Conference Presentations by Peri Ozlem Yuksel-Sokmen
Child-Directed Speech and Gesture in Minority Language Enclaves: Views from Lazona and Little Istanbul
Child-directed speech and gesture constitute universal forms of communicative input to children d... more Child-directed speech and gesture constitute universal forms of communicative input to children developing language; however its features may vary considerable. Ethnographic descriptions of non-Western cultures reveal caregivers’ lack of emphasis on the labeling of objects, rhetoric questioning, or exaggerated intonation when interacting with young children (e.g., Brown, 1998; Pye, 1986). By studying children growing up in two minority language communities, we sought to increase understanding of cultural variation in the quantity and quality of child-directed speech. We examined patterns of verbal and non-verbal communication (language use, gesture production, and gesture-speech act combinations) in bilingual speakers using established coding schemes .
Early Communicative Routines within Lazuri-Speaking Caregiver-Toddler Dyads in Turkey
Intergenerational Effects on Verbal and Non-Verbal Communication among Toddlers Acquiring Lazuri in Lazona
"The combination of developmental and cultural perspectives provides a framework to consider toy-... more "The combination of developmental and cultural perspectives provides a framework to consider toy-play as an emerging socio-cognitive skill. We examined the development of spontaneous gestures and imitation among 50 Lazuri-speaking toddler-caregiver dyads in Lazona, Turkey. Dyads engaged in structured-play activities utilizing tea party and farm-animal toy sets (video-recorded for 10-min/activity). The findings reveal widespread use of gestures in toddler-caregiver interactions, with culture-specific patterns of gesturing developing in tandem with imitation of object use and speech.
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A Mixed-Methods Approach to Child Development Instruction
"Research suggests that students benefit from guided inquiry-based instruction (Alfieri et al., 2... more "Research suggests that students benefit from guided inquiry-based instruction (Alfieri et al., 2011), however Child Development has traditionally been taught as a content course through conventional lecture formats. Based on findings that a hands-on approach to undergraduate involvement in research in the social sciences is beneficial for undergraduate students’ personal, intellectual, and professional growth (Hunter, Laursen, & Seymour, 2006), we applied a mixed-methods model to instruction of Child Development. We sought to engage students in “legitimate peripheral participation” (Lave & Wenger, 1991) as active apprentices in the research process. Using the experiences of three instructors at the College of Staten Island, this report discusses how apprentice-style undergraduate research can be advantageous for undergraduate students’ intellectual and professional development. First, we will discuss a two-fold strategy for presenting the discipline of child psychology: 1) enhanced lecture and 2) research apprenticeship. Then we will examine the effectiveness of this approach for teaching undergraduates the methodologies and theories prevalent in developmental psychology.
Our enhanced-lecture strategy focused on the principal content areas of developmental theory and experimental design via multimedia techniques and data coding projects utilizing both digital video and in-the-field methodologies. Our researcher-apprentice strategy required students to engage in all aspects of research design, from formulating a well-defined research question, conducting the research, to entering and analyzing the data. Our assessments included both individual (exam, lab reports based on coding projects) and group (APA-style paper, mini-conference presentation) assignments. In addition, we had one assignment that required students to combine all of the research skills and conceptual knowledge they had learned in class for a a future research proposal which they presented to the class individually at the end of the semester.
To examine the effectiveness of our mixed-methods approach, we analyzed 200 students’ performance from ten semesters of instruction. Pearson correlations between all assignments revealed that, except for lab reports and group papers (p=NS), all grades were positively and moderately correlated (all p’s<.01), suggesting that regardless of individual vs. group or written vs. oral, all assignments reflected students’ knowledge. A simultaneous regression analysis was conducted to predict students’ grades on the individual future research proposal. We included four variables as predictors: conceptual knowledge (mid-term exam scores), average lab report scores, final research manuscript scores, and mini-conference presentation of their group research project. The mini-conference presentation performance was predictive of students’ grades on the individual future research proposals (p = .0001); students with higher grades from the mini-conference presentation also earned higher grades when presenting a research proposal to the class individually, accounting for 23% of the variance in the future research proposal grades, F(4, 195) = 14.72, p = .0001.
