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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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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 A multidimensional investigation of pretend play and language competence: concurrent and longitudinal relations in preschoolers(Elsevier Science Inc, 2020) Aktan-Erciyes, Aslı; Tahiroğlu, Deniz; N/A; Department of Psychology; Kızıldere, Erim; Göksun, Tilbe; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278Play is an important tool for children's social interactions and cognitive skills. The current study examines the links between pretend play and language in 119 Turkish preschoolers at two time points tested one-year apart (Time 1 M-age = 45.82 months and Time 2 M-age = 57.68 months). Preschoolers' language competence (linguistic complexity and receptive vocabulary) was assessed along with several pretend play measures (telephone task, imaginary pantomime task, pretense score from a free play session). Results showed that concurrently the telephone and imaginary pantomime task scores were associated with linguistic complexity at Time 1 and only the telephone score was related to linguistic complexity at Time 2. No concurrent associations were found between receptive vocabulary and pretend play measures. Furthermore, a longitudinal relation was found between language competence and one pretend play measure: Time 1 telephone score predicted Time 2 receptive vocabulary score. These findings are discussed in terms of the two domains potentially sharing the symbolic aspect as an underlying mechanism and social aspect through pretense creating contexts relevant to language development.Publication Metadata only What constitutes resilience?(American Psychological Association (APA), 2001) Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/APublication Metadata only Autobiographical memory for repeated events: remembering our vacations(Routledge Journals, Taylor and Francis Ltd, 2021) Department of Psychology; Department of Psychology; Usta, Berivan Ece; Gülgöz, Sami; Teaching Faculty; Faculty Member; Department of Psychology; College of Social Sciences and Humanities College of Social Sciences and Humanities; 201110; 49200We aimed to explore autobiographical memory for repeated events. for that aim, five instances of the same event category (i.e. last, first, random, distinct, and typical vacation) were collected from 57 (32 females) adults (M-age = 21.8; SDage = 2.0). Participants also provided the vacation scripts they have in mind. the last instances were expected to be highest in script consistency whereas the first instances would be the lowest due to duration between encoding and retrieval in addition to the frequency of potential script updates. We predicted that random instances selected freely by the participants would display high script-consistency due to ease of access. Finally, distinct instances would vary in their script consistency to the extent that they deviate from a script-consistent vacation experience. Overall, results were in line with the predictions. Findings are discussed in the context of the schema pointer plus tag model and the dynamic memory model.Publication Metadata only Effects of parenting and child temperament on the development of prosocial behavior: the mediating role of theory of mind(Türk Psikoloji Derneği, 2005) Sanson, Ann; Department of Psychology; N/A; Selçuk, Bilge; Köymen, Saadet Bahar; Faculty Member; Master Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; N/AThe purpose of this study was to investigate the influences of parenting and child temperament on the development of prosocial behaviors, and the mediating role of theory of mind in this relationship. Another aim was to examine cultural similarities and differences in levels of prosocial behaviors and their predictors. The participants in the study were 151 Australian and 50 Turkish preschoolers living in Australia, and their mothers and care-providers. Multiple methods (mother and teacher ratings, behavioral assessments) were used to assess prosocial behaviors. The ability of theory of mind was assessed using three false belief tasks. Results indicated equivalent levels of prosocial behavior in Turkish and Australian groups, but somewhat different routes to their development. Maternal warmth and child persistence predicted prosocial behavior for the Australian sample. For the Turkish sample, obedience-demanding behavior had a facilitating effect upon prosocial development. Theory of mind was positively related to prosocial behavior in both cultural groups. The direct and indirect effects of parenting and child temperament on prosocial development and the mediating role of theory of mind are discussed in relation to cultural norms. / Bu çalışma, ebeveyn davranışları ve çocuğun mizacının, okul öncesi dönemindeki çocukların olumlu sosyal davranış gelişimine etkilerini ve zihin kuramı yeteneğinin bu ilişkideki aracı rolünü araştırmayı amaçlamıştır. Çalışmanın bir diğer amacı, bu ilişkilerdeki kültürler arası benzerlik veya farklılıkların incelenmesidir. Ömeklem, Avustralya'da yaşayan 151 Avustralyalı ve 50 Türk çocuk ile bu çocukların anneleri ve yuva öğretmenlerinden oluşmuştur. Olumlu sosyal davranışların değişik yönlerinin ölçülmesini sağlamak için birden çok değerlendirme yöntemi (anne ve öğretmen anketleri, bireysel değerlendirmeler) kullanılmıştır. Zihin kuramı yeteneği, üç değişik yanlış kanı testi ile ölçülmüştür. Sonuçlar, Türk ve Avustralyalı çocukların olumlu sosyal davranış düzeylerinin benzer olduğunu, ancak yordayıcı faktörlerin farklılık gösterdiğini ortaya koymuştur. Avustralya grubunda anne sıcaklığı ve sebatkar mizaç, Türk grubunda ise annenin itaat bekleme davranışı, olumlu sosyal davranışı anlamlı olarak yordamıştır. Zihin kuramı yeteneği, her iki kültürel grupta da olumlu sosyal davranış ile pozitif ilişki göstermiştir. Ebeveyn davranışları ve çocuğun mizaç özelliklerinin olumlu sosyal gelişime doğrudan ve zihin kuramını etkileme yoluyla dolaylı etkileri, kültür bağlamında incelenerek tartışılmıştır.Publication