Publications without Fulltext
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
Browse
45 results
Filters
Advanced Search
Filter by
Settings
Search Results
Publication Metadata only Leadership, creativity, and emotions(Cambridge University Press, 2023) Connelly, Shane; Burak, Elif Gizem Demirağ; Graduate School of Social Sciences and HumanitiesPublication Metadata only Effect of transcranial direct current stimulation on prospective memory in healthy individuals: a double-blind randomized sham-controlled trial(Adıyaman University, 2024) Aksu, Serkan; Özsayın, Eda; Aslan, Aslı Esin; Kaya, Yusuf; Karamürsel, Sacit; School of MedicineAim: Prospective memory (PM) has an immense role in the activities of daily living and deficits of PM are common in various neuropsychiatric disorders. Transcranial direct current stimulation (tDCS) is a neuromodulatory technique that yields favorable outcomes yet only a few studies concerning PM with hindering results exist. The present double-blind cross-over randomized sham-controlled study aimed to assess the effect of a single-session of left-righr/sham tDCS over the prefrontal cortex on event-related PM in healthy individuals. Materials and Methods: 24 participants were administered a single session of 2 mA 20-minute left/right anodal or sham tDCS segregated by 7 days. An event-based PM task was utilized before and after tDCS every week to evaluate PM. Results: No effects of tDCS on PM were found. Conclusion: The present results argue against the effect of a single-session of tDCS over the prefrontal cortices on event-related PM. TDCS studies adopting divergent parameters are required.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 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 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.Publication 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 Family models of independence/interdependence and their intergenerational similarity in Germany, Turkey, and India(Taylor and Francis, 2012) Mayer, Boris; Trommsdorff, Gisela; Mishra, Ramesh C.; Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/AFamily change theory suggests three ideal-typical family models characterized by different combinations of emotional and material interdependencies in the family. Its major proposition is that in economically developing countries with a collectivistic background a family model of emotional interdependence emerges from a family model of complete interdependence. The current study aims to identify and compare patterns of family-related value orientations related to family change theory across three cultures and two generations. Overall, N = 919 dyads of mothers and their adolescent children from Germany, Turkey, and India participated in the study. Three clusters were identified representing the family models of independence, interdependence, and emotional interdependence, respectively. Especially the identification of an emotionally interdependent value pattern using a person-oriented approach is an important step in the empirical validation of family change theory. The preference for the three family models differed across as well as within cultures and generations according to theoretical predictions. Dyadic analyses pointed to substantial intergenerational similarities and also to differences in family models, reflecting both cultural continuity as well as change in family-related value orientations.Publication Metadata only Intervention programs to improve cognitive skills(Cambridge Univ Press, 2009) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200N/APublication Metadata only Microgenesis of narrative competence during preschool interactions: effects of the relational context(Cambridge Univ Press, 2009) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879N/APublication Metadata only Crosslinguistic research(Wiley-Blackwell, 2012) N/A; Department of Psychology; Küntay, Aylin C.; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 178879There is considerable variation among the languages of the world in terms of how the grammar is organized. Crosslinguistic research in child language compares developmental patterns in children acquiring differently organized languages. This comparative approach is crucial for testing universalist proposals about how children learn language in addition to demonstrating language- specific learning challenges and patterns. It is a flexible research framework: all the techniques covered in this book can be implemented crosslinguistically; children of any age and adults can be study participants; many domains of language development can be covered. Data from individual languages count as crosslin-guistic research, especially if findings expand or challenge our knowledge about the acquisition of well-studied languages such as Indo-European. Recently, guided by linguistic typology, typologically comparative language development research has been especially prolific. In this chapter crosslinguistic research is exemplified in two domains of child language: (1) morphosyntactic development, and (2) pragmatic development.