Ayhan Aksu-Koç'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-Koç 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.