Metadata only Learning from text in a foreign language: Effects of text and knowledge(Turkish Psychologists Association / Türk Psikologlar Derneği, 2000) Odabasi, SB; Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200Learning from a text in English by Turkish participants was examined. To observe the effect of text coherence on learning, participants read either the original or the revised version of the text. The revision was created by Britton and Gulgoz (1991) based on the Kintsch and vanDijk (1978) model. Participants who had no prior knowledge on text topic were assigned to one of two conditions. In one condition, they were provided with background information before reading the text and in the other such information was not presented Learning was measured by a multiple-choice test and a cognitive structure test. Providing background information created a difference in background knowledge but had no effect on learning from text. Multiple-choice test results were affected by text version such that readers of the revised version answered more questions correctly. Cognitive structure test showed learning in all groups but no difference between any of the groups. The results are discussed from the perspective of the model results of prior research, and problems regarding measurement of learning.Publication Metadata only Applications in cognitive psychology(Turkish Psychologists assoc, 1996) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200In this article, the applications of cognitive psychology are reviewed. First, the development and the general approach of cognitive psychology are explained. This is followed by the computer models, the interaction of cognitive psychology with computer science and the natural applications such as expert systems. Four areas of applications which are particularly significant for the coming years are explained: age-related changes in cognitive skills, cognitive errors and accidents, educational applications, and autobiographical memory. Following these general ureas of interest, the importance of cognitive psychology for design is emphasized. Finally, the article delineates the use of text processing models to create texts that are more comprehensible and that promote learning.Publication Metadata only Managerial subcultures in Turkey: how does membership in business associations impact managerial values and assumptions?(Inderscience Enterprises Ltd, 2007) Kirmanoğlu, Hasan; Department of Psychology; Aycan, Zeynep; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 5798The study examines the impact of membership in business associations on managerial subcultures in Turkey. Perceptions of societal values and assumptions of top level managers regarding how to manage human resources were compared between the two groups: members of Independent Industrialists and Businessmen's Association (IIBA) and members of other business associations. IIBA member organisations are known for their adherence to conservative Islamic values and principles, while others stand closer to the secular ideology. A total of 223 top level managers (Presidents and Vice Presidents) participated in the study. Results indicated that top managers did not differ in their values and assumptions.Publication Metadata only Embodiment of abstract categories in space ... grounding or mere compatibility effects? The case of politics(Elsevier, 2016) Farias, Ana Rita; Garrido, Margarida; Department of Psychology; Semin, Gün Refik; Researcher; Department of Psychology; College of Social Sciences and Humanities; N/AIn two experiments, the role played by stimulus response compatibility in driving the spatial grounding of abstract concepts is examined. In Experiment 1, participants were asked to classify politics-related words appearing to the left or the right side of a computer monitor as socialist or conservative. Responses were given by pressing vertically aligned keys and thus orthogonal to the spatial information that may have been implied by the words. Responses given by left or right index finger were counterbalanced. In Experiment 2, a lexical decision task, participants categorized political words or non-words presented to the left or the right auditory channels, by pressing the top/bottom button of a response box. The response category labels (word or non-word) were also orthogonal to the spatial information that may have been implied by the stimulus words. In both experiments, responses were faster when socialism-related words were presented on the left and conservatism-related words were presented on the right, irrespective of the reference of the response keys or labels. Overall, our findings suggest that the spatial grounding of abstract concepts (or at least politics-related ones) is independent of experimentally driven stimulus-response compatibility effects. (C) 2016 Elsevier B.V. All rights reserved.Publication Metadata only Self-regulation: relations with theory of mind and social behaviour(Wiley, 2017) Harma, Mehmet; Department of Psychology; Department of Psychology; Korucu, İrem; Selçuk, Bilge; Researcher; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913It is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 preschool children in Turkey. We assessed executive functions with behavioural measures and effortful control with mother reports. We used six tasks for comprehensive assessment of mental state understanding. Children's social competency and aggressive behaviour were assessed with teacher reports. Structural equation modelling results showed that when age and receptive language were controlled, ToM was significantly associated with social competence but not aggressive behaviour. Both effortful control and executive functions were significantly related to social competency and ToM; the pathways from each self-regulation skill were similar in strength. ToM was linked with social competence, but it did not have a mediating role in the relations of self-regulation with social competence. The findings highlighted the importance of self-regulation for socio-cognitive and social development in the preschool years.