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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 Screen media exposure in early childhood and its relation to children's self-regulation(Wiley-Hindawi, 2022) Uzundağ, Berna A.; Altundal, Merve Nur; N/A; Keşşafoğlu, Dilara; Master Student; Graduate School of Social Sciences and Humanities; N/ASelf-regulation, the ability to control thoughts, emotions, and behavior for goal-directed activities, shows rapid development in infancy, toddlerhood, and preschool periods. Early self-regulatory skills predict later academic achievement and socioemotional adjustment. An increasing number of studies suggest that screen media use may have negative effects on children's developing self-regulatory skills. In this systematic review, we summarized and integrated the findings of the studies investigating the relationship between young children's screen media use and their self-regulation. We searched the ERIC, PsycINFO, PubMed, and Web of Science databases and identified 39 relevant articles with 45 studies. We found that screen time in infancy is negatively associated with self-regulation, but findings were more inconsistent for later ages suggesting that screen time does not adequately capture the extent of children's screen media use. The findings further indicated that background TV is negatively related to children's self-regulation, and watching fantastical content seems to have immediate negative effects on children's self-regulatory skills. We suggest that future studies should take the content and context of children's screen media use into account and also focus on parent- and home-related factors such as parental behaviors that foster the development of self-regulatory skills.Publication Metadata only The effect of cognitive tasks during electroencephalography recording in patients with reflex seizures(Sage Publications Inc, 2022) Abanoz, Yasin; Gülen Abanoz, Yeşim; Yeni, Seher Naz; N/A; Buluş, Eser; Doctor; School of Medicine; Koç University Hospital; N/AObjective We aimed to research the effect of cognitive tasks on interictal electroencephalographic (EEG) recordings in patients with epilepsy who had reported cognitive functions as a seizure trigger. We investigated the usefulness of cognitive function tasks as a method of activation in standard-awake EEG in daily practice. Methods Standard-awake EEG with cognitive activation tasks consisting of verbal and arithmetic tasks was administered to 35 (11.7%) of 299 patients with epilepsy who reported cognitive functions as a reflex seizure stimulus. During the background EEG, patients were divided into 2 groups: group 1 (17 patients) with interictal epileptiform discharges (IEDs), and group 2 (18 patients) without IEDs. Results IEDs were activated by a verbal task in 11.4% of patients and by an arithmetic task in 5.7%. All activated patients were in the genetic/idiopathic generalized epilepsy (IGE) group. In group 1, IEDs were activated in 17.6% of patients by a verbal task and in 5.9% by an arithmetic task. Both verbal and arithmetic tasks showed provocative effect in one patient in group 2. Hyperventilation was the most effective activation method, followed by cognitive activation tasks and photic stimulation. The provocative effects of verbal and arithmetic tasks were comparable to those of photic stimulation. Conclusion Cognitive tasks might activate the IEDs in patients reporting cognitive functions as a seizure trigger, particularly in IGE. Brief and standardized cognitive activation tasks should be developed and applied as a method of activation during standard-awake EEG recordings to increase the diagnostic yield of EEG.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 Eyewitness memory distortion following co-witness discussion: a replication of Garry, French, Kinzett, and Mori (2008) in ten countries(AMER PSYCHOLOGICAL ASSOC, 2019) Ito, Hiroshi; Barzykowski, Krystian; Grzesik, Magdalena; Janssen, Steve M. J.; Khor, Jessie; Rowthorn, Harriet; Wade, Kimberley A.; Luna, Karlos; Albuquerque, Pedro B.; Kumar, Devvarta; Singh, Arman Deep; Cecconello, William Weber; Cadavid, Sara; Laird, Nicole C.; Baldassari, Mario J.; Lindsay, D. Stephen; Mori, Kazuo; Department of Psychology; N/A; Gülgöz, Sami; Gürdere, Ceren; Faculty Member; PhD Student; Department of Psychology; N/A; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; N/A; 49200; N/AWe examined the replicability of the co-witness suggestibility effect originally reported by Garry et al. (2008) by testing participants from 10 countries (Brazil, Canada, Colombia, India, Japan, Malaysia, Poland, Portugal, Turkey, and the United Kingdom; total N=486). Pairs of participants sat beside each other, viewing different versions of the same movie while believing that they viewed the same version. Later, participant pairs answered questions collaboratively, which guided them to discuss conflicting details. Finally, participants took a recognition test individually. Each of the 10 samples replicated the Garry et al. finding: Participants often reported on the final test a non-witnessed answer that their co-witness had stated during the collaboration phase. Such co-witness suggestibility errors were especially likely when the witness had not disputed the co-witness's report during the collaboration phase. The results demonstrate the replicability and generalizability of the co-witness suggestibility effect.Publication Metadata only Perceptions of organizational tightness-looseness moderate associations between perceived unfair discrimination and employees' job attitudes(Sage Publications Inc, 2022) N/A; Department of Business Administration; Department of Business Administration; N/A; Marcus, Justin; Aksoy, Eda; Alemu, Gashaw Tesfa; Faculty Member; Faculty Member; Master Student; Department of Business Administration; College of Administrative Sciences and Economics; College of Administrative Sciences and Economics; Graduate School of Social Sciences and Humanities; 124653; 