Professor of Psychology
Dean of the College of Social Sciences and Humanities
Director of the Graduate School of Social Sciences and Humanities
Koç University, Sarıyer, Istanbul
Tel: +90 212.338.1409
Fax: +90 212.338.3760
Güneş-Acar G., Alp E., Küntay A., Aksu-Koç A., (2021). Contribution of working memory to gesture production in toddlers. Cognitive Development. Volume 60. ISSN 0885-2014. https://doi.org/10.1016/j.cogdev.2021.101113.
Ger E., Stuber L., Küntay A. C., Göksun T., Stoll S., Daum M. M., (2021). Influence of causal language on causal understanding: A comparison between Swiss German and Turkish. Journal of Experimental Child Psychology. Volume 210. ISSN 0022-0965. https://doi.org/10.1016/j.jecp.2021.105182.
Koşkulu S., Küntay A. C., Liszkowski U., Uzundag B. A, (2021). Number and type of toys affect joint attention of mothers and infants. Infant Behavior and Development. Volume 64. ISSN 0163-6383. https://doi.org/10.1016/j.infbeh.2021.101589.
Koşkulu S., Küntay A. C., Uzundag B. A., (2021). Maternal behaviors mediate the relationship between socioeconomic status and joint attention. Journal of Applied Developmental Psychology. Volume 75. ISSN 0193-3973. https://doi.org/10.1016/j.appdev.2021.101291.
Kanero J, Tunalı ET, Oranç C, Göksun T and Küntay AC (2021). When Even a Robot Tutor Zooms: A Study of Embodiment, Attitudes, and Impressions. Front. Robot. AI 8:679893. doi: 10.3389/frobt.2021.679893
Ger, E., Küntay, A. C., Goksun, T., Stoll, S., & Daum, M. M. (2021). How do different language typologies influence causal event conceptualizations?. PsyArXiv. May 31. https://doi.org/10.31234/osf.io/p3dgc
Kanero J., Oranç C., Koşkulu S., Kumkale T. G., Göksun T., Küntay A. C, (2021). Are Tutor Robots for Everyone? The Influence of Attitudes, Anxiety, and Personality on Robot-Led Language Learning. International Journal of Social Robotics. https://doi.org/10.1007/s12369-021-00789-3
Şen Hilal H., Küntay A. C., Kumkale T. A., (2021). Peer Persuasion strategies during rule following in 4- to 6-year-olds. Social Development. https://doi.org/10.1111/sode.12525
Ertaş S., Koşkulu S., Ger E., Küntay A.C., (2021). Relation of Infants’ and Mothers’ Pointing to Infants’ Word Comprehension and Latency to Find Referents.
Demir-Lira, Ö.E., Kanero, J., Oranç, C., Koşkulu, S., Franko, I., Göksun, T. and Küntay A.C. (2020), L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds. Front. Educ. 5:599636. doi: 10.3389/feduc.2020.599636
Oranç, C., Baykal, G. E. and Kanero, J., and Küntay, A.C. and Göksun, T. (2020) A look into the future: how digital tools advance language development. In: Rohlfing, Katharina J. and Müller-Brauers, Claudia, (eds.) International Perspectives on Digital Media and Early Literacy: The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction. Routledge, London. ISBN 9780429321399 (Accepted/In Press)
Oranç, C & Küntay, A.C. (2020) Children’s perception of social robots as a source of informationacross different domains of knowledge. Cognitive Devolepment. Vol: 54 https://doi.org/10.1016/j.cogdev.2020.100875
Dolscheida, S., Çelik, S., Erkan, H., Küntay, A.C. and Majid, A. (2020) Space-pitch associations differ in their susceptibility to language. Cognition, Vol: 196. https://doi.org/10.1016/j.cognition.2019.104073
Vogt, P., Berghe, R., Haas, M., Hoffman, L., Kanero, J., Mamus, E., Montanier, J.M., Oranc, C., Oudgenoeg-Paz, O., Hernandez, D., Papadopoulosk, F., Schodde, T., Verhagen, J., Wallbridgek, C.D., Willemsen, B., Wit, J., Belpaemek, T., Goksun, T., Kopp, S., Krahmer, E., , Kuntay, A.C., Leseman, P. and Pandey, A.K. (2019). Second Language Tutoring Using Social Robots: A Large-Scale Study. 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI), Daegu, Korea (South), pp. 497-505, doi: 10.1109/HRI.2019.8673077.
