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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence(Routledge Journals, Taylor & Francis Ltd, 2023) Sellman, Edward; Joseph, Stephen; Toper, Aydan; Academic and Life Skills (ALIS)A considerable body of relevant literature has grown up around the theme of authenticity, showing the critical role it has in relation to a variety of indicators of individual well-being. The personal benefits of authenticity are now well documented. However, in this paper we hypothesize that authenticity is not only beneficial to the person themselves, but that it also promotes prosociality and ecological sensitivity. This study used cross-sectional data from one hundred and twenty-nine Turkish participants, who completed Turkish version of the Authenticity Scale, The Environmental Behavior Scale, The Helping Attitudes Scale and The Self-Transcendence Scale. The findings reported here show that greater authenticity was associated with more favorable attitudes to helping others and engagement in pro-environmental behaviors. Furthermore, the present research explored, for the first time, the effects of self-transcendence. The results showed that the associations between authenticity and helping attitudes of altruism as well as receiving and giving were mediated by self-transcendence. Implications, limitations, and future directions are discussed in terms of humanistic perspectives on authenticity.Publication Metadata only The Reynolds Intellectual Assessment Scales: measurement invariance and mean comparison across United States and Iranian children(Springer Nature, 2024) Tabiani Nian, Lida; Mahmoudi, Hojjat; Reynolds, Cecil R.; Dalvand, Sahar; Ebrahimiave, Seyedehmitra; Abdollahpour Ranjbar, Hamed; Graduate School of Social Sciences and HumanitiesObjectiveExploring the influence of culture on neuropsychological testing presents a complex challenge for researchers. Recently, RIAS-2 has garnered interest in cross-cultural studies. However, there remains a gap in understanding how Asian cultures, particularly in the Middle East, affect the outcomes of this test. This study aims to investigate the invariance and comparative performance of Iranian and U.S. children on the RIAS-2, shedding light on this aspect of the puzzle.MethodThe current study conducted a comparative analysis involving Iranian and U.S. children. A total of 178 Iranian children were chosen through cluster sampling from Tehran and completed the Reynolds Intellectual Assessment Scales (RIAS-2) test. The U.S. sample was carefully matched with the Iranian group and made available to the researchers for analysis.FindingsIn this study, we initially examined a single-factor model encompassing all subtests across both groups. However, the SPS subtest was excluded from this model. Subsequently, we employed index scores, revealing that only two indexes, CIX and SPI, maintained invariance across the two cultural groups. Notably, in both models, U.S. participants exhibited higher average scores compared to their Iranian counterparts. Additionally, the ANOVA test, serving as a supplementary measure, yielded nearly identical results regarding the average score discrepancy.ResultsThe findings of this study underscored the suitability of CIX and SPI scores as reliable indicators for cross-cultural investigations. Furthermore, in the following, some cultural factors affecting the difference in IQ scores between the U.S. and Iranian groups were discussed.Publication Metadata only Early Muslim scholars’ conceptions of character development and contemporary applications in mental health and well-being(Michigan Publishing, 2024) Rothman, Abdallah; Yalcin, Esra; Yücesoy, Zeynep Betül; Graduate School of Social Sciences and HumanitiesWell-being, as a comprehensive phenomenon related to an individual's emotional response and life satisfaction, has a vital importance for human beings today. Contemporary perspectives, such as the domain of positive psychology, have shifted from a pathologyoriented perception of well-being and have made efforts to include psychological and spiritual aspects in the picture. The aim of these modern approaches is to activate mechanisms of change and build positive qualities within a person. Similarly, the Islamic tradition has long emphasized the importance of physical, psychological, emotional, and spiritual well-being, with the spiritual dimension at the center of the purpose of personal development. Both modern psychological and Islamic theological perspectives consider character development as essential for increasing well-being. While modern psychology uses character development only as a tool to achieve self-actualization, an Islamic perspective includes, within the concept of self-actualization, the notions and objectives of purification from the evils of the world and the self and attaining the pleasure of God. Islamic scholars in the classical period emphasized the importance of keeping a balance between good and bad character traits within the conception of human well-being. This chapter will discuss the mechanisms and approaches to character development suggested by early Muslim scholars, such as Abu Zayd al-Balkhi (9th century), Abu Hamid al-Ghazali (112th1th century), Al-Razi (13th9th century), and Birgivi (16th16th century), as well as discuss possible contemporary applications in the light of modern psychological studies. It will put forth strategies for Islamically informed character development and their potential for implementation within Islamically-integrated psychotherapy and well-being counseling within contemporary contexts.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 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 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 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 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.Publication Metadata only Carving the world for language: how neuroscientific research can enrich the study of first and second language learning(Routledge Journals, Taylor & Francis Ltd, 2014) George, Nathan R.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Department of Psychology; Göksun, Tilbe; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 47278Linguistics, psychology, and neuroscience all have rich histories in language research. Crosstalk among these disciplines, as realized in studies of phonology, is pivotal for understanding a fundamental challenge for first and second language learners (SLLs): learning verbs. Linguistic and behavioral research with monolinguals suggests that infants attend to foundational event components (e.g., path, manner). Language then heightens or dampens attention to these components as children map word to world in language-specific ways. Cross-linguistic differences in semantic organization also reveal sources of struggles for SLLs. We discuss how better integrating neuroscience into this literature can unlock additional mysteries of verb learning.