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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/6
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Publication Open Access Birdsong learning is mutually beneficial for tutee and tutor in song sparrows(Elsevier, 2020) Beecher, Michael D.; Campbell, S. Elizabeth; Department of Psychology; Akçay, Çağlar; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 272053Song learning is generally assumed to be beneficial for a young songbird, but merely incidental, without costs or benefits, for the older song ‘tutors’. In the present study we contrast two mutually exclusive hypotheses about the tutor/tutee relationship: (1) that it is cooperative, or at least mutually tolerant, with tutor and tutee mutually benefiting from their relationship, versus (2) that it is competitive, with tutor and tutee competing over territory, so that one or the other suffers negative fitness consequences of their relationship. In a field study of three consecutive cohorts of song sparrows, Melospiza melodia morphna, we determined the older bird (primary tutor) from whom the young bird (tutee) learned most of his songs, and how long tutee and primary tutor survived subsequently. We found that the more songs a tutee learns from his primary tutor, the longer their mutual survival on their respective territories. While the number of songs they share predicts the mutual survival of tutor and tutee, it does not predict the independent survival of tutor or tutee, suggesting that the benefit each receives from song sharing exists only so long as both survive.Publication Open Access Latent constructs model explaining the attachment-linked variation in autobiographical remembering(Taylor _ Francis, 2016) Department of Psychology; Öner, Sezin; Gülgöz, Sami; PhD. Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 49200In the current study, we proposed a latent constructs model to characterise the qualitative aspects of autobiographical remembering and investigated the structural relations in the model that may vary across individuals. Primarily, we focused on the memories of romantic relationships and argued that attachment anxiety and avoidance would be reflected in the ways that individuals encode, rehearse, or remember autobiographical memories in close relationships. Participants reported two positive and two negative relationship-specific memories and rated the characteristics for each memory. As predicted, the basic memory model yielded appropriate fit, indicating that event characteristics (EC) predicted the frequency of rehearsal (RC) and phenomenology at retrieval (PC). When attachment variables were integrated, the model showed that rehearsal mediated the link between anxiety and PC, especially for negative memories. On the other hand, for avoidance EC was the key factor mediating the link between avoidance and RC, as well as PC. Findings were discussed with respect to autobiographical memory functions emphasising a systematically, integrated framework.Publication Open Access RWAc and SDOc: the measurement of right-wing authoritarianism and social dominance orientation in childhood(Wiley, 2020) Ruffman, Ted; Ruffman, Charlie; Hill, Sarah; Park, Noel; Du, Kangning; Hayhurst, Jill; Kang, Jie; Regenbrecht, Holger; Philipp, Michael C.; Hunter, John A.; Department of Psychology; Turunç, Gamze; Selçuk, Bilge; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913Right-wing authoritarianism (RWA) and social dominance orientation (SDO) predict prejudice and discrimination in adults. To create analogous scales for children, we carried out four studies. First, we gave 112 adults from New Zealand (Study 1) and 146 adults from Turkey (Study 2) novel child-appropriate measures of RWA and SDO, along with the standard adult measures. The two RWA measures correlated more highly with each other than with the SDO measures, and the two SDO measures correlated more highly with each other than with the RWA measures. Study 3 tested 75 children aged 6 to 12, finding acceptable to good reliability for the two child scales. Child RWA (RWAc) and SDO (SDOc) decreased significantly over age. SDOc correlated with maternal SDO and RWA, and RWAc correlated with children's racial bias. Study 4 examined the RWAc scale with 39 children aged 5 to 11 years. There was good reliability for the RWAc scale and a correlation with anti-fat prejudice. Overall, the findings indicate that: (a) the scales are reliable, (b) SDOc correlates with parental attitudes, (c) RWAc correlates with children's prejudice, and (d) RWA and SDO are present early in life and decline with age.Publication Open Access New insights from children with early focal brain injury: lessons to be learned from examining STEM-related skills(Wiley, 2019) Demir Lira, Özlem Ece; Department of Psychology; Göksun, Tilbe; Erciyes, Aslı Aktan; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 47278; N/AThe study of cognitive development in children with early brain injury reveals crucial information about the developing brain and its plasticity. However, information on long-term outcomes of these children, especially in domains relevant to science, technology, engineering, and math (STEM) remains limited. In the current review, our goal is to address the existing research on cognitive development of children with pre- or perinatal focal brain lesion (PL) as it relates to children's STEM-related skills and suggest future work that could shed further light on the developmental trajectories of children with PL. We argue that examining STEM-related development in children with PL will have broader implications for our understanding of the nature of the plasticity children with PL exhibit as well as address theoretical questions in the field regarding the foundation skills for STEM, including visuospatial and mathematical skillsPublication Open Access Editorial: Representational states in memory: where do we stand?