Verhagen, J., Berghe, R., Oudgenoeg-Paz O, Küntay, A.C. and Leseman, P. (2019). Children’s reliance on the non-verbal cues of a robot versus a human. Vol: 14(12). https://doi.org/10.1371/journal.pone.0217833
Moran, S., Lester, N. A., Gordon, H., Küntay, A.C, Pfeiler, B., Allen,S. and Stoll, S. (2019). Variation Sets in Maximally Diverse Languages. Proceedings of the 43rd annual Boston University Conference on Language Development. pp: 427-440
Özkan, D., Uzundağ, B. and Küntay, A.C. (2019). Learning Language is Learning Typology: Acquisition of argument structure and relative clauses in typologically diverse languages. International Handbook of Language Acquisition. Vol: 15
Uzundag, B. A. & Küntay, A. C. (2019). The Acquisition and Use of Relative Clauses in Turkish-Learning Children’s Conversational Interactions: A Crosslinguistic Approach. Journal of Child Language (in press). Journal of Child Language. pp: 1-20, doi:10.1017/S030500091900045X
Oranç, C. & Küntay, A.C. (2019). Learning from the real and the virtual worlds: Educational use of augmented reality in early childhood. International Journal of Child-Computer Interaction. vol 21, 104-111, https://doi.org/10.1016/j.ijcci.2019.06.002
Özge, D., Küntay, A. & Snedeker, J. (2019). Why wait for the verb? Turkish speaking children use case markers for incremental language comprehension. Cognition.183: 152-180. Doi: https://doi.org/10.1016/j.cognition.2018.10.026
Moran, S., Blasi, E.D., Schikowski, R., Küntay, A.C., Pfeiler, B., Allen, S. & Stoll, S. (2018). A universal cue for grammatical categories in the input to children: Frequent frames. Cognition, 175: 131–140. https://doi.org/10.1016/j.cognition.2018.02.005
Ateş, B.Ş. & Küntay, A.C. (2018). Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse. Journal of Child Language, 45(1), 148-173
Ateş, B.Ş. & Küntay, A., (2018). Socio-pragmatic skills underlying language development: Boundaries between typical and atypical development. In A. Bar-On & D. Ravid (Eds.), Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives. Berlin: De Gruyter Mouton.
Ger, E., Altınok, N., Liszkowski, U. & Küntay, A.C. (2018). Development of Infant Pointing from 10 to 12 months: The Role of Relevant Caregiver Responsiveness. Infancy. 1-22. doi.org/10.1111/infa.12239
Uzundağ, A.B., Taşçı, S.S., Küntay, A.C. & Aksu-Koç, A. (2018). Functions of Turkish evidentials in early child–caregiver interactions: a growth curve analysis of longitudinal data. Journal of Child Language. pp:1-22. doi.org/10.1017/S0305000917000526
Uzundağ, A.B. & Küntay, A.C. (2018). Children’s referential communication skills: The role of cognitive abilities and adult models of speech. Journal of Experimental Child Psychology. 172: 73-95. doi.org/10.1016/j.jecp.2018.02.009
Kanero, J., Geçkin, V., Oranç, C., Mamus, E., Kuntay, A.C. & Göksun, T. (2018). Social robots for early language: Current evidence and future directions. Child Development Perspectives. 12(3), pp: 146-151. doi.org/10.1111/cdep.12277
Belpaeme, T., Vogt, P., Van den Berghe, R., Bergmann, K., Göksun, T., De Haas, M., Kanero, J., Kennedy, J., Küntay A.C., Oudgenoeg-Paz, O., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridge, C.D, Willemsen, B., De Wit, J., Geçkin, V. & Hoffmann, L. (2018). Guidelines for Designing Social Robots as Second Language Tutors. International Journal of Social Robotics. 10: 325–341. doi.org/10.1007/s12369-018-0467-6
Şen, H.H. & Küntay, A.C. (2018). Nonverbal Markers of Lying During Children’s Collective Interviewing with Friends. Journal of Nonverbal Behavior. pp. 1–19. https://doi.org/10.1007/s10919-018-0287-2
Brouwer, S., Özkan & D. Küntay, A.C. (2018). Verb-based prediction during language processing: the case of Dutch and Turkish Journal of Child Language, pp. 1–18 doi:10.1017/S0305000918000375
Verhagen, J., Grassmann, S. & Küntay, A.C. (2017). Monolingual and bilingual children's resolution of referential conflicts: Effects of bilingualism and relative language proficiency. Cognitive Development. 41: 10-18.
Veryeri I. A. & Küntay, A.C. (2017). Early education in literacy in Turkey in comparison to the Balkan countries. In N. Kucirkova, C. Snow, V. Grover, C. Mcbridge (eds.) The Routledge International Handbook of Early Literacy Education. Taylor and Francis. pp:150-160
Brouwer, S., Özkan, D. & Küntay, A.C. (2017). Semantic prediction in monolingual and bilingual children. Cross-linguistic Influence in Bilingualism. 52: 49-74. Amsterdam: John Benjamins. doi.org/10.1075/sibil.52.04bro
Uzundağ, B., Taşçı, S.S. & Küntay, A.C. (2017). Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions. In F. N. Ketrez, A.C. Küntay, Ş. Özçalışkan, & A. Özyürek (eds). Social environment and cognition in language development: Studies in honor of Ayhan Aksu-Koç.TiLAR Series (Trends in Language Acquisition Research). Amsterdam: John Benjamins. pp: 167-177. doi.org/10.1075/tilar.21.11uzu
Köksal S.A. & Küntay, A.C. (2017). Oyun ve dil gelişimi (Play and language development). In Dost-Gözkan, A., Kafescioğlu, N., & Tahiroğlu, D. (eds.) Gelişim psikolojisi ve terapi perspektifinden oyun. İstanbul: Özyeğin University Press.
Ateş, B.Ş., Demir, Ö.E., Küntay, A.C. (2016). Children's referential choices in Turkish: Experimentally elicited and conversationally occasioned determinants. In B. Haznedar & F.N. Ketrez (eds). The acquisition of Turkish in childhood. pp. 153-175. Amsterdam: John Benjamins.
