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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 Applications in cognitive psychology(Turkish Psychologists assoc, 1996) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200In this article, the applications of cognitive psychology are reviewed. First, the development and the general approach of cognitive psychology are explained. This is followed by the computer models, the interaction of cognitive psychology with computer science and the natural applications such as expert systems. Four areas of applications which are particularly significant for the coming years are explained: age-related changes in cognitive skills, cognitive errors and accidents, educational applications, and autobiographical memory. Following these general ureas of interest, the importance of cognitive psychology for design is emphasized. Finally, the article delineates the use of text processing models to create texts that are more comprehensible and that promote learning.Publication Metadata only Are constructiveness and destructiveness essential features of guilt and shame feelings respectively?(Wiley-Blackwell, 2008) Dost, Ayfer; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/AThis paper involves a critical evaluation of a conceptualization of guilt and shame, which guides a number of research mainly in social psychology. In the contemporary literature, conceptualization of guilt and shame shows variation. In one of the leading approaches, guilt is regarded as an experience that targets behavior in evaluative thought and shame as targeting the self. According to this distinction, guilt has a constructive nature and it motivates the individual to take reparative actions, since it targets the behavior, whereas shame has a destructive quality and is linked with problem behaviors, since it targets the self. The claim that guilt and shame are adaptive and maladaptive feelings respectively by their very nature, has been challenged by theory and research. Researchers from non-Western cultures also criticized compartmentalization of guilt and shame as constructive and destructive emotions by emphasizing cultural variation in the experience of self-conscious emotions. In this regard, the present paper argues that features of constructiveness and destructiveness do not necessarily follow from the definitions of guilt and shame and that this dichotomous conceptualization of guilt and shame, and the research findings based on this dichotomy need reconsideration.Publication Metadata only Autobiographical memory for repeated events: remembering our vacations(Routledge Journals, Taylor and Francis Ltd, 2021) Department of Psychology; Department of Psychology; Usta, Berivan Ece; Gülgöz, Sami; Teaching Faculty; Faculty Member; Department of Psychology; College of Social Sciences and Humanities College of Social Sciences and Humanities; 201110; 49200We aimed to explore autobiographical memory for repeated events. for that aim, five instances of the same event category (i.e. last, first, random, distinct, and typical vacation) were collected from 57 (32 females) adults (M-age = 21.8; SDage = 2.0). Participants also provided the vacation scripts they have in mind. the last instances were expected to be highest in script consistency whereas the first instances would be the lowest due to duration between encoding and retrieval in addition to the frequency of potential script updates. We predicted that random instances selected freely by the participants would display high script-consistency due to ease of access. Finally, distinct instances would vary in their script consistency to the extent that they deviate from a script-consistent vacation experience. Overall, results were in line with the predictions. Findings are discussed in the context of the schema pointer plus tag model and the dynamic memory model.Publication Metadata only Autonomous-related self: a new synthesis(Turkish Psychologists Assoc, 1996) N/A; Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/ATwo dimensions in interpersonal relations call be observed in many theories. One of these dimensions consists of relatedness and separateness while the second dimension consists of active and passive. Relatedness and autonomy are generally considered to be opposite concepts but these two concepts may co-exist. When we look at the relationship between autonomy and family structure, modernization theory claims that relatedness decreases with modernization. In the approach explained here, self can be both autonomous and related.Publication Open Access Bayesian Behavioral Systems Theory(Elsevier, 2019) Department of Psychology; Balcı, Fuat; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 51269Behavioral Systems Theory suggests that observable behavior is embedded in a hierarchy. A CS elicits behavior because, after learning, it activates a pathway through this hierarchy. Much of Timberlake's body of work on