Ayhan Aksu-Koc's empirical research on Turkish children's
acquisition of the past tense forms the basis for this original and
important contribution to the current debate among
psycholinguistics on the interrelationship between language and
cognitive development. Turkish, in its grammar, makes a clear
distinction between direct and indirect experiencing, separating
personal observation of processes from both inference and
narrative. This distinction thus provides an ideal means by which
linguistic and nonlinguistic conceptual development can be
observed. Dr Aksu-Koc has exploited this to full advantage in her
broadly based longitudinal and cross-sectional study, conducted
across a wide age range. The data are meticulously analyzed, and
the theoretical implications for a neo-Piagetian paradigm are
carefully considered.
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