and Overprotective Parenting in Relation to Theory of Mind Sequencing.&nbsp;<em>Journal of Cognition and Development<\/em>, 1-22. <a href=\"https:\/\/doi.org\/10.1080\/15248372.2026.2667514\">https:\/\/doi.org\/10.1080\/15248372.2026.2667514<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*Tuglaci, E., &amp; Ilgaz, H.<\/strong> (2025). The effect of fantastical elements on preschoolers\u2019 false belief task performance.&nbsp;<em>Journal of Experimental Child Psychology<\/em>,&nbsp;<em>260<\/em>, 106321. <a href=\"https:\/\/doi.org\/10.1016\/j.jecp.2025.106321\">https:\/\/doi.org\/10.1016\/j.jecp.2025.106321<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H., *Burumlu-Kisa, E., *Evsen, S., &amp; *G\u00f6k\u00e7e, N. Y.<\/strong>&nbsp;(2025). More Than Words: Maternal Mental State Talk as a Form of Dynamic Scaffolding Supporting Theory of Mind.&nbsp;J<em>ournal of Cognition and Development<\/em>, 1-21.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/15248372.2025.2506057\">https:\/\/doi.org\/10.1080\/15248372.2025.2506057<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*Haskaraca, F. N., &amp; Ilgaz, H.<\/strong>&nbsp;(2024). Culturally constituted universals: Evidential basis of belief matters.&nbsp;<em>Developmental Science,&nbsp;27(5)<\/em>, e13398.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/desc.13398\">https:\/\/doi.org\/10.1111\/desc.13398<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*B\u00fcr\u00fcml\u00fc-Kisa, E., <\/strong>Sahin-Acar, B.,<strong> &amp; Ilgaz, H.<\/strong>&nbsp;(2023). Maternal storytelling and reminiscing styles in relation to preschoolers\u2019 perspective-taking abilities.&nbsp;<em>Cognitive Development,&nbsp;66,<\/em>&nbsp;101323.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.cogdev.2023.101323\">https:\/\/doi.org\/10.1016\/j.cogdev.2023.101323<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H.<\/strong>,&nbsp;<strong>*Haskaraca F. N.<\/strong>, &amp;&nbsp;Allen, J. W. P.&nbsp;(2022). Cultural Variation is the Norm: A Closer Look at the Sequencing of the Theory of Mind Scale.&nbsp;<em>Cognitive Development<\/em>.&nbsp;<em>63<\/em>, 101216.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.cogdev.2022.101216\">https:\/\/doi.org\/10.1016\/j.cogdev.2022.101216<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H., *B\u00fcr\u00fcml\u00fc Kisa, E.<\/strong>, &amp;&nbsp;<strong>*Evsen, S.<\/strong>&nbsp;(2022). What makes us human: How minds develop through social interactions.&nbsp;<em>113<\/em>, 547\u2013548.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/bjop.12564\">https:\/\/doi.org\/10.1111\/bjop.12564<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H.,<\/strong>&nbsp;&amp;&nbsp;Allen, J. W.&nbsp;(2021). (Co-) Constructing a theory of mind: From language or through language?.&nbsp;<em>Synthese<\/em>,&nbsp;<em>198<\/em>(9), 8463-8484.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s11229-020-02581-8\">https:\/\/doi.org\/10.1007\/s11229-020-02581-8<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*S\u00fcmer, C., <\/strong>Allen, J. W. P.,&nbsp;&amp;&nbsp;<strong>Ilgaz, H.&nbsp;<\/strong>(2021). Cultural affordance: Does model reliability affect over-imitation in preschoolers.&nbsp;<em>Cognitive Development, 57<\/em>, 100999.&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.cogdev.2020.100999\">https:\/\/doi.org\/10.1016\/j.cogdev.2020.100999<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H.,<\/strong>&nbsp;Altan, A., &amp; Ha\u015fimo\u011flu-Erta\u015f, S. (2021). Turkish Mothers\u2019 Use of Complementation in Storytelling.