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Publication Metadata only Sequence of theory-of-mind acquisition in Turkish children from diverse social backgrounds(Wiley, 2018) Brink, Kimberly A.; Wellman, Henry M.; Department of Psychology; N/A; Selçuk, Bilge; Ekerim-Akbulut, Müge; Faculty Member; PhD Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; 311454We examined the sequence of theory of mind (ToM) acquisition in 260 Turkish children (M-age=53.36months, SD=10.37) and the demographic factors associated with it. Children came from 5 different cities in Turkey. Their ToM skills were measured using ToM Scale, which probes various mental state understandings from diverse desires to hidden emotions. These Turkish children demonstrated the traditional, collectivist ToM acquisition pattern evident in Iran and China with earlier understanding of knowledge access than diverse beliefs, not the western, individualist pattern evident in the United States, Australian, and German children. Gender, socio-economic status (SES), and number of adults living in the home influenced the pace of children's ToM acquisitions. A post hoc analysis examined a minority of children that exhibited individualist ToM acquisition with earlier achievement of diverse beliefs than knowledge access. The results contribute to a fuller sociocultural understanding of ToM development including examination of variations within a single heterogeneous developing country. They also further suggest the importance of exposure to different ideas and beliefs in large households for earlier understanding of varying belief states. Highlights We assessed theory of mind (ToM) acquisition in 260 Turkish children whose families spanned a large range of social class circumstances. We measured ToM via Wellman and Liu's scale (2004), consisting of five items testing diverse desires, diverse belief, knowledge access, false belief, and hidden emotion. The Turkish children demonstrated the traditional, collectivist ToM acquisition pattern, but a minority of children exhibited individualistic ToM acquisition. In cultures where elements of individualism and collectivism are blended, children can come to different orders of acquisition in accord with recent arguments that cultural development often represents a coexistence of different reasoning styles.Publication Metadata only From crime and punishment to empathy and acceptance: family therapy training and supervision with Turkish juvenile probation officers(Taylor and Francis, 2019) Department of Psychology; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 222027The first offense of the youth indicates an underlying unresolved issue in the family system and the youth involved in crime is the symptom carrier. Probation officers need to work with youth to identify their needs for further resources to prevent future crime. For Ahmet, crime emerged as a way of connecting with his uncle; it was a shared experience that made him feel connected to a family member. Although crime was dysfunctional and harmful, it had an emotional and a relational meaning for Ahmet. In the eyes of the family, Ayse was not a motivated idealistic helper, nor was she their ally. They perceived Ayse simply as another representative of the state, an officer, and a symbol of institutional punishment. The beauty of family therapy is to collect broken pieces of hearts of family members and heal them through hope, connection, loyalty, trust, acknowledgment, and empathy.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 Monolingual and bilingual children's resolution of referential conflicts: effects of bilingualism and relative language proficiency(Elsevier Science Inc, 2017) Verhagen, Josje; Grassmann, Susanne; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879Monolingual children follow pointing over labeling when these are in conflict in object selection tasks. Specifically, when a speaker labels one object, but points at another object, monolinguals select the object pointed at. Here, we ask whether (i) bilingual children show the same behavior as monolinguals and (ii) relative language proficiency affects bilinguals' conflict resolution. 35 monolingual and 32 bilingual two- to four-year-olds performed an experiment involving a conflict between pointing and labeling. The bilinguals were tested in Dutch and in English. The bilinguals had a stronger preference for pointing over labeling and selected both objects less often than the monolinguals. Point following was stronger in the bilinguals' weaker language than in their stronger language. These results support earlier findings on bilinguals' increased sensitivity to socio-pragmatic cues and weaker reliance on mutual exclusivity, and show that previously acquired language knowledge affects how children weigh socio-pragmatic and lexical cues.Publication 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 Knowledge processes and learning outcomes in MNCs: an empirical investigation of the role of HRM practices in foreign subsidiaries(Wiley, 2009) Simonin, Bernard L.; Department of Business Administration; Tunalı, Ayşegül Özsomer; Faculty Member; Department of Business Administration; College of Administrative Sciences and Economics; 108158By examining the case of American and European firms operating in Japan, this article contributes to the central debate of how and when multinational corporations (MNCs) learn from their foreign subsidiaries. Through structural equation modeling, we assess how specific human resource management (HRM) practices (critical thinking encouragement, supervisory encouragement, learning incentives, deployment of internal mechanisms and processes, expatriation, and corporate training) enhance (1) knowledge transfer outflows from the subsidiary to other parts of the MNC and (2) the subsidiary's performance in its local market. We find learning orientation to be a key antecedent of all HRM practices we investigated. From a practical point of view, a noticeable finding relates to the lack of effects of critical thinking encouragement on market knowledge acquisition and dissemination when (1) there is a significant presence of expatriates in the subsidiary and (2) when local managers have access to training programs at headquarters (HQ) and other affiliates.Publication Metadata only Context shapes human development: studies from Turkey(Oxford University Press (OUP), 2018) N/A; Department of Psychology; Department of Psychology; Kağıtçıbaşı, Çiğdem; Cemalcılar, Zeynep; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 40374This chapter aims to provide a comprehensive perspective on human behavior by studying the role of the distal environment on developmental processes. Social class, or more specifically socioeconomic status, is an all-encompassing context that has great significance in engulfing human phenomena. This chapter first reviews extant psychological literature on the deleterious effects of low social class on development and presents three studies as cases in point, demonstrating the significant impact of the context and contextual change on behavior. Kağıtçıbaşı’s theory of family change proposes three models of family: family of interdependence, family of independence, and family of emotional interdependence. Parenting, however, directly reflects family characteristics. Thus family change theory has led to a theory of the autonomous-related self. The chapter also presents research illustrating the impact of the objective environment and in particular the detrimental effects of low socioeconomic status on various developmental, social, and academic outcomes of Turkish samples.Publication Metadata only Effects of lexical ıtems and construction types in English and Turkish character ıntroductions in elicited narrative(Psychology Press, 2010) Kocbas, Dilara; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879N/APublication Metadata only Continuous spontaneous alternation and turn alternation in Artemia Sp.(The Regents of the University of California, 2015) Department of Psychology; Department of Psychology; Department of Psychology; Balcı, Fuat; Çarkoğlu, Can; Yılmaz, Meltem; Faculty Member; Undergraduate Student; Undergraduate Student; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 51269; N/A; N/AFree-running spontaneous alternation refers to the animal's tendency to prefer the least recently visited locations in successive spatial choices, which is attributed to the animals' choice between stimuli based on prior experience. Turn alternation, which is observed in directional choices preceded by a forced turn in one direction, also reflects the animals' tendency to alternate between directional choices but this tendency has been assumed to rely on other cues (e.g., proprioceptive cues) derived from the prior responses (e.g., forced turn in one direction). Based on previous studies, the turn alternation appears to rely on more primitive (lower-form) information features and to be a more frequently observed empirical phenomenon than the spontaneous alternation. We investigated these two behavioral alternation tendencies in Artemia sp. Experiment 1 tested the continuous spontaneous alternation (cSAB) performance of Artemia sp. in two different mazes: t-maze (three options) and plus maze (four options). Experiment 2 tested the turn alternation performance of Artemia sp. counter-balancing the direction of initial forced-turn between subjects. Our results showed that Artemia sp. had nearly chance level spontaneous alternation performance in the t-maze and plus maze whereas a higher than chance level turn alternation performance. These results support the ubiquity of turn alternation tendency across species and point at the lack of spontaneous alternation in Artemia sp.