(Frontiers, 2015) Cowan, Nelson; Department of Psychology; Öztekin, İlke; PhD Student; Department of Psychology; College of Social Sciences and HumanitiesThis editorial discusses representational states in memory. For decades researchers have assessed the interactions and dissociations across memory systems and representational states using behavioral investigations, seeking for the key principles that govern them. Recent advances in neuroscience have provided the field with a new set of tools that can be employed to complement and extend previous efforts by means of assessing the corresponding underlying neural mechanisms. In an effort to move toward a more unified perspective, this research topic brought together a collection of empirical, theoretical and review articles that collectively advance our understanding of representational states in memory, as well as bear the potential to reconcile some of the differences across the models. The authors conclude by highlighting several venues for future research. Recent advances in neuroscience now enable powerful approaches that combine behavioral indices along with complementary neuroscience methods that can utilize univariate and multivariate analyses of neuroimaging data on healthy individuals, as well as transcranial magnetic stimulation and lesion studies to test and infer similarities and dissociations across the hypothesized states of memory. (PsycINFO Database Record (c) 2015 APA, all rights reserved)Publication Open Access Linguistic and nonlinguistic evaluation of motion events in a path-focused language(Cambridge University Press (CUP), 2022) Aktan Erciyes, Aslı; Department of Psychology; Akbuğa, Yiğitcan Emir; Dik, Feyza Nur; Göksun, Tilbe; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278This study examines how properties of path (the trajectory of motion) and manner (how an action is performed) components of motion events are reflected in linguistic and nonlinguistic motion event conceptualization in a path-focused language, Turkish. In two experiments, we investigated how path and manner differed in salience (i.e., prominence) and ease of expression (EoE, i.e., effort of describing), and how these factors were related to lexicalization and similarity judgments of motion events. In Experiment 1, participants rated motion events based on path and manner salience and EoE and expressed path and manner in a written format. Results indicated that manner was rated as more salient and path as easier to express. Path salience and EoE were related to both types (i.e., number of different expressions) and the total number of paths and manners used. However, manner EoE but not salience was associated with only types and the total number of manners used. In Experiment 2, participants rated the similarity of motion event pairs created using the ratings in Experiment 1. We found that higher manner salience and EoE difference were associated with lower similarity ratings. These findings suggest that salience and EoE of path and manner are related to both linguistic and nonlinguistic aspects of motion event conceptualization.Publication Open Access Aggression and multi-modal signaling in noise in a common urban songbird(Springer, 2022) Department of Media and Visual Arts; Department of Psychology; Akçay, Çağlar; Yelimlieş, Alper; Önsal, Çağla; Faculty Member; Department of Media and Visual Arts; Department of Psychology; College of Social Sciences and Humanities; 272053; N/A; N/AAnthropogenic noise may disrupt signals used to mediate aggressive interactions, leading to more physical aggression between opponents. One solution to this problem is to switch signaling effort to a less noisy modality (e.g., the visual modality). In the present study, we investigate aggressive behaviors and signaling in urban and rural male European robins (Erithacus rubecula) in response to simulated intrusions with or without experimental noise. First, we predicted that urban birds, living in noisier habitats, would be generally more aggressive than rural birds. We also predicted that during simulated intrusions with experimental noise, robins would increase their physical aggression and show a multi-modal shift, i.e., respond with more visual threat displays and sing fewer songs. Finally, we expected the multi-modal shift in response to noise to be stronger in urban birds compared to rural birds. The results showed that urban birds were more aggressive than rural robins, but an increase in aggression with experimental noise was seen only in the rural birds. Urban but not rural birds decreased their song rate in response to noise. Contrary to the multi-modal shift hypothesis, however, there was no evidence of a concurrent increase in visual signals. These results point to a complex role of immediate plasticity and longer-term processes in affecting communication during aggressive interactions under anthropogenic noise. Significance statement Human activity has an enormous effect on wildlife, including on their social behavior. Animals living in urban areas often tend to be more aggressive than those living in rural areas, which may be due to urban acoustic noise making communication between individuals more difficult. In a study with a common songbird, the European robin, we investigated the role of urban acoustic noise in aggression and territorial communication. Urban robins were more aggressive than rural robins, and additional noise in the territory increased aggression in rural but not urban robins. While urban robins decreased their singing effort with additional noise, they did not increase visual signals concurrently. These results suggest that noise can indeed make animals behave more aggressively although the effect may depend on how noisy it is already. These results further our understanding of how human-made noise changes animal communication and social behavior.Publication Open Access Spatial language and mental transformation in preschoolers: does relational reasoning matter?