&nbsp;<em>Journal of Linguistics Research \u2013&nbsp;Dil Bilim Ara\u015ft\u0131rmalar\u0131 Dergisi<\/em>,&nbsp;<em>32<\/em>(3), 43-70.&nbsp;<a href=\"https:\/\/doi.org\/10.18492\/dad.762679\">https:\/\/doi.org\/10.18492\/dad.762679<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolopoulou, A.,&nbsp;<strong>Ilgaz, H.<\/strong>, &amp; Shiro, M. (2021). \u201cAnd they had a big, big, very long fight\u201d: The development of evaluative language in preschoolers\u2019 oral fictional stories told in a peer-group context,&nbsp;<em>Journal of Child Language, 1-30.&nbsp;<\/em><a href=\"https:\/\/doi.org\/10.1017\/S0305000921000209\">https:\/\/doi.org\/10.1017\/S0305000921000209<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">*<strong>Aydin, E.<\/strong>,<strong>&nbsp;Ilgaz, H.,&nbsp;<\/strong>&amp;<strong>&nbsp;<\/strong>Allen, J. W.&nbsp;(2021). Preschoolers\u2019 learning of information from fantastical narrative versus expository books.&nbsp;<em>Journal of Experimental Child Psychology<\/em>,&nbsp;<em>209<\/em>, 105-170.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*Giray, C.<\/strong>,<strong>&nbsp;<\/strong>Allen, J. W. P.<strong>,<\/strong> &amp;&nbsp;<strong>Ilgaz, H.<\/strong>&nbsp;(2017). (Dis)harmony in the home: Parental child-rearing disagreement and early-childhood adjustment in Turkey.&nbsp;<em>International Psychology Bulletin, 21,&nbsp;<\/em>10-17.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolopoulou, A., Cortina, K. S.,&nbsp;<strong>Ilgaz, H.<\/strong>, Cates, C. B., &amp; de S\u00e1, A. B. (2015). Using a narrative-and play-based activity to promote low-income preschoolers\u2019 oral language, emergent literacy, and social competence.&nbsp;<em>Early Childhood Research Quarterly<\/em>,&nbsp;<em>31<\/em>, 147-162.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ridge, K. E., Weisberg, D. S.,&nbsp;<strong>Ilgaz, H<\/strong>., Hirsh\u2010Pasek, K. A., &amp; Golinkoff, R. M. (2015). Supermarket Speak: Increasing Talk Among Low\u2010Socioeconomic Status Families.<em>Mind, Brain, and Education, 9(3),<\/em>&nbsp;127-135.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Weisberg, D. S.,&nbsp;<strong>Ilgaz, H.<\/strong>, Hirsh-Pasek, K., Golinkoff, R., Nicolopoulou, A., &amp; Dickinson, D. K. (2015). Shovels and swords: How realistic and fantastical themes affect children\u2019s word learning.&nbsp;<em>Cognitive Development<\/em>,&nbsp;<em>35<\/em>, 1-14.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolopoulou, A. &amp;&nbsp;<strong>Ilgaz, H.<\/strong>&nbsp;(2013). What do we know about pretend play and narrative development? A response to Lillard, Lerner, Hopkins, Dore, Smith, and Plamquist on \u201cThe impact of pretend play on children\u2019s development: A review of the evidence\u201d. American Journal of Play, 6(1), 55-81.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H<\/strong>. &amp; Hirsh-Pasek, K. (2012) Commentary on \u201cLanguage and age effects in children\u2019s processing of word order\u201d by A. Candan, A. Kuntay, Y. Yeh, H. Cheng, L. Wagner, and L.R. Naigles. Cognitive Development, 27, 222-226.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolopoulou, A., de&nbsp;S\u00e1,&nbsp;A.,&nbsp;<strong>Ilgaz, H<\/strong>.,&nbsp;&amp;&nbsp;Brockmeyer,&nbsp;C. (2009).&nbsp; Using the transformative power of play to educate hearts and minds.