Thus, techniques transfer across types, possibly by emphasizing the material in redundant, complementary ways, suggesting that a variety of strategies is optimal to convey material. Furthermore, by cultivating a “community of practice” (Lave & Wenger, 1991; Wenger, 1998) between the undergraduate apprentice, their fellow student researchers and instructor, we are in fact better preparing students for their next level of engagement as social scientists.
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Men are generally reported to show higher rates of risk taking than women (Byrnes, Miller & Schaf... more Men are generally reported to show higher rates of risk taking than women (Byrnes, Miller & Schafer, 1999). To investigate whether this prevalence might be related to gender differences in feedback processing, we compared the feedback-related negativity (FRN) elicited in a simple monetary gambling task, in men and women. The FRN is thought to reflect the arrival of a dopaminergic reward prediction error in the anterior cingulate cortex (ACC). The ACC serves as a rapid, relatively automatic, but coarse appraisal of the motivational impact of ongoing events. The error signal may be important in developing avoidant behaviors that minimize risk taking. FRN amplitude is usually greatest for unexpected, undesirable events. We hypothesized that high gains would modulate the FRN more than low gains in males, but not females.
Talks by Peri Ozlem Yuksel-Sokmen
The Present and Future of the Digital Graduate Center (Scaling & Sustaining Track)
As campuses everywhere 'go digital', the CUNY Graduate Center's 'Digital GC' initiative continues... more As campuses everywhere 'go digital', the CUNY Graduate Center's 'Digital GC' initiative continues to integrate digital tools and methods into the research, teaching, and service missions of the institution. In this presentation and roundtable panel, Director Matthew Gold (and a number of students across a host of departments and educational programs) will discuss their work as part of this initiative, presenting some of the unique and imaginative current programs.
Speakers:
Matthew K. Gold, Advisor to the Provost for Digital Initiatives, CUNY Graduate Center
Kenneth U. Ezrim, GC Digital Fellow, Computer Science
Erin Glass, GC Digital Fellow, English
Michelle Johnson, GC Digital Fellow, Linguistics
Laura Wildemann Kane, GC Digital Fellow, Philosophy
Micki Kaufman, GC Digital Fellow, History
Andrew McKinney, GC Digital Fellow, Sociology
Alice Lynn McMichael, GC Digital Fellow, Art History
Evan Misshula, GC Digital Fellow, Criminal Justice
Keith Miyake, GC Digital Fellow, Earth and Environmental Sciences
Patrick Smyth, GC Digital Fellow, English
Provost's Digital Innovation Grant Round 3 Winners: Micki Kaufman (‘Quantifying Kissinger’), Eric Knudson ("Six Degrees of Occupation'), Amanda Licastro (‘The Writing Studies Tree’), Peri Ozlem Yuksel-Sokmen (‘Lazuri Talking Child Stories’)
Natural Pedagogy in Twin Infants’ Early Communicative Acts
Twins develop in unique social environment that differs from singletons: As infants they spend mo... more Twins develop in unique social environment that differs from singletons: As infants they spend most of their waking hours together, and thus have countless opportunities to interact with same-age peers as well as with their caregivers. In these familial contexts, twins may exercise choice and control over their communicative partners, which allows researchers to investigate the development of social and communicative skills as a function of these choices.
Parent-Child Matching of Sentence Structure in Early German Acquisition
Papers by Peri Ozlem Yuksel-Sokmen
Our goal in this chapter is to assist graduate student instructors and new faculty in sifting thr... more Our goal in this chapter is to assist graduate student instructors and new faculty in sifting through various books and Web sites in order to help them develop a strong foundation for effective pedagogy and to prevent them from having to reinvent the wheel through trial and
error. As members of the Society for the Teaching of Psychology’s Graduate Student Teaching Association (GSTA), we are well-versed in the trials and tribulations of teaching for the first time. In this chapter, we have organized especially helpful books and Web sites that may assist new instructors in course design and assessment as well as the utilization of research on the Scholarship of Teaching and Learning (SoTL). Our selections also address topics such as activity-based instruction, Internet-enhanced teaching, development of undergraduate writing skills, management of diverse classes, and methods of inspiring students through service and community involvement. We encourage readers to use our chapter to select the resources that are most relevant to their needs. We hope that these resources will arm the new professoriate with strategies to confidently challenge, redefine, and manage the 21st century undergraduate classroom.
