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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Item Metadata only Hands of confidence: when gestures increase confidence in spatial problem-solving(Sage Publications Ltd, 2023) 0000-0001-8428-2532; 0000-0002-0190-7988; 0000-0001-6777-0753; Furman, Reyhan; N/A; Department of Psychology; Department of Psychology; Çapan, Dicle; Göksun, Tilbe; Eskenazi, Terry; PhD Student; Faculty Member; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 333983; 47278; 258780This study examined whether the metacognitive system monitors the potential positive effects of gestures on spatial thinking. Participants (N = 59, 31F, M-age = 21.67) performed a mental rotation task, consisting of 24 problems varying in difficulty, and they evaluated their confidence in their answers to problems in either gesture or control conditions. The results revealed that performance and confidence were higher in the gesture condition, in which the participants were asked to use their gestures during problem-solving, compared with the control condition, extending the literature by evidencing gestures' role in metacognition. Yet, the effect was only evident for females, who already performed worse than males, and when the problems were difficult. Encouraging gestures adversely affected performance and confidence in males. Such results suggest that gestures selectively influence cognition and metacognition and highlight the importance of task-related (i.e., difficulty) and individual-related variables (i.e., sex) in elucidating the links between gestures, confidence, and spatial thinking.Item Metadata only The cost of changing language context: the language-dependent recall of fictional stories(Springer, 2023) 0000-0001-9477-7379; N/A; 0000-0002-0190-7988; 0000-0002-1262-2347; N/A; N/A; Department of Psychology; Department of Psychology; Bilgin, Ezgi Büşra; Adıgüzel, Zeynep; Göksun, Tilbe; Gülgöz, Sami; Master Student; Master Student; Faculty Member; Faculty Member; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278; 49200Language-dependent recall refers to the language-specific retrieval of memories in which the retrieval success depends on the match between the languages of encoding and retrieval. The present study investigated language-dependent recall in terms of memory accuracy, false memory, and episodic memory characteristics in the free recall of fictional stories. We also asked how language-dependent memories were influenced by language proficiency and visual imagery. One hundred and thirty-seven native Turkish (L1) speakers who were second-language learners of English (L2) were divided into four groups in which they read fictional stories and then recalled them: (1) Turkish reading-Turkish recall, (2) English reading-English recall, (3) English reading-Turkish recall, (4) Turkish reading-English recall. Regardless of the match between L1 or L2, accuracy was higher when participants read and recalled the stories in the same language than when they did it in different languages, showing the language-dependent recall effect. Notably, the effect of match or mismatch between encoding and retrieval languages on accuracy did not depend on L2 proficiency and visual imagery. In addition, false memories were salient, particularly for participants who read the stories in L2 but retrieved them in L1. Overall, our findings suggest that accuracy-oriented memory research provides a comprehensive investigation of language-dependent recall, addressing the links of language-dependent memories with accuracy, false memory, and episodic memory characteristics.Item Metadata only Correction to: the cost of changing language context: the language-dependent recall of fictional stories(Springer, 2023) 0000-0001-9477-7379; N/A; 0000-0002-0190-7988; 0000-0002-1262-2347; N/A; N/A; Department of Psychology; Department of Psychology; Bilgin, Ezgi Büşra; Adıgüzel, Zeynep; Göksun, Tilbe; Gülgöz, Sami; Master Student; Master Student; Faculty Member; Faculty Member; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278; 49200Item Metadata only Trust my gesture or my word: how do listeners choose the information channel during communication?(American Psychological Association, 2023) 0000-0002-2465-360X; 0000-0002-0190-7988; Ng, Francis; Nozari, Nazbanou; N/A; Department of Psychology; Arslan, Burcu; Göksun, Tilbe; PhD Student; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278Information can be conveyed via multiple channels such as verbal and gestural (visual) channels during communication. Sometimes the information from different channels does not match (e.g., saying right while pointing to the left). How do addressees choose which information to act upon in such cases? In two experiments, we investigated this issue by having participants follow instructions on how to move objects on the screen. Experiment 1 examined whether people's choice of channel can be altered by feedback favoring either the verbal or the gestural channel. In Experiment 2, there was no feedback and participants were free to choose either channel. We also assessed participants' verbal and visuospatial working memory capacities. Results showed that, when faced with contradicting information, there is a natural bias at the group level toward relying on the verbal