&nbsp;<em>Mind, Culture, and Activity<\/em>. Special Issue on Playworlds of Children and Adults: Cross Cultural Perspectives on Play Pedagogy, 17, 42 \u2013 58.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H<\/strong>. &amp; Aksu-Koc, A. (2005).&nbsp;<em>Episodic development in preschool children\u2019s play-prompted and direct-elicited narratives.<\/em>&nbsp;Cognitive Development, 20, 526-544.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Kitap B\u00f6l\u00fcmleri<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><em>2017<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Allen, J. W. P. &amp;<strong>&nbsp;Ilgaz, H<\/strong>. (2017). Social meta-learning: Learning how to make use of others as a resource for further learning. In R. Hakli (Ed.),&nbsp;<em>Studies in the Philosophy of Sociality.<\/em>&nbsp;New York: Springer.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Allen, J. W. P&nbsp;&amp;&nbsp;<strong>Ilgaz, H<\/strong>. (2016). Aynan\u0131n \u0130\u00e7erisinden: \u00c7ocuklar\u0131n Taklit Yoluyla \u00d6\u011frenerek K\u00fclt\u00fcr Edinme Yolculuklar\u0131. In D. Tahiroglu, A. Kuntay, T. G\u00f6ksun, &amp; C. Aydin (Eds.),&nbsp;<em>Akl\u0131n \u00c7ocuk Hali: Zihin Geli\u015fimi Ara\u015ft\u0131rmalar\u0131 i\u00e7inde<\/em>, (pp. 131-155), Istanbul: Ko\u00e7 Universitesi Yay\u0131nlar\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H<\/strong>., &amp;&nbsp;<strong>*Bozb\u0131y\u0131k, B.<\/strong>&nbsp;(2016). Sembolik oyunun \u00e7ocuk geli\u015fimindeki yeri. In \u00c7. Ayd\u0131n, T. G\u00f6ksun, A. C. K\u00fcntay, D. Tahiro\u011flu (Eds.). Akl\u0131n \u00c7ocuk Hali: Zihin Geli\u015fimi Ara\u015ft\u0131rmalar\u0131 (pp.271-297), Istanbul: Ko\u00e7 \u00dcniversitesi Yay\u0131nlar\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Ilgaz, H<\/strong>., Hassinger-Das, B., Hirsh-Pasek, K., &amp; Golinkoff, R. M. (2014). Language for Reading. In P. Brooks, V. Kempe, &amp; G. J. Golson (Eds.)&nbsp;<em>Encyclopedia of Language Development,<\/em>&nbsp;(pp. 323-326). Thousand Oaks, CA: Sage.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nicolopoulou, A., Brockmeyer, C., de S\u00e1, A., &amp;&nbsp;<strong>Ilgaz, H.<\/strong>&nbsp;(2014). Narrative performance, peer group culture, and narrative development in a preschool classroom. In A. Cakaite, S. Blum-Kulka, V. Aukrust, &amp; E. Teubal (Eds.). Children\u2019s Peer Talk: Learning from Each Other (pp. 42-62). NY: Cambridge University Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>*Bil-Ge \u00f6\u011frencileri\/mezunlar\u0131<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Not:&nbsp;A\u015fa\u011f\u0131da listelenen bas\u0131l\u0131 yay\u0131nlar\u0131m\u0131z\u0131n, \u00e7evrimi\u00e7i ortamlardan tamam\u0131na ula\u015famad\u0131\u011f\u0131n\u0131z ya da&nbsp;yay\u0131nlar\u0131m\u0131z&nbsp;hakk\u0131nda daha detayl\u0131 bilgiler edinmek istedi\u011finiz takdirde, bizlerle do\u011frudan&nbsp;e-posta yoluyla ileti\u015fime [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-81","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/pages\/81","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=81"}],"version-history":[{"count":5,"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/pages\/81\/revisions"}],"predecessor-version":[{"id":198,"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=\/wp\/v2\/pages\/81\/revisions\/198"}],"wp:attachment":[{"href":"https:\/\/bilge.bilkent.edu.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=81"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}