Ateş, B,Ş. & Küntay, A.C. (2016). Sosyal-edimsel dil ve iletişim becerilerinin gelişimi: Bebeklikte tipik ve atipik sosyal-bilişsel süreçler (Development of social-pragmatic competence: Typical and atypical processes in infancy). In M. Irak (ed.) Davranış Bozuklukları ve Biliş. pp. 97-138. Istanbul: Bahçeşehir University Press.
Uzundağ, B. & Küntay, A.C. (2016). İki dillilik gelişen zihni farklı şekillendirir mi? (Does bilingualism shape the developing mind differently?). In Ç Aydın, T. Göksun, A.C. Küntay, D. Tahiroğlu (eds.) Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları.pp. 41-67. Istanbul: Koç University Publications.
Veryeri, I. A. & Küntay, A. C. (2016). Türkiye’de 0-3 yaş aralığındaki bebek ve çocukların kitapla tanıştırılması (Introducing books to children ages 0 to 3 in Turkey). In Bettina Kümmerling (ed.). Erken Okur-Yazarlık: 0-3 Yaş Arası Çocuk Kitapları. pp: 9-28. Istanbul: Koç University Publications.
Ateş, B.Ş. & Küntay, A.C. (2015). Children's sensitivity to caregiver cues and the role of adult feedback in the development of referential communication. In L. Serratrice and S. Allen (eds.) The acquisition of reference. pp. 241-262. TiLAR Series (Trends in Language Acquisition Research). Amsterdam: John Benjamins.
Demir, Ö., & Küntay, A. (2014). Narrative development. In P. Brooks, & V. Kempe (Eds.), Encyclopedia of language development. (Vol. 13, pp. 394-398). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781483346441.n127
Ateş-Şen, B. & Grassmann, S., Küntay, A.C. (under review). When socio-pragmatic and lexical cues compete: Does preschoolers' referential comprehension have multiple phases? Journal of Experimental Child Psychology.
Brouwer, S. & Küntay, A.C. (under review). Revision of verb-based semantic expectations in children’s spoken language comprehension: Relation with vocabulary and executive functions. Journal of Experimental Child Psychology.
Quimbo, S., Wagner, N., Küntay, A.C., Javier, X., Peabody, J. (under review). Revisiting the nature vs. nurture debate: Patterns of cognitive development of Filipino children. World Development.
Ateş, B.Ş. & Küntay, A.C. (2018). Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse. Journal of Child Language, 45(1), 148-173.
Sarilar, A., Matthews, D. & Küntay, A.C. (2015). Hearing relative clauses boosts relative clause usage (and referential clarity) in young Turkish language learners. Applied Psycholinguistics, 36, pp. 175-202.
Dost-Özkan, A. & Küntay, A.C. (2015). Linguistic representation of emotion terms: Variation with respect to self-construals and education. Asian Journal of Social Psychology. 17, pp. 277-285.
Blom, E., Küntay, A.C., Messer, M., Verhagen, J. & Leseman, P. (2014). The benefits of being bilingual: Working memory in bilingual Turkish-Dutch Children. Journal of Experimental Child Psychology. 128, pp. 105-119.
Demir, Ö.E. & Küntay, A.C. (2014), Cognitive and Neural Mechanisms Underlying Socioeconomic Gradients in Language Development: New Answers to Old Questions. Child Development Perspectives, 8: 113–118. doi: 10.1111/cdep.12069.
Küntay, A.C., & Özge, D. (2014). Word order as a structural cue and word ordering as an interactional process in early language learning. In Arnon, I., Casillas, M., Kurumada, C. & Estigarribia, B. (eds.) Language in interaction: Studies in honor of Eve V. Clark (pp. 231-250). TiLAR Series (Trends in Language Acquisition Research), Amsterdam: John Benjamins.
Baydar. N., Küntay, A. C., Aydemir, N., Çankaya, D., Gökşen, F., Cemalcılar (2014). “It takes a village” to support the vocabulary development of children with multiple risk factors. Developmental Psychology, 50, 1014-1025.
Küntay, A.C., Nakamura,K. & Ateş Şen, B. (2014). Crosslinguistic and crosscultural approaches to pragmatic development. In D. Matthews (ed.) Pragmatic development in first language acquisition (pp. 317-342). TiLAR Series (Trends in Language Acquisition Research), Amsterdam: John Benjamins.
Furman, R., Küntay, A.C., & Ozyurek, A. (2014). Early language-specificity of children's event encoding in speech and gesture: Evidence from caused motion in Turkish. Language, Cognition and Neuroscience, 29, 620-634. doi:10.1080/01690965.2013.824993.
Köymen, B. & Küntay, A.C. (2013). Turkish children’s conversational oppositions. Usage of two discourse markers. Discourse Processes, 50:6, 388-406.
Candan, A., Küntay, A.C., Cheung, H., Wagner, L. & Naigles, L. (2012). Language and age effects in processing of word order. Cognitive Development, 27(3), 205-222.
Demir, E. & Küntay, A.C. (2012). Dil ve iletişim becerilerinin gelişiminde anababalık etkileri. (Influences of parents on the development of language and communication skills). In M. Sayıl & B. Yağmurlu Parenting. Koç University Press.