channel, although this bias can be temporarily altered by probabilistic feedback. Moreover, when labels were shorter and of higher frequency, participants relied more on the verbal channel. In the absence of feedback, the capacity of individuals' visual, but not verbal, working memory determined reliance on one channel versus the other. Collectively, these results show that information selection in communication is influenced by group-level biases, as well as the properties of items and characteristics of individuals.Item Metadata only The role of spatial words in the spatialisation of time(Sage Publications Ltd, 2023) 0000-0003-2820-9685; 0000-0002-0190-7988; N/A; Department of Psychology; Akbuğa, Yiğitcan Emir; Göksun, Tilbe; PhD Student; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 398904; 47278Language about time is an integral part of how we spatialise time. Factors like temporal focus can be related to time spatialisation as well. The current study investigates the role of language in how we spatialise time, using a temporal diagram task modified to include the lateral axis. We asked participants to place temporal events provided in non-metaphorical, sagittal metaphorical, and non-sagittal metaphorical scenarios on a temporal diagram. We found that sagittal metaphors elicited sagittal spatialisations of time, whereas the other two types elicited lateral spatialisations. Participants sometimes used the sagittal and lateral axes in combination to spatialise time. Exploratory analyses indicated that individuals' time management habits, temporal distance, and event order in written scenarios were related to time spatialisations. Their temporal focus scores, however, were not. Findings suggest that temporal language plays an important role in how we map space onto time.Publication Metadata only Elucidating the common basis for task-dependent differential manifestations of category advantage: a decision theoretic approach(Wiley, 2022) N/A; Department of Psychology; Department of Psychology; Department of Psychology; Akbıyık, Seda; Göksun, Tilbe; Balcı, Fuat; Master Student; Faculty Member; Faculty Member; N/A; N/A; Koç University Research Center for Translational Medicine (KUTTAM) / Koç Üniversitesi Translasyonel Tıp Araştırma Merkezi (KUTTAM); Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 47278; 51269Cross-category hues are differentiated easier than otherwise equidistant hues that belong to the same linguistic category. This effect is typically manifested through both accuracy and response time gains in tasks with a memory component, whereas only response times are affected when there is no memory component. This raises the question of whether there is a common generative process underlying the differential behavioral manifestations of category advantage in color perception. For instance, within the framework of noisy evidence accumulation models, changes in accuracy can be readily attributed to an increase in the efficacy of perceptual evidence integration (after controlling for threshold setting), whereas changes in response time can also be attributed to shorter nondecisional delays (e.g., due to facilitated signal detection). To address the latent decision processes underlying category advantage across different behavioral demands, we introduce a decision-theoretic perspective (i.e., diffusion decision model) to categorical color perception in three complementary experiments. In Experiment 1, we collected data from a binary color naming task (1) to determine the green-blue boundary in our sample and (2) to trace how parameter estimates of interest in the model output change as a function of color typicality. In Experiments 2 and 3, we used same-different task paradigms (with and without a memory component, respectively) and traced the category advantage in color discrimination in two parameters of the diffusion decision model: nondecision time and drift rate. An increase in drift rate predominantly characterized the category advantage in both tasks. Our results show that improved efficiency in perceptual evidence integration is a common driving force behind different manifestations of category advantage.Publication Metadata only Functions of Turkish evidentials in early child-caregiver interactions: a growth curve analysis of longitudinal data(Cambridge Univ Press, 2018) Aksu Koç, Ayhan; N/A; N/A; Department of Psychology; Department of Psychology; Uzundağ, Berna Arslan; Taşçı, Süleyman Sabri; Küntay, Aylin C.; PhD Student; PhD Student; Faculty Member; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 300558; N/A; 178879In languages with evidential marking, utterances consist of an informational content and a specification of the mode of access to that information. In this first longitudinal study investigating the acquisition of the Turkish evidential marker -mI in naturalistic child-caregiver interactions, we examined six children between 8 and 36 months of age. We charted individual differences in child and caregiver speech over time by conducting growth curve analyses. Children followed a similar course of acquisition in terms of the proportion of the marker in overall speech. However, children exhibited differences with respect to the order of emergence of different evidential functions (e.g., inference, hearsay), where each