Gaye Soley
Biographic Data
| ID | 5675244 |
|---|---|
| NAME | Gaye Soley |
| GIVEN NAMES | Gaye |
| FAMILY NAME | Soley |
| SIGNATURE | SOLEY G |
| AFFILIATIONS | Bogaziçi University |
| ORCID | 0000-0002-6333-6017 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
What one says, what many do: Children's use of group behavior and testimony in social judgments
Children’s Understanding of Source Reliability and Knowledge Generalizability from Grammatical Cues: Evidence from Turkish
This study investigates Turkish-speaking children’s reliability attributions to linguistic indicators of evidential source and whether source reliability has an effect on knowledge generalizability. Ninety-six four- and six-year-olds were first asked to perform a reliability judgement task where informants used the indirect evidential marker -mIş in the contexts of inference and hearsay. Next, they were randomly assigned to three groups and intro…
Religious polarization and justification of belief in invisible scientific versus religious entities
Children and adults express greater confidence in the existence of invisible scientific as compared to invisible religious entities. To further examine this differential confidence, 5- to 11-year-old Turkish children and their parents (N = 174, 122 females) from various regions in Türkiye, a country with an ongoing tension between secularism and religion, were tested in 2021 for their belief in invisible entities. Participants expressed more conf…
Children intend to teach conventional but not moral norms selectively to ingroup members
Several studies have investigated factors guiding children's decisions when learning from others, although less is known about factors that govern children's decisions when they transfer knowledge to others. Here we asked whether children would privilege ingroup members when teaching and, if so, whether this tendency would persist when transferring different kinds of information (conventional norms vs. moral norms). In Experiment 1 ( N = 24), we …
Children use epistemic states flexibly to make diagnostic social inferences
Children are sensitive to their own and others' epistemic states and use these to guide their learning and communication. Here, we systematically examined children's use of epistemic states to make diagnostic social inferences. Specifically, we investigated children's group membership inferences based on what others do and do not know and what role children's own knowledge states and the type of knowledge play in these inferences. Across two prer…
The social meaning of common knowledge across development
Infants' expectations about the recipients of infant-directed and adult-directed speech
Children and Adults Selectively Attribute Shared Cultural Knowledge to Speakers of the Same Language
Children's and adults’ attributions of shared knowledge of and shared preference for songs were investigated across two prominent social categories: language and gender. Both attributions indicate similarity among individuals but shared cultural knowledge can be more informative about common social history than shared preference, as it is mainly transferred through social interactions within cultures, while preferences can have various sources. B…
Essentialization of Social Categories Across Development in Two Cultures
Children display an “essentialist” bias in their everyday thinking about social categories. However, the degree and form of this bias varies with age and with the nature of the categories, as well as across cultures. This project investigated the development of the essentialist bias across five social categories (i.e., gender, nationality, religious affiliation, socioeconomic status (rich/poor), and sports-team supporter) in two countries. Childr…
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Infants prefer the musical meter of their own culture: A cross-cultural comparison
Infants prefer native structures such as familiar faces and languages. Music is a universal human activity containing structures that vary cross-culturally. For example, Western music has temporally regular metric structures, whereas music of the Balkans (e.g., Bulgaria, Macedonia, Turkey) can have both regular and irregular structures. We presented 4- to 8-month-old American and Turkish infants with contrasting melodies to determine whether cult…
Infants prefer the musical meter of their own culture: A cross-cultural comparison
Infants prefer native structures such as familiar faces and languages. Music is a universal human activity containing structures that vary cross-culturally. For example, Western music has temporally regular metric structures, whereas music of the Balkans (e.g., Bulgaria, Macedonia, Turkey) can have both regular and irregular structures. We presented 4- to 8-month-old American and Turkish infants with contrasting melodies to determine whether cult…
Children use epistemic states flexibly to make diagnostic social inferences
Children are sensitive to their own and others' epistemic states and use these to guide their learning and communication. Here, we systematically examined children's use of epistemic states to make diagnostic social inferences. Specifically, we investigated children's group membership inferences based on what others do and do not know and what role children's own knowledge states and the type of knowledge play in these inferences. Across two prer…
Infants prefer the musical meter of their own culture: A cross-cultural comparison
Infants prefer native structures such as familiar faces and languages. Music is a universal human activity containing structures that vary cross-culturally. For example, Western music has temporally regular metric structures, whereas music of the Balkans (e.g., Bulgaria, Macedonia, Turkey) can have both regular and irregular structures. We presented 4- to 8-month-old American and Turkish infants with contrasting melodies to determine whether cult…
Infants' expectations about the recipients of infant-directed and adult-directed speech
Children and Adults Selectively Attribute Shared Cultural Knowledge to Speakers of the Same Language
Children's and adults’ attributions of shared knowledge of and shared preference for songs were investigated across two prominent social categories: language and gender. Both attributions indicate similarity among individuals but shared cultural knowledge can be more informative about common social history than shared preference, as it is mainly transferred through social interactions within cultures, while preferences can have various sources. B…
Essentialization of Social Categories Across Development in Two Cultures
Children display an “essentialist” bias in their everyday thinking about social categories. However, the degree and form of this bias varies with age and with the nature of the categories, as well as across cultures. This project investigated the development of the essentialist bias across five social categories (i.e., gender, nationality, religious affiliation, socioeconomic status (rich/poor), and sports-team supporter) in two countries. Childr…
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
The social meaning of common knowledge across development
Children intend to teach conventional but not moral norms selectively to ingroup members
Several studies have investigated factors guiding children's decisions when learning from others, although less is known about factors that govern children's decisions when they transfer knowledge to others. Here we asked whether children would privilege ingroup members when teaching and, if so, whether this tendency would persist when transferring different kinds of information (conventional norms vs. moral norms). In Experiment 1 ( N = 24), we …
Children use epistemic states flexibly to make diagnostic social inferences
Children are sensitive to their own and others' epistemic states and use these to guide their learning and communication. Here, we systematically examined children's use of epistemic states to make diagnostic social inferences. Specifically, we investigated children's group membership inferences based on what others do and do not know and what role children's own knowledge states and the type of knowledge play in these inferences. Across two prer…
Religious polarization and justification of belief in invisible scientific versus religious entities
Children and adults express greater confidence in the existence of invisible scientific as compared to invisible religious entities. To further examine this differential confidence, 5- to 11-year-old Turkish children and their parents (N = 174, 122 females) from various regions in Türkiye, a country with an ongoing tension between secularism and religion, were tested in 2021 for their belief in invisible entities. Participants expressed more conf…
Children’s Understanding of Source Reliability and Knowledge Generalizability from Grammatical Cues: Evidence from Turkish
This study investigates Turkish-speaking children’s reliability attributions to linguistic indicators of evidential source and whether source reliability has an effect on knowledge generalizability. Ninety-six four- and six-year-olds were first asked to perform a reliability judgement task where informants used the indirect evidential marker -mIş in the contexts of inference and hearsay. Next, they were randomly assigned to three groups and intro…
What one says, what many do: Children's use of group behavior and testimony in social judgments
Child and Animal Learning Development (10 works) · Psychology (9 works) · Developmental psychology (7 works) · Social Psychology (6 works) · Preference (5 works) · Turkish (4 works) · Attribution (3 works) · Cognitive psychology (3 works) · Cultural Differences and Values (3 works) · Language Development and Disorders (3 works)