Küntay, A.C. (2011). Crosslinguistic research. In Erika Hoff (Ed.) The Blackwell guide to research methods in child language. Wiley-Blackwell.
Sarılar, A., & Küntay, A.C. (2011). Training young learners in referential communication: Relative clause constructions. In E. Erguvanlı Taylan & B. Rona (Eds.) Puzzles of language: Essays in honour of Karl Zimmer (pp. 121-135). Wiesbaden: Harrassowitz Verlag.
Ural, A. E., Yüret, D., Ketrez, N., Koçbaş, D., & Küntay, A.C. (2009). Morphological cues vs. number of nominals in learning verb types in Turkish: The syntactic bootstrapping mechanism revisited. Language and Cognitive Processes, 24, 1393-1405.
Bahtiyar, S. & Küntay, A.C. (2009). Integration of Communicative Partner’s Visual Perspective in Patterns of Referential Requests. Journal of Child Language, 36, 529-555.
Küntay, A. C. (2009). Microgenesis of narrative competence during preschool interactions: Effects of the relational context. In A. Aksu-Koç & S. Bekman (Eds.) Perspectives on human development, family and culture. Essays in honor of Çiğdem Kağıtçıbaşı (pp. 178-193). Cambridge: Cambridge University Press.
Küntay, A. C., & Koçbaş, D. (2009). Effects of lexical items and construction types in English and Turkish character introductions in elicited narrative. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura & S. Ozcaliskan (Eds.) Crosslinguistic approaches to the psychology of language (pp. 81-92). New York, NY: Psychology Press. Taylor and Francis Group.
Baydar, N., Kağıtçıbaşı, Ç, Küntay, A.C., & Gökşen, F. (2008). Effects of an educational television program on preschoolers: Variability in benefits, Journal of Applied Developmental Psychology, 29, 349-360.
Göksun, T., Küntay, A.C., & Naigles, L. R. (2008). Turkish children use morphosyntactic bootstrapping in interpreting verb meaning. Journal of Child Language, 35, 291-323.
Küntay, A.C., & Özyürek, A. (2006). Learning attentional contrasts in using demonstratives in conversation: What do language-specific strategies in Turkish reveal? Journal of Child Language, 33, p. 303-320.
Küntay, A. C., & Ahtam, B. (2004). Annelerin çocuklarıyla geçmiş hakkındaki konuşmalarının anne eğitim düzeyiyle ilişkisi (The role of maternal education in talk about the past in mother-child interactions). Türk Psikoloji Dergisi, 19 (54), 19-31.
Küntay, A.C. (2004) Lists as alternative discourse structures to narratives in preschool children’s conversations. Discourse Processes, 38, 95-118.
Küntay, A.C., Gülgöz, S., & Tekcan, A.İ. (2004). Disputed memories of twins: How ordinary are they? Applied Cognitive Psychology, 18, 405-413.
Küntay, A., Nakamura, K. (2004). Linguistic strategies serving evaluative functions: A comparison between Japanese and Turkish narratives. In S. Strömqvist, & L. Verhoeven (Eds.) Relating events in narrative, Volume 2: Typological and contextual perspectives (pp. 329-358). Mahwah: Lawrence Erlbaum Associates.
Küntay, A.C., & Şenay, İ. (2003). Narratives beget narratives: Rounds of stories in Turkish preschool conversations. Journal of Pragmatics, 35, pp. 559-587.
İkier, S., Tekcan, A., Gülgöz, S., & Küntay, A.C. (2003). Whose life is it anyway? Adoption of each other’s autobiographical memories in twins. Applied Cognitive Psychology, 17, pp. 237-247.
Küntay, A.C. (2002) Development of the expression of indefiniteness: Presenting new referents in Turkish picture-series stories. Discourse Processes, 33, 77-101.
Küntay, A.C. and Slobin, D.I. (2002). Putting interaction back into child language: Examples from Turkish. Psychology of Language and Communication, 6, 5-14.
Küntay, A.C. (2001). Occasions for providing resolutions (or not) in Turkish preschool conversations. Narrative Inquiry, 411-450.
Inkelas, S., Hansson, G., Küntay, A., & Orgun, O. (2001). Labial Attraction in Turkish: An Empirical Perspective. Turkic Languages, 5, 169-197.
Inkelas, S., Küntay, A., Sprouse, R., & Orgun, O. (2000). Turkish Electronic Living Lexicon (TELL). Turkic Languages¸4, 253-275.
Küntay, A. C. (1999). How do Turkish preschoolers anchor referents in conversational extended discourse? Psychology of language and communication, 3, 2, pp. 83-90.
Küntay, A., & Slobin, D.I. (1999). The acquisition of Turkish as a native language: A research review. Turkic Languages, 3(2), 151-188.
Küntay, A., & Ervin-Tripp, S. (1997). Narrative structure and conversational circumstances. Journal of Narrative and Life History 7 (1-4), 113-120.
Ervin-Tripp, S., & Küntay, A. (1997). The occasioning and structure of conversational stories. In T. Givón (Ed.) Conversation: Cognitive, communicative and social perspectives (pp. 133-166). Amsterdam/Philadelphia: John Benjamins.