(Elsevier, 2021) Department of Psychology; Kobaş, Mert; Turan, Eylül; Göksun, Tilbe; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278There is a consensus that spatial language supports spatial reasoning. However, it remains a question of how specific spatial terms (e.g., prepositions) relate to distinct spatial skills that are critical for spatial cognition (e.g., mental transformation). We asked whether 1) preschoolers’ spatial language skills, particularly knowledge of postpositions, were linked to their mental transformation abilities, and 2) other cognitive factors such as reasoning about relations were associated with this link. Turkish-speaking preschool-aged children (Mage = 53 months) completed spatial language (i.e., postposition comprehension and production), spatial reasoning (i.e., mental transformation), relational reasoning, cognitive inhibition, and general vocabulary knowledge tasks. Results showed that older children performed better on all tasks, except the relational reasoning one. Children's mental transformation performance was associated with their postposition knowledge and relational reasoning performance, beyond general vocabulary knowledge and cognitive inhibition. These findings present evidence on the link between spatial language and spatial reasoning from Turkish-learning preschool-aged children and emphasize the role of other cognitive factors such as relational reasoning on mental transformation. © 2020Publication Open Access Song overlapping, noise, and territorial aggression in great tits(Oxford University Press (OUP), 2020) Avşar, Alican; Bilgin, C. Can; Department of Psychology; Akçay, Çağlar; Porsuk, Yasin Kağan; Çabuk, Dilan; Faculty Member; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 272053; N/A; N/ACommunication often happens in noisy environments where interference from the ambient noise and other signalers may reduce the effectiveness of signals which may lead to more conflict between interacting individuals. Signalers may also evolve behaviors to interfere with signals of opponents, for example, by temporally overlapping them with their own, such as the song overlapping behavior that is seen in some songbirds during aggressive interactions. Song overlapping has been proposed to be a signal of aggressive intent, but few studies directly examined the association between song overlapping and aggressive behaviors of the sender. In the present paper, we examined whether song overlapping and ambient noise are associated positively with aggressive behaviors. We carried out simulated territorial intrusions in a population of great tits (Pares major) living in an urban-rural gradient to assess signaling and aggressive behaviors. Song overlapping was associated negatively with aggressive behaviors males displayed against a simulated intruder. This result is inconsistent with the hypothesis that song overlapping is an aggressive signal in this species. Ambient noise levels were associated positively with aggressive behaviors but did not correlate with song rate, song duration, or song overlapping. Great tits in noisy urban habitats may display higher levels of aggressive behaviors due to either interference of noise in aggressive communication or another indirect effect of noise.Publication Open Access Parental use of spatial language and gestures in early childhood(Wiley, 2019) Department of Psychology; Göksun, Tilbe; Kısa, Yağmur Deniz; Erciyes, Aslı Aktan; Turan, Eylül; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 47278; N/A; N/A; N/AParents' use of spatial language and gestures is closely linked to children's spatial language development. Little is known about the quantity and quality of early spatial input and how infants' individual characteristics may be related to the spatial input they receive. Here, we examine (1) the amount and type of spatial input 16- to 21-month-old Turkish-learning children (n = 34) received in the context of a spatial activity (puzzle play) and (2) whether parental spatial input in the form of speech and gesture varies based on children's age, sex, and early spatial vocabulary comprehension assessed in an earlier session. Results of the regression analyses showed that parents' use of spatial words was predicted by children's age over and beyond earlier spatial word comprehension and sex. In particular, parents used more spatial speech as their children got older even in this restricted age range. Children's early spatial word comprehension also correlated with parents' spatial word production. Yet, parents' overall gesture use and gestures with spatial words were not predicted by children's age, sex, or early spatial word comprehension. These findings suggest that in the spatial domain, early verbal input, but not gestural input, can change depending on children's age and children's spatial vocabulary comprehension may also be related to parental use of later spatial language. Statement of contribution What is already known on this subject? Parents enhance their children's spatial skills using spatial language and gestures. Parental spatial talk is related to children's later spatial skills. What does this study add? We assess both spatial talk and gesture in early childhood. We examine the children's characteristics (age, sex) in relation to spatial talk and gesture. We present how children's earlier vocabulary competence relates to parental input.