Gaye Soley

Developmental

Assistant Professor

On leave during the 2019-2020 academic year.

+90 212 359 48 32

Education: 
  • PhD, Harvard University, 2012
  • MA, Harvard University, 2009
  • BA, Boğaziçi University, 2006
Courses Taught: 
  • Introduction to Psychology I & II
  • Research Methods
  • Cognitive Development
  • Advanced Developmental Psychology (Graduate)
  • Advanced Cognitive Development (Graduate)
  • Selected Topics in Social Cognitive Development (Undergraduate and Graduate)
  • Reading and Research in Child Development (Laboratory courses)
Research Interests: 
  • Social divisions
  • Social learning
  • Culture
  • Communication
  • Musical enculturation
  • Rhythm perception
Recent Publications: 

Frank, M. C., Alcock, J. K., Arias-Trejo, N., Aschersleben, G., Balwin, D., Barbu, D. (...) Soderstrom, M. (accepted). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science.


Soley, G. (2019). What do group members share? The privileged status of cultural knowledge for children. Cognitive Science, 43, e12786 doi: 10.1111/cogs.12786


Soley, G. (2019). The social meaning of shared musical experiences in infancy and early childhood. In Ilari, B. and Young, S. (eds.) Music in the early childhood: Multidisciplinary perspectives and inter-disciplinary exchanges. (pp. 73-85). New York: Springer. doi: 10.1007/978-3-030-17791-1_5


Davoodi, T., Soley, G., Blake, P., & Harris, P. L. (2019). Essentialization of social categories across development in two cultures. Child Development. Advance online publication. doi: 10.1111/cdev.13209


Aldan, P., & Soley, G. (2019). The role of intergroup biases in children’s endorsement of information about novel individuals. Journal of Experimental Child Psychology, 179, 291-307. doi: 10.1016/j.jecp.2018.11.007


Soley, G. & Aldan, P. (2018). Children and adults selectively infer shared cultural knowledge among same-language speakers. Child Development. Advance online publication. doi: 10.1111/cdev.13161


Soley, G. (2016). Müzik Algısının Gelişimi. In Aydın, C., Göksun, T., Küntay, A., and Tahiroğlu, D. (eds.) Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları (pp. 211-232), İstanbul: Koç Üniversitesi Yayınevi. (in Turkish).


Soley, G., & Spelke, E. S. (2016). Shared cultural knowledge: Effects of music on young children's social preferences. Cognition, 148, 106-116. doi: 10.1016/j.cognition.2015.09.017


Soley, G., & Sebastian-Galles, N. (2015). Infants prefer tunes previously introduced by speakers of their native language. Child Development, 86(6), 1685-1692. doi: 10.1111/cdev.12408


 Soley, G. (2014). Attunement and Affiliation. In W.F. Thompson (Ed.), Music in the Social and Behavioral Sciences: An Encyclopedia (pp. 94-96). New York: Sage Publications.


Hannon, E.E., Soley, G., & Ullal, S. (2012). Familiarity overrides simplicity in rhythmic pattern perception: A cross-cultural examination of American and Turkish listeners. Journal of Experimental Psychology: Human Perception and Performance, 38, 543-548. doi: 10.1037/a0027225


Hannon, E.E., Soley, G., & Levine, R.S (2011). Constraints on infants’ musical rhythm perception: Effects of interval ratio complexity and enculturation. Developmental Science, 14, 865-872. doi: 10.1111/j.1467-7687.2011.01036.x


Soley. G., & Hannon E.E. (2010). Infants prefer the musical meter of their own culture: A cross-cultural comparison, Developmental Psychology, 46(1), 286-292. doi: 10.1037/a0017555

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