Küntay, A., & Slobin, D.I. (1996). Listening to a Turkish mother: Some puzzles for acquisition. In D.I. Slobin, J. Gerhardt, A. Kyratzis, & J. Guo (Eds.) Social interactions, social context, and language (pp. 265-286). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ketrez, N., Küntay, A.C., Özçalışkan, Ş., & Özyürek, A. (under review). Social environment and cognition in language development: Studies in honor of Ayhan Aksu-Koç. Trends in Language Acquisition Research. John Benjamins.
Aydın, Ç., Göksun, T., Küntay, A.C., Tahiroğlu, D. (2016). Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları. Istanbul: Koç Üniversitesi Yayınları.
Uzundag, B. A., Tasci, S. S., Küntay, A. C., & Aksu-Koç, A. (2016). Functions of evidentials in Turkish child and child-directed speech in early child-caregiver interactions. Proceedings of the 40th Annual Boston University Conference on Language Development (pp. 403-416). Somerville, MA: Cascadilla Press.
Özge, D., Kornfilt, J., Münster, K., Knoeferle, P. Küntay, A., Snedeker, J. (2016). Predictive use of case markers in German children. Proceedings of the 40th Annual Boston University Conference on Language Development (pp. 291-303). Somerville, MA: Cascadilla Press.
Belpaeme, T., Vogt, P., Kopp, S., Leseman, P., Küntay, A.C., Göksun, T., Pandey, A. (2015). L2TOR: Second language tutoring using social robots. Position paper accepted for First International Workshop on Educational Robots (Wonder 2015).
Blom, E., Küntay, A.C., Messer, M., Verhagen, J. & Leseman, P. (2014). Do bilingual Turkish-Dutch children show working memory benefits despite lower linguistic proficiency? Proceedings of the 38th Annual Boston University Conference on Child Language Development (pp. 64-76), Somerville, MA: Cascadilla Press.
Wang, H., Höhle, B., Ketrez, F. N., Küntay, A.C. & Mintz, T. H. (2011). Cross-linguistic distributional analyses with frequent frames: the cases of German and Turkish. In Proceedings of the 35thAnnual Boston University Conference on Language Development (pp. 628-640). Somerville, MA: Cascadilla Press.
Naigles, L., Reynolds, C. & Küntay, A.C. (2011). In N. Danis, K. Mesh & H. Sung (Eds.) 2- and 3-Year-Olds’ Sensitivity to Pronoun Case in English Sentence Comprehension. Proceedings Supplement of the Boston University Conference on Child Language Development 35, http://www.bu.edu/bucld/proceedings/supplement/vol35/.
Furman, R., Özyürek, A., & Küntay, A. C. (2010). Early language-specificity in Turkish children’s motion expressions in speech and gesture. In K. Franich, K. M. Iserman, and L. L. Keil (Eds.) Proceedings of the 34thAnnual Boston University Conference on Language Development (pp. 126-137). Somerville, MA: Cascadilla Press.
Acarlar, F., Aksu-Koç, A., Küntay, A.C., Maviş, İ., Sofu, H., Topbaş, S., Turan, F. (2009). Adapting MB-CDI to Turkish: The first phase. In S. Ay, Ö. Aydın., İ. Ergenç, S. Gökmen, S. İşsever, and D. Peçenel (Eds.) Essays on Turkish linguistics: Proceedings of the 14thInternational Conference on Turkish Linguistics, August 6-8, 2008. Harrassowitz Verlag: Wiesbaden, Germany.
Yüret, D., Ural, A. E., Ketrez, F. N., Koçbaş, D. & Küntay, A. C. (2009). Morphological cues vs. number of nominals in learning verb types in Turkish: Syntactic bootstrapping mechanism revisited. In J. Chandlee, M. Franchini, and M. Rheiner (Eds.) A Supplement to the Proceedings of the 33rd Boston University Conference on Language Development.http://www.bu.edu/linguistics/APPLIED/BUCLD/supp33.html.
Küntay, A. C., & Bahtiyar, S.A., Sungur, H., & Özdamar, Ö. (2008). Requestive speech leads to referential clarity in Turkish Preschool Children. In H. Chan, H. Jacob, and E. Kapia (Eds.) Proceedings of the 32nd Annual Boston University Conference on Language Development (pp. 239-250). Somerville, MA: Cascadilla Press.
Bahtiyar, S. A., & Küntay, A. C. (2007). Preschool children can assess common ground: Effect of (in)definiteness status of referential terms. In H. Caunt-Nulton, S. Kulatilake, and I. Woo (Eds.) Proceedings of the 31st Annual Boston University Conference on Language Development(pp. 70-80). Somerville, MA: Cascadilla Press.
Naigles, L., R., Küntay, A. C., Göksun, T., & Lee, J. N. (2006). Language-specific properties influence children’s acquisition of argument structure. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.) Proceedings of the 30th Annual Boston University Conference on Language Development (pp. 388-398). Somerville, MA: Cascadilla Press.
Demir, E.Ö., Küntay, A.C., & Özyürek, A. (2005). Görme engelli Türk çocuklarının ve annelerinin işaret zamiri kullanımı: Dokunsal ortak dikkat. 2. Ulusal Dil ve Konuşma Bozuklukları Kongresi Bildiri Kitabi (Seyhun Topbaş, Ed.), 2005, Ankara: Kök Yayıncılık.