child showed a unique pattern irrespective of the frequency in caregiver input. Nonfactual use of the marker was very frequent in child and caregiver speech, where high-SES caregivers mostly produced the marker during story-telling and pretend play, and low-SES caregivers for regulating the child's behavior.Publication Metadata only Working memory capacity and controlled serial memory search(Elsevier, 2016) N/A; Department of Psychology; Department of Psychology; Mızrak, Eda; Öztekin, İlke; PhD Student; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/AThe speed-accuracy trade-off (SAT) procedure was used to investigate the relationship between working memory capacity (WMC) and the dynamics of temporal order memory retrieval. High- and low-span participants (HSs, LSs) studied sequentially presented five-item lists, followed by two probes from the study list. Participants indicated the more recent probe. Overall, accuracy was higher for HSs compared to LSs. Crucially, in contrast to previous investigations that observed no impact of WMC on speed of access to item information in memory (e.g., Oztekin & McElree, 2010), recovery of temporal order memory was slower for LSs. While accessing an item's representation in memory can be direct, recovery of relational information such as temporal order information requires a more controlled serial memory search. Collectively, these data indicate that WMC effects are particularly prominent during high demands of cognitive control, such as serial search operations necessary to access temporal order information from memory. (C) 2016 Elsevier B.V. All rights reserved.Publication Metadata only The acquisition and use of relative clauses in Turkish-learning children's conversational interactions: a cross-linguistic approach (vol 46, pg 1142, 2019)(Cambridge University Press (CUP), 2022) N/A; Department of Psychology; Department of Psychology; Uzundağ, Berna Arslan; Küntay, Aylin C.; PhD Student; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 300558; 178879Using a cross-linguistic approach, we investigated Turkish-speaking children's acquisition and use of relative clauses (RCs) by examining longitudinal child-caregiver interactions and cross-sectional peer conversations. Longitudinal data were collected from 8 children between the ages of 8 and 36 months. Peer conversational corpus came from 78 children aged between 43 and 64 months. Children produced RCs later than in English (Diessel, 2004) and Mandarin (Chen & Shirai, 2015), and demonstrated increasing semantic and structural complexity with age. Despite the morphosyntactic difficulty of object RCs, and prior experimental findings showing a subject RC advantage, preschool-aged children produced object RCs, which were highly frequent in child-directed speech, as frequently as subject RCs. Object RCs in spontaneous speech were semantically less demanding (with pronominal subjects and inanimate head nouns) than the stimuli used in prior experiments. Results suggest that multiple factors such as input frequency and morphosyntactic and semantic difficulty affect the acquisition patterns.Publication Metadata only When does self-reported prosocial motivation predict helping? The moderating role of implicit prosocial motivation(Springer/Plenum Publishers, 2014) Bender, Michael; Chasiotis, Athanasios; van de Vijver, Fons J. R.; N/A; Department of Psychology; Department of Psychology; Aydınlı, Arzu; Cemalcılar, Zeynep; PhD Student; Faculty Member; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 40374In three studies, we tested a motivational model to predict different types of helping from an interactionist, dual-system perspective. We argued that helping behavior is determined by the interplay of two distinct motivational systems: the explicit (i.e., conscious) and the implicit (i.e., unconscious). In line with previous research we expected that explicit prosocial motivation relates to helping, and additionally proposed that depending on the type of helping this relationship is moderated by implicit prosocial motivation: For planned helping, explicit prosocial motivation is a sufficient predictor, regardless of implicit prosocial motivation. For spontaneous helping, on the other hand, the effect of explicit prosocial motivation is moderated by implicit prosocial motivation, and only predictive when also implicit prosocial motivation is high. Study 1 (207 Dutch participants, M (age) = 51.7 years; 51.7 % female) with self-reported willingness to help as dependent variable confirmed that planned helping was determined by explicit prosocial motivation, whereas its effect on spontaneous helping was moderated by implicit prosocial motivation. Study 2 (193 U.S. participants, M (age) = 35.2 years; 64.2 % female) with real-life measures of planned help confirmed the hypothesized main effect of explicit prosocial motivation. Study 3 (73 Dutch participants, M (age) = 20.8 years; 68.5 % female) with a real-life measure of spontaneous helping confirmed the moderating role of implicit prosocial motivation, as the effect of explicit prosocial motivation on helping was only significant for individuals with high implicit prosocial motivation. We argue that considering implicit prosocial motivation provides an overlooked avenue for a more systematic investigation of helping.