261803; N/AFusing social psychological theory on the BIAS map and attributions with cross-cultural theory on organizational tightness-looseness, we examine the interactive effects of active/passive facilitation/harm by organizational members and perceptions of organizational tightness on employee job attitudes. Study hypotheses were tested using a sample of bank employees located across 26 branches of a large bank in Addis Ababa, Ethiopia (N = 324). Using a norm-behavior alignment perspective, we hypothesized that (supportive) active facilitation behaviors would be more strongly related to employee attitudes in tight versus loose perceived organizational cultures, whereas (negative) passive facilitation, active harm, and passive harm behaviors would be less strongly related to employee attitudes in tight versus loose perceived organizational cultures. Results provided overall support for these expectations. The present findings have implications for the mitigation of the effects of unfair discrimination on employee attitudes in organizational contexts, theorized associations between cultural T-L and unfair discrimination, and the generalizability of cultural T-L theory to developing country contexts that are typified by collectivistic and tight societal cultures.Publication Metadata only Asymmetrical modulation of time perception by increase versus decrease in coherence of motion(Springer, 2016) N/A; N/A; Department of Psychology; Karşılar, Hakan; Balcı, Fuat; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 291441; 51269Stimulus properties are known to affect duration judgments. In this study, we tested the effect of motion coherence levels in randomly moving dots on the perceived duration of these stimuli. In Experiments 1 and 2 we tested participants on a temporal reproduction task, using stimuli with varying degrees of motion coherence as the to-be-timed stimuli. Our results in both experiments showed that increasing motion coherence from the encoded (i.e. the first) to the reproduced (i.e. the second) stimulus leads to longer reproduction times. These effects were primarily additive in nature, and their magnitude increased with the difference between the coherence levels in the encoding versus reproduction (decoding) phases. This effect was not mirrored when there was a decrease in motion coherence. Experiment 3 tested if the differential number of exploratory saccadic eye-movements during encoding and reproduction predicted these effects. The behavioral findings of Experiment 1 and 2 were replicated in the third experiment, and the change in the number of eye movements from encoding to reproduction predicted the reproduction time when there was an increase in motion coherence. These results are explained by the effect of attention on the latency to initiate temporal integration that is only manifested when there is an increase in the level of motion coherence.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; Uzundağ, Berna Arslan; Taşçı, Süleyman Sabri; Küntay, Aylin C.; PhD Student; PhD Student; Faculty Member; Department of Psychology; 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 What counts in externalizing behaviors? The contributions of emotion and behavior regulation(Springer, 2007) N/A; Department of Psychology; Batum, Petek; Selçuk, Bilge; Master Student, Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913The aim of this study was to examine the distinct roles of emotion and behavior regulation in externalizing behavior problems of elementary school children. Parents and teachers of 104 seven-year-old children living in Istanbul were given the Emotion Regulation Checklist and the Children's Behavior Questionnaire. The Eyberg Child Behavior Inventory was used to measure children's externalizing behaviors. Results revealed that emotion and behavior regulation are modestly related to each other, and in general, both abilities are linked to externalizing behaviors. Low emotion and low behavior regulation significantly predict extemalizing behaviors. Interaction between the two regulatory abilities predicts externalizing behaviors. Emotion and behavior regulation appear to be separate dimensions operating together in relation to children's behavior problems.Publication Metadata only Retrieval dynamics of the strength based mirror effect in recognition memory(Academic Press Inc Elsevier Science, 2014) N/A; Department of Psychology; Özhan, Aslı Kılıç; Öztekin, İlke; Researcher; Faculty Member; Department of Psychology; N/A; College of Social Sciences and Humanities; N/A; N/AThe strength based mirror effect (SBME) refers to an increase in hit rates (HR) and a decrease in false alarm rates (FAR) for the test lists that follow a strongly encoded study list. Earlier investigation of accuracy and reaction time distributions by fitting the diffusion model indicated a mirror effect in the drift rate parameter, which was interpreted as an indication of more conservative responses due to a shift in the drift criterion. Additionally, the starting point for the evidence accumulation was found to be more liberal for the strong test lists. In order to further investigate this paradoxical effect of list strength on these two kinds of bias estimated from the diffusion model, we employed the response-deadline procedure which provided a direct assessment of response bias early in retrieval, prior to evidence accumulation. Results from the retrieval functions indicated more liberal response bias in the list strength paradigm with both pure- and mixed-strength study lists. On the contrary, the SBME was observed at the asymptotic accuracy, suggesting that the conservative response bias might be observed later in retrieval when memory evidence has fully accumulated. In addition, comparison of the SBME across pure and mixed lists revealed that the SBME was most prominent in the pure-list paradigm, suggesting that both the differentiation and criterion shift accounts jointly explain the SBME in recognition memory.