Zimmer, K., & Küntay, A.C. (2003). Turkish Internal Vowel Harmony Revisited. In A. S. Özsoy, D. Akar, M. Nakipoğlu-Demiralp, E. Eser Erguvanlı-Taylan, A. Aksu-Koç (Eds.). Studies in Turkish Linguistics (pp. 27-33). Istanbul: Boğaziçi University Press.
Küntay, A. & Özyürek, A. (2002). Development of the use of demonstrative pronouns in Turkish. Proceedings for the Boston University Conference on Language Development(pp. 336-347). Somerville, MA: Cascadilla Press.
Küntay, A.C., & Slobin, D.I. (2001). Discourse behavior of lexical categories in Turkish child-directed speech: Nouns vs. Verbs. In Almgren, M., Barreña, A., Ezeizabarrena , M., Idiazabal I., and MacWhinney B. (eds.) Research on child language acquisition: Proceedings for the 8th Conference of the International Association for the Study of Child Language (pp. 928-946), Cascadilla Press.
Inkelas, S., Küntay, A., Orgun, C.O., & Sprouse, R. (2000). Turkish Electronic Living Lexicon (TELL): A lexical database. Proceedings of the Second International Conference on Language Resources and Evaluation, Athens, Greece.
Küntay, A., & Ervin-Tripp, S. (1998). Conversational narratives of Turkish children: Occasions and Structures. In A. Aksu-Koc, E. Erguvanli-Taylan, A. Sumru Ozsoy & A. Küntay (Eds.) Perspectives on language acquisition: Selected papers from the International Congress for the Study of Child Language (July 14-19, 1996).
Dasinger, L., & Küntay, A. (1998). Introducing referents in elicited discourse: Finnish vs. Turkish. In A. Aksu-Koc, E. Erguvanli-Taylan, A. Sumru Ozsoy & A. Küntay (Eds.) Perspectives on language acquisition: Selected papers from the International Congress for the Study of Child Language (July 14-19, 1996).
Aksu-Koç, A., Erguvanlı-Taylan, E., Özsoy, A. S., & Küntay, A. (Eds.) (1998). Perspectives on language acquisition: Selected papers from the International Congress for the Study of Child Language.
Inkelas, S., Küntay, A., & Orgun, O. (1996). Turkish Electronic Living Lexicon (TELL). Paper presented at the International Congress of Turkish Linguistics (August 4-7 1996), Ankara, Turkey.
Küntay, A., & Slobin, D.I. (1995). Nouns and verbs in child directed speech. In D. MacLaughlin, & S. McEwen (Eds.) Proceedings of the 19th Boston University Conference on Language Development (pp. 179-196). Boston, MA.
Slobin, D.I., Dasinger, L., Küntay, A., & Toupin, C. (1993). Native language reacquisition in early childhood. In E. Clark (Ed.) Proceedings of the Twenty-fourth Annual Child Language Research Forum. Stanford: CSLI Publications.
Department of Comparative Linguistics, University of Zurich, Word order and case marking in sentence processing in children in verb-final languages: Act out and eye tracking studies. Keynote talk in workshop Language diversity meets the brain: Future directions in language sciences, 16 May 2017.
Boğaziçi Siyaset Okulu (Boğaziçi European School of Politics), Çiftdilli ortamlarda zihinsel gelişim ve eğitim (Cognitive development and education in bilingual environments, , 21 May 2016, Boğaziçi Üniversitesi, Kilyos Sarıtepe Kampüsü
30. Ulusal Dilbilim Kurultayı (30thNational Linguistics Conference), Ankara Üniversitesi, Dil ve İletişim Becerileri Gelişirken (As Language and Communicative Competence Develops), 13 Mayıs 2016.
1. Psikoloji Günü (1st Psychology Meeting), Işık Üniversitesi, Dil ve İletişim Gelişiminde Çevrenin Etkileri (The Influence of Environment on Language and Communication Development), 5 Aralık 2015
She refers therefore she is: Pragmatics of referential communication. Uppsala University, Sweden, Multilingualism Workshop, December 1-2, 2015.
Functions of evidentials in early child- and child-directed speech in early child-caregiver interactions. Uppsala University, Sweden, Multilingualism Workshop, December 1-2, 2015.
LOT School, Taught a 5-day course on Social Cognition, Input and Language Acquistion, January 19-23, 2014, University of Amsterdam.
Differentiation of evidential functions in Turkish child- and child-directed speech. LingDay, Boğaziçi University, June 8, 2015. (with Berna Uzundağ, Süleyman Taşçı, Ayhan Aksu-Koç).
Is Referential Communication Really That Challenging for Children? (and Why would Cognitive Science Care About That?). 2nd International Symposium on Brain and Cognitive Science, METU, Ankara, April 18, 2015.
Sosyal-Bilişsel Gelişim Bağlamında Dil ve İletişim (Language and Communication in the Context of Social-Cognitive Development). Kemerburgaz University, Psychology Talks, May 7, 2016.
She refers therefore she is: Morphosyntax and pragmatics of referential communication. Plenary talk at the conference of the International Association for the Study of Child Language (IASCL), Amsterdam, July 18, 2014.
Word order acquisition and interactional learning (with Dr. Duygu Özge), Invited talk for the symposium titled “Language in interaction” at the conference of the International Association for the Study of Child Language (IASCL), Amsterdam, July 16, 2014.
