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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only Linguistic strategies serving evaluative functions: a comparison between Japanese and Turkish narratives(Lawrence Erlbaum Associates. Inc., 2003) Nakamura, Keiko; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879N/APublication Metadata only Erratum: learning to use demonstratives in conversation: what do language specific strategies in Turkish reveal? (vol 33, pg 303, 2006)(Cambridge Univ Press, 2006) N/A; Department of Psychology; Department of Psychology; Küntay, Aylin C.; Özyürek, Aslı; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/AN/APublication Metadata only Two programs with cognitive effects(Psychology Press, 2004) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200N/APublication Metadata only Making language around the globe: a crosslinguistic study of homesign in the United States, China and Turkey(Psychology Press Taylor and Francis Group, 2008) N/A; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/ABut what happens when a child is not exposed to a conventional language?In 1985, Dan Slobin encouraged the eld of language acquisition to take advantage of the fact that the world’s languages constitute a range of “experiments of nature.” Different types of languages pose different types of acquisition problems for the language-learning child. By observing children who are exposed to languages that vary systematically along one or more dimensions, we can get some sense of which aspects of languages, if any, present stumbling blocks to the language-learner. Moreover, to the extent that we see children change the input they receive, we get insight into the role children themselves play in shaping the language they learn-as Dan so eloquently put it, the child as “language-maker” (Slobin, 1985a).Publication Metadata only Individual- and organizational-level predictors of training effectiveness in business organizations(Turkish Psychologists Assoc, 2001) Balcı, H.; Department of Psychology; Aycan, Zeynep; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 5798This study aims at investigating the effectiveness criteria as well as individual- and organizational-level factors that influence training effectiveness. Retrospective data were collected from 171 private sector business organization participants via surveys in a cross-sectional study. Participants were asked to indicate the level of effectiveness of the training that they received six months prior to the study. Findings confirmed three components of training effectiveness: transfer of knowledge to job, performance improvement, and positive organizational attitudes. Analysis of variance results showed that level of training effectiveness may vary depending on the type of training. In this study, computer-related trainings were found to be the most effective on all criteria. This was attributed mainly to resource availability and organizational support to such technical trainings. Multiple regression analyses showed that organizational support and training-related factors (e.g., trainer, training method, etc.) explained the highest variance in training effectiveness.Publication Metadata only Lists as alternative discourse structures to narratives in preschool children's conversations(Taylor & Francis, 2004) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879This study examines a corpus of conversations of Turkish preschool-age children with adults, with the goal of analyzing 2 types of extended discourse structures (i.e., lists and narratives). Lists and narratives are compared with respect to (a) their internal structures, and (b) their social functions in the participants' daily interactions. The analyses suggest that although lists and narratives differ on structural grounds, they overlap in the functions they serve for the tellers. Lists constitute more of a descriptive structure, although temporality is foregrounded in narratives. Yet, both genres are used to express strips of past experience, and are employed by the same child in similar contexts, framed by similar metadiscourse comments, often blending into another. These findings suggest that, although lists and narratives are revealed as 2 clearly differentiable genres on formal analyses, lists carry some features of narrativity in children's conversational interactions.Publication Metadata only Assessing the universal structure of personality in early adolescence: the NEO-PI-R and NEO-PI-3 in 24 cultures(SAGE, 2009) De Fruyt, Filip; de Bolle, Marleen; McCrae, Robert R.; Terracciano, Antonio; Costa Jr., Paul T.; Aguilar-Vafaie, Maria E.; Ahn, Chang-Kyu; Ahn, Hyun-Nie; Alcalay, Lidia; Allik, Jüri; Avdeyeva, Tatyana; Blatný, Marek; Bratko, Denis; Brunner-Sciarra, Marina; Cain, Thomas R.; Chittcharat, Niyada; Crawford, Jarret T.; Ficková, Emília; de Figueroa, Nora Leibovich; Lima, Margarida P.; Martin, Thomas A.; Reátegui, Norma; Siuta, Jerzy; Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200The structure and psychometric characteristics of the NEO Personality Inventory-3 (NEO-PI-3), a more readable version of the Revised NEO Personality Inventory (NEO-PI-R), are examined and compared with NEO-PI-R characteristics using data from college student observer ratings of 5,109 adolescents aged 12 to 17 years from 24 cultures. Replacement items in the PI-3 showed on average stronger item-total correlations and slightly improved facet reliabilities compared with the NEO-PI-R in both English- and non-English-speaking samples. NEO-PI-3 replacement items did not substantially affect scale means compared with the original scales. Analyses across and within cultures confirmed the intended factor structure of both versions when used to describe young adolescents. The authors discuss implications of these cross-cultural findings for the advancement of studies in adolescence and personality development across the lifespan. © 2009 Sage Publications.Publication Metadata only Child socialization goals of Turkish mothers: an investigation of education related within-culture variation(Türk Psikologlar Derneği, 2009) Çıtlak, Banu; Leyendecker, Birgit; Department of Psychology; N/A; Selçuk, Bilge; Gözkan, Ayfer Dost; Faculty Member; Master Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; 124621This study aimed to explore the long-term socialization goals of Turkish mothers from different educational backgrounds. The participants were low-educated (n = 20) and high-educated (n = 20) Turkish mothers whose ages ranged from 24 to 39 years. In-depth semi-structured interviews were conducted to measure long-term socialization goals of mothers. Results indicated that, as predicted, low-educated mothers emphasized the importance of relatedness and obedience more than high-educated mothers; and high-educated mothers stressed autonomy and self-enhancement as desirable characteristics more than low-educated mothers did. The two groups of mothers also reported some common goals such as valuing lovingness, decency, and self-control in their children. Overall, the fi ndings pointed to the relative salience of constructs such as autonomy and relatedness in the socialization goals of Turkish mothers with high and low education levels. The fi ndings provided support for Kağıtçıbaşı’s Family Change Model, shedding light on the variations in family structure across various socio-cultural-economic contexts. It also upholds Kohn’s theory which proposes that occupation infl uences socialization goals of parents. / Bu çalışma, Türk annelerin uzun süreli çocuk sosyalleştirme hedefl erini (çocuklarının ileride sahip olmalarını istedikleri özelliklere ilişkin hedefl erini) eğitim durumlarına göre karşılaştırmayı amaçlamaktadır. Bu amaçla, yüksek düzeyde eğitimli (en az on üç yıl örgün eğitim kurumlarına devam etmiş) yirmi anne ve düşük düzeyde eğitimli (en fazla altı yıl eğitim almış) yirmi anne ile Sosyalleştirme Hedefl eri Envanteri kullanılarak görüşmeler yapılmıştır. Annelerin sosyalleştirme hedefl eri, Kendini Geliştirme, Davranışlarını Kontrol Etme, Topluma Uyum, Sevecenlik ve Uygun Davranma sınıfl andırmalarına göre karşılaştırılmıştır. Yapılan analizler, yüksek eğitimli annelerin düşük eğitimli gruba göre kendini geliştirme ile ilişkili hedefl eri daha fazla, uygun davranış göstermeye ilişkin hedefl eri ise daha az vurguladıklarını göstermiştir. Bununla birlikte, iki anne grubu arasında davranışları kontrol, topluma uyum, ve sevecenlik sınıfl andırmalarına ilişkin hedefl erde istatistiksel açıdan anlamlı bir fark bulunmamıştır. Çalışmanın sonuçları, Kağıtçıbaşı’nın Aile Değişim Modeli ve Kohn’un ebeveynin mesleki konumu ile çocuk yetiştirme tutumlarını ilişkilendiren kuramı bağlamında tartışılmıştır.Publication Metadata only Cross-cultural industrial and organizational psychology - contributions, past developments, and future directions(Sage, 2000) Department of Psychology; Aycan, Zeynep; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 5798This article aims at critically evaluating the; theory and scope of cross-cultural industrial and organizational (I/O) research, emphasizing its past and its future. In the theory section, the author discusses the ways sociocultural context influences organizational phenomena. Also discussed are issues such as the level of theory, assumption of linearity, unilateral effect of culture on organizations, conceptualization of culture, and atheoretical nature of research. In the second section, three areas of research, which are underrepresented in cross-cultural I/O literature, are discussed: staffing, performance management, and employee health and safety. It is argued that compared to traditional research topics of cross-cultural I/O psychology (e.g., leadership, motivation, work values, etc.), these topics are more central to the field, more related to improvement of human potential and conditions at work, and better able to guide practices in various cultural contexts.Publication Metadata only Shared information and argument omission in Turkish(Cascadilla Press, 2007) Gurcanli, Ozge; Nakipoglu, Mine; Department of Psychology; Özyürek, Aslı; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/AN/A