Demir-Lira, E., Kanero, J., Oranç, C., Koskulu, S., Franko, I., Göksun, T., & Küntay, A. (2020). L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.599636

Ertas, S., Koskulu-Sancar, S., Ger, E., Liszkowski, U., & Küntay, A. C. (2023). Relation of infants' and mothers' pointing to infants' vocabulary measured directly and with parental reports. Infancy, 28(6), 1007-1029. https://doi.org/10.1111/infa.12558 

Ger, E., Küntay, A. C., Ertas, S., Koskulu-Sancar, S., & Liszkowski, U. (2023). Correlates of infant pointing frequency in the first year. Infancy, 28(6), 986-1006. https://doi.org/10.1111/infa.12560 

Kanero, J., Franko, I., Oranç, C., Ulusahin, O., Koskulu, S., Adigüzel, Z., Küntay, A. C., & Göksun, T. (2018, September). Who can benefit from robots? Effects of individual differences in robot-assisted language learning. Proceedings of the 8th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics 2018, Tokyo, Japan.

Kanero, J., Oranç, C., Koskulu, S., Kumkale, G. T., Göksun, T., & Küntay, A. C. (2021). Are Tutor Robots for Everyone? The Influence of Attitudes, Anxiety, and Personality on Robot-Led Language Learning. International Journal of Social Robotics, 1-16. https://doi.org/10.1007/s12369-021-00789-3

Karadag, D., Bazhydai, M., Koskulu-Sancar, S., & Sen, H. H. (2024). The breadth and specificity of 18-month-old’s infant-initiated interactions in naturalistic home settings. Infant Behavior and Development, 74, 101927. https://doi.org/10.1016/j.infbeh.2024.101927 

Koskulu, S., Küntay, A. C., & Uzundag, B. A. (2021). Maternal behaviors mediate the relationship between socioeconomic status and joint attention. Journal of Applied Developmental Psychology, 75, 101291. https://doi.org/10.1016/j.appdev.2021.101291

Koskulu, S., Küntay, A. C., Liszkowski, U., & Uzundag, B. A. (2021). Number and type of toys affect joint attention of mothers and infants. Infant Behavior and Development, 64, 101589. https://doi.org/10.1016/j.infbeh.2021.101589

Koskulu-Sancar, S., Blom, E., van de Weijer-Bergsma, E., Grandfield, E., Verhagen, J., & Mulder, H. (2023). Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood. Infant and Child Development, e2474.  https://doi.org/10.1002/icd.2474 

Koskulu-Sancar, S., van de Weijer-Bergsma, E., Mulder, H., & Blom, E. (2023). Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. Developmental Review, 67, 101063. https://doi.org/10.1016/j.dr.2022.101063

Uzundag, B. A., Koskulu-Sancar, S., Küntay, A. C. (2024). Background TV and Infant-Family Interactions: Insights from Home Observations. Infancy.