Prediction during language processing (with Dr. Susanne Brouwer), Educational and Learning Sciences symposium, Utrecht University, July 7, 2014.
Turkish-Dutch bilingual children show memory benefits despite lower linguistic proficiency (with Dr. Elma Blom), Sardes Educational Services, June 23, 2014.
Çiftdilli ortamlarda dil gelişimi (Language development in bilingual environments), Rosarium Foundation, Rotterdam, June 19, 2014.
Language, thought, culture. Lecture for Psychology Now series, Utrecht University, Department of Psychology, June 11, 2014.
Invited final discussion in “Communicative intention in action and gesture”, 4th Nijmenegn Gesture Centre Workshop, Max Planck Institute for Psycholinguistics, June 3, 2014.
Referential clarity in preschoolers’ linguistic forms: Implications for sociolinguistic development. Invited symposium for 44th Annual Meeting of the Jean Piaget Society, San Francisco, May 29, 2014.
Erken Çocuklukta Dil, İletişim, Anlatı. İÜ Cerrahpaşa Tıp Fakültesi, Çocuk Psikiyatrisi Seminerleri, May 22, 2014.
İnsan Zihninde Dil(ler) ve İletişim. Koç Üniversity, UNIV-101 Seminerleri, March 26, 2014.
Impact of interaction and feedback on children’s referential communication skills. Yeditepe University, Cognitive Science Seminars, March 7, 2014.
Interactive goals, feedback and training influence children’s referential communication skills. University of Toronto, Developmental Talks, January 30, 2014.
Language and communication development during early years. Özyeğin University, Istanbul. Graduate proseminar course for Applied Developmental Psychology. January 3, 2014.
Development of integration of linguistic knowledge and effective reference in children. Boğaziçi University, Istanbul. March 21, 2013.
Word learning opportunities in extended conversational interactions. Part of a symposium titled “Challenges for the field of language development”. Max Planck Institute for Psycholinguistics, Nijmegen. October 2, 2012.
Learning to talk about chairs (and other things): Emergence and development of language-and-communication in children, Utrecht University, Faculty of Social and Behavioral Sciences, Inaugural speech. May 22, 2013.
Comments on Mother Tongue and Multilingualism-based Education, Diyarbakır Political and Social Research Institute (DİSA), Ankara. October 5, 2013
Roundtable discussion about research on bilingualism in Turkey and the Netherlands
Educational and Learning Sciences, Utrecht University. October 28, 2013
Development of referential communication: impact of caregiver feedback and interaction, ‘Discourse op Dienstag Series, ‘Development of referential communication: impact of caregiver feedback and interaction’, Institue of Linguistics, Utrecht University. October 29, 2013
How does extended referential discourse integrate speech and other communicative devices in early child-caregiver Interaction? Keynote speech for Seminar on Socio-cognitive Mechanisms of Symbolic Communication (Dr. Paul Vogt). Tilburg University, Netherlands. January 26, 2012.
When referential introductions (don’t) go awry in preschool children’s narrative discourse. Seminar on Communicative Development (Dr. Danielle Matthews). Sheffield University, UK. January 18, 2012.
Expert comments on “Linguistic results: Orthography and literate structures”. Closing conference of the “Literacy Acquisition in Schools” project (Dr. Christoph Schroeder). Potsdam University, Germany. September 16, 2011.
Where words fall short: Non-speech communicative devices of Turkish toddlers and their caregivers. With Ö.E. Demir & A.B. Ateş Şen. Invited symposium in the Regional Conference of the International Association for Cross-Cultural Psychology (Dr. Zeynep Aycan). July 2, 2011.
Predictive processing in children acquiring Turkish. Boğaziçi University, LingDays (Dr. Eser Erguvanlı-Taylan). With D. Özge & J. Snedeker. May 31, 2011.
TİGE, Turkish Communicative Development Inventory: The adaptation process and some results. Boğaziçi University, LingDays (Dr. Eser Erguvanlı-Taylan). With A. Aksu-Koç. May 31, 2011.
Dil ve iletişim becerilerinin gelişimi (“Development of language and communication skills”) Vth Işık Savaşır Symposium of Clinical Psychology. Adnan Menderes University (Dr. Mehmet Eskin). May 19, 2011.
Socio-cognitive development at preschool ages is affected by book-reading interactions. Course on Designing Children’s Books (Dr. Ilgım Veryeri Alaca). May 5, 2011.
Language and communication in early childhood. Early Childhood Development Course, Round II, Netherlands Institute of Higher Education-Ankara (NIHA) & Sardes & ICDI (Dr. Jeroen Aarssen). January 6, 2011.
Why (we) bother about crosslinguistic experimental work in studying language development. University of Connecticut, Psychology Department (Dr. Letitia Naigles). November 8, 2010.
Language and communication in early childhood: A Turkish emphasis. Early Childhood Development Course, Round I, Netherlands Institute of Higher Education-Ankara (NIHA) & Sardes & ICDI (Dr. Jeroen Aarssen). January 15, 2010.
Dil ve iletişim becerilerinin gelişimi (“Development of language and communication skills”) Psychology Days, Okan University (Dr. Dilek Şirvanlı-Özen). April 29, 2010.