The fear factor: Attentional capture by fearful faces in adolescence
Journal of …, Jan 1, 2010
Abstract Teenagers are generally more vulnerable to emotional distractions than adults, which may... more Abstract Teenagers are generally more vulnerable to emotional distractions than adults, which may partly explain relatively poorer decision-making in this population. We have previously shown that performance on a flanker task is relatively mature by mid-...
Allgemeine Gynäkologie. Besonderheiten beim Umgang mit muslimischen Frauen in der Praxis
Geburtshilfe und Frauenheilkunde, Jan 1, 2010
... Titre du document / Document title. Allgemeine Gynäkologie. Besonderheiten beim Umgang mitmus... more ... Titre du document / Document title. Allgemeine Gynäkologie. Besonderheiten beim Umgang mitmuslimischen Frauen in der Praxis. Auteur(s) / Author(s). Yüksel Emine (1) ; Yüksel-Sökmen Özlem ; Affiliation(s) du ou des auteurs / Author(s) Affiliation(s). (1) Berlin ...
Essay on the Cultural Preservation of the South Caucasian Language: Lazuri
The people of the world speak approximately 6500 languages, some on the verge of extinction. Expe... more The people of the world speak approximately 6500 languages, some on the verge of extinction. Experts say that up to two-thirds of them will be extinct in the middle of 21st century.1 Twenty-three living languages are spoken in Turkey; one language is already extinct--Syriac, and others are endangered, like Laz. Out of an estimated 90,000 Laz people, merely 30,000 speak it as their mother language (Ethnologue, 2006). Laz is a South Caucasian language spoken mainly at the coastal regions of Turkey and Georgia. Because Lazuri is traditionally passed orally to the next generation, it is a challenge to keep the language alive.
Teaching Documents by Peri Ozlem Yuksel-Sokmen
Porçoni K'at'u- Lazuri Child Stories
Porçoni K'at'u is an original picture-book story written in two Lazuri dialects and translated in... more Porçoni K'at'u is an original picture-book story written in two Lazuri dialects and translated into Megruli, Turkish (Gömlekli Kedi), English (Dressed-up Kitty), and German (Katz im Kleid). The stories have been illustrated by the fiber artist Susan Wei, New England, and edited by Irfan Cağatay, Istanbul: Lazi Kültür Yayınları.
The stories have been developed in an effort to spread literacy skills in an endangered language (Lazuri) and to provide teaching tools for parents and educators.
Çai Pşvat - Lazuri Child Stories
Çai Pşvat is an original picture-book story written in two Lazuri dialects and translated into Me... more Çai Pşvat is an original picture-book story written in two Lazuri dialects and translated into Megruli, Turkish (Çay içelim), English (Let’s Drink Tea), and German (Lasst uns Tee trinken). The stories have been illustrated by the fiber artist Susan Wei, New England, and edited by Irfan Cagatay, Istanbul: Lazi Kultur Yayinlari.
The stories have been developed in an effort to spread literacy skills in an endangered language (Lazuri) and to provide teaching tools for parents and educators.
Teaching Tips by Peri Ozlem Yuksel-Sokmen
I study social routines as a framework to examine how children develop communicative skills in va... more I study social routines as a framework to examine how children develop communicative skills in various contexts and cultures. In this blog, I will argue that routines are critical components for classroom practices in higher education, too. I will use the analogy of early joint activity to show how routines provide structure and promote a positive learning environment in which learning is made to stick.
Diversity is one of the most fascinating topics in the discipline of psychology and one of the bi... more Diversity is one of the most fascinating topics in the discipline of psychology and one of the biggest challenges new instructors face when dealing with diversity in students. This post encourages new instructors to start thinking about culture and ways to integrate this complex topic across the curriculum. But before new instructors teach about culture it is recommended that we take a cultural-historical approach in regard to the definition of culture and the diversity in our students.