Vocabulary development in 3-year-olds: Contexts and predictors. MOCEV-AÇEP (Mother Child Education Foundation). With N. Baydar, Z. Cemalcılar, F. Gökşen, B. Yağmurlu. November 12, 2009.
Do Turkish-speaking preschoolers pick up on relative clauses in referential communication? Boğaziçi University, LingDays (Dr. Eser Erguvanlı-Taylan). With A. Sarılar. May 27, 2009.
First language development. Boğaziçi University, Department of Foreign Language Education (Dr. Ayşe Gürel). November 5, 2008.
Making a linguistic choice with audience visual access in mind. Max Planck Institute of Evolutionary Anthropology. Lyon, France (Dr. Gerlind Hauser-Dr. Danielle Matthews-Dr. Michael Tomasello). April 14, 2009.
Okul öncesi dönemde dil gelişimi (“Language development in preschool years”). METU, Psychology Days. March 12, 2009.
Pragmatic language development. Keynote talk in Language and Communications Disorders Congress (Dr. Pınar Ege). Kuşadası, Aydın. April 30, 2009.
Children’s conversational narratives in preschool settings: Occasions, functions, and structures. Bilgi University, Comparative Literature and Psychology Departments (Dr. Christoph Schroeder & Dr. Diana Sunar). April 11, 2007.
Research in language development: Importance and methods of early assessment. American Hospital, Istanbul (Dr. Gülnihal Şarman). May 12, 2006.
Children’s conversational narratives in preschool settings: Occasions, functions, and structures. Keynote talk for Analysing Interactions in Childhood: Methods and Applications, ESRC Seminar, University of Sheffield, UK (Dr. Hilary Gardner), September 14, 2006.
Young children’s peer interactions and conversations. Data session with B. Köymen. Analysing Interactions in Childhood: Methods and Applications, ESRC Seminar, University of Sheffield, UK (Dr. Hilary Gardner), September 14, 2006.
Language and narrative development during preschool years, Hacettepe University, Deparment of Psychology (Dr. Melike Sayıl), October, 2006.
Expression of causal relations in elicited narrative discourse: A developmental and crosslinguistic account. Cognitive Science Group, Boğaziçi University, November 2002.
L2TOR, Second language tutoring using social robots, H2020 Call in Information and Communication Technologies, European Commission, 2016-2019 (PI, with Tilbe Göksun at Koç University; Coordinator, Dr. Tony Belpaeme, Plymouth University). Amount: 330,000 Euros
IntenC, Tubitak-BMBF Turkish-German Cooperation, Influence of socioeconomic and immigration status on the cognitive origins of cultural learning (PI, with Dr. Ulf Liszkowski, Hamburg University as co-PI), 2014-2017. Amount: 100,000 Euros
Tubitak, Language Comprehension Processes in Turkish Learners: An Eye-tracking study, May 2011- December 2013. (PI). Amout: 90,000 Euros
National Institute of Health, Early grammar productivity: Two Languages, Comprehension (co-PI: Dr. Letitia Naigles, University of Connecticut, USA) , 2006-2010
Tubitak, The Study of Early Childhood Developmental Ecologies in Turkey (PI: Dr. Nazlı Baydar, Koç University), 2007-2010; 2010-2013
Tubitak, Türkçe’de erken sözcük ve dilbilgisel gelişimi ölçme ve değerlendirme çalışması (Turkish Communicative Development Inventory) (PI: Dr. Ayhan Aksu-Koç, Boğaziçi University), 2007-2010
CNRS, for conducting longitudinal research on emergence and early development of language capacity (In collaboration with Dr. Sophie Kern, University of Lyon II, France), 2001-2006
Eurocores Programme (ESF), The Origin of Man, Language and Languages (OMLL) (In collaboration with Dr. Sophie Kern, University of Lyon II, France), 2001-2005
TÜBİTAK and French Foreign Ministry Program for Integrated Actions (PIA)- Bosphorus Grant (In collaboration with Dr. Mehmet-Ali Akıncı, University of Rouen, France), 2005-2007
Visiting Professor at the Faculty of Behavioral and Social Sciences, Utrecht University, 2015-
Prince Claus Chair for Development and Equity, 2012-2014, Utrecht University
TUBA, Gebip- Young Scientist Award Program, 2002-2005
Executive Board of the International Association for the Study of Child Language, 2007-
Sura Ertaş, expected graduation: 2024
Çiğdem İrem İleri, expected graduation: 2024
Cansu Oranç, expected graduation: 2020
Deniz Özkan Göktürk, expected graduation: 2018
Süleyman Sabri Taşçı, expected graduation: 2021
Berna Arslan Uzundağ, graduation: 2018
Beyza Ateş Şen, graduated: 2016
Fatma Ece Özkan, expected graduation: 2022
Sümeyye Koşkulu, expected graduation: 2019
Ebru Ger, graduation: 2017
Özge Savaş, graduation: 2014
Mustafa Uğur Kaya, graduation: 2013
Nazlı Altınok, graduation: 2013
Elda Asael, graduation: 2012
Sevcan Ayaş Köksal, graduation: 2012
Ayşe Sarılar, 2010
Ayşe Beyza Ateş Şen, 2010
Ayşe Candan, 2009
Ayfer Dost, 2007
Tilbe Göksun, 2005
Bahar Köymen, 2005
Sevda Bahtiyar, 2005