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Conference Presentations by Peri Ozlem Yuksel-Sokmen
"
Our enhanced-lecture strategy focused on the principal content areas of developmental theory and experimental design via multimedia techniques and data coding projects utilizing both digital video and in-the-field methodologies. Our researcher-apprentice strategy required students to engage in all aspects of research design, from formulating a well-defined research question, conducting the research, to entering and analyzing the data. Our assessments included both individual (exam, lab reports based on coding projects) and group (APA-style paper, mini-conference presentation) assignments. In addition, we had one assignment that required students to combine all of the research skills and conceptual knowledge they had learned in class for a a future research proposal which they presented to the class individually at the end of the semester.
To examine the effectiveness of our mixed-methods approach, we analyzed 200 students’ performance from ten semesters of instruction. Pearson correlations between all assignments revealed that, except for lab reports and group papers (p=NS), all grades were positively and moderately correlated (all p’s<.01), suggesting that regardless of individual vs. group or written vs. oral, all assignments reflected students’ knowledge. A simultaneous regression analysis was conducted to predict students’ grades on the individual future research proposal. We included four variables as predictors: conceptual knowledge (mid-term exam scores), average lab report scores, final research manuscript scores, and mini-conference presentation of their group research project. The mini-conference presentation performance was predictive of students’ grades on the individual future research proposals (p = .0001); students with higher grades from the mini-conference presentation also earned higher grades when presenting a research proposal to the class individually, accounting for 23% of the variance in the future research proposal grades, F(4, 195) = 14.72, p = .0001.
Thus, techniques transfer across types, possibly by emphasizing the material in redundant, complementary ways, suggesting that a variety of strategies is optimal to convey material. Furthermore, by cultivating a “community of practice” (Lave & Wenger, 1991; Wenger, 1998) between the undergraduate apprentice, their fellow student researchers and instructor, we are in fact better preparing students for their next level of engagement as social scientists.
"
Talks by Peri Ozlem Yuksel-Sokmen
Speakers:
Matthew K. Gold, Advisor to the Provost for Digital Initiatives, CUNY Graduate Center
Kenneth U. Ezrim, GC Digital Fellow, Computer Science
Erin Glass, GC Digital Fellow, English
Michelle Johnson, GC Digital Fellow, Linguistics
Laura Wildemann Kane, GC Digital Fellow, Philosophy
Micki Kaufman, GC Digital Fellow, History
Andrew McKinney, GC Digital Fellow, Sociology
Alice Lynn McMichael, GC Digital Fellow, Art History
Evan Misshula, GC Digital Fellow, Criminal Justice
Keith Miyake, GC Digital Fellow, Earth and Environmental Sciences
Patrick Smyth, GC Digital Fellow, English
Provost's Digital Innovation Grant Round 3 Winners: Micki Kaufman (‘Quantifying Kissinger’), Eric Knudson ("Six Degrees of Occupation'), Amanda Licastro (‘The Writing Studies Tree’), Peri Ozlem Yuksel-Sokmen (‘Lazuri Talking Child Stories’)
Papers by Peri Ozlem Yuksel-Sokmen
error. As members of the Society for the Teaching of Psychology’s Graduate Student Teaching Association (GSTA), we are well-versed in the trials and tribulations of teaching for the first time. In this chapter, we have organized especially helpful books and Web sites that may assist new instructors in course design and assessment as well as the utilization of research on the Scholarship of Teaching and Learning (SoTL). Our selections also address topics such as activity-based instruction, Internet-enhanced teaching, development of undergraduate writing skills, management of diverse classes, and methods of inspiring students through service and community involvement. We encourage readers to use our chapter to select the resources that are most relevant to their needs. We hope that these resources will arm the new professoriate with strategies to confidently challenge, redefine, and manage the 21st century undergraduate classroom.
Teaching Documents by Peri Ozlem Yuksel-Sokmen
The stories have been developed in an effort to spread literacy skills in an endangered language (Lazuri) and to provide teaching tools for parents and educators.
The stories have been developed in an effort to spread literacy skills in an endangered language (Lazuri) and to provide teaching tools for parents and educators.
Teaching Tips by Peri Ozlem Yuksel-Sokmen
"
Our enhanced-lecture strategy focused on the principal content areas of developmental theory and experimental design via multimedia techniques and data coding projects utilizing both digital video and in-the-field methodologies. Our researcher-apprentice strategy required students to engage in all aspects of research design, from formulating a well-defined research question, conducting the research, to entering and analyzing the data. Our assessments included both individual (exam, lab reports based on coding projects) and group (APA-style paper, mini-conference presentation) assignments. In addition, we had one assignment that required students to combine all of the research skills and conceptual knowledge they had learned in class for a a future research proposal which they presented to the class individually at the end of the semester.
To examine the effectiveness of our mixed-methods approach, we analyzed 200 students’ performance from ten semesters of instruction. Pearson correlations between all assignments revealed that, except for lab reports and group papers (p=NS), all grades were positively and moderately correlated (all p’s<.01), suggesting that regardless of individual vs. group or written vs. oral, all assignments reflected students’ knowledge. A simultaneous regression analysis was conducted to predict students’ grades on the individual future research proposal. We included four variables as predictors: conceptual knowledge (mid-term exam scores), average lab report scores, final research manuscript scores, and mini-conference presentation of their group research project. The mini-conference presentation performance was predictive of students’ grades on the individual future research proposals (p = .0001); students with higher grades from the mini-conference presentation also earned higher grades when presenting a research proposal to the class individually, accounting for 23% of the variance in the future research proposal grades, F(4, 195) = 14.72, p = .0001.
Thus, techniques transfer across types, possibly by emphasizing the material in redundant, complementary ways, suggesting that a variety of strategies is optimal to convey material. Furthermore, by cultivating a “community of practice” (Lave & Wenger, 1991; Wenger, 1998) between the undergraduate apprentice, their fellow student researchers and instructor, we are in fact better preparing students for their next level of engagement as social scientists.
"
Speakers:
Matthew K. Gold, Advisor to the Provost for Digital Initiatives, CUNY Graduate Center
Kenneth U. Ezrim, GC Digital Fellow, Computer Science
Erin Glass, GC Digital Fellow, English
Michelle Johnson, GC Digital Fellow, Linguistics
Laura Wildemann Kane, GC Digital Fellow, Philosophy
Micki Kaufman, GC Digital Fellow, History
Andrew McKinney, GC Digital Fellow, Sociology
Alice Lynn McMichael, GC Digital Fellow, Art History
Evan Misshula, GC Digital Fellow, Criminal Justice
Keith Miyake, GC Digital Fellow, Earth and Environmental Sciences
Patrick Smyth, GC Digital Fellow, English
Provost's Digital Innovation Grant Round 3 Winners: Micki Kaufman (‘Quantifying Kissinger’), Eric Knudson ("Six Degrees of Occupation'), Amanda Licastro (‘The Writing Studies Tree’), Peri Ozlem Yuksel-Sokmen (‘Lazuri Talking Child Stories’)
error. As members of the Society for the Teaching of Psychology’s Graduate Student Teaching Association (GSTA), we are well-versed in the trials and tribulations of teaching for the first time. In this chapter, we have organized especially helpful books and Web sites that may assist new instructors in course design and assessment as well as the utilization of research on the Scholarship of Teaching and Learning (SoTL). Our selections also address topics such as activity-based instruction, Internet-enhanced teaching, development of undergraduate writing skills, management of diverse classes, and methods of inspiring students through service and community involvement. We encourage readers to use our chapter to select the resources that are most relevant to their needs. We hope that these resources will arm the new professoriate with strategies to confidently challenge, redefine, and manage the 21st century undergraduate classroom.
The stories have been developed in an effort to spread literacy skills in an endangered language (Lazuri) and to provide teaching tools for parents and educators.
The stories have been developed in an effort to spread literacy skills in an endangered language (Lazuri) and to provide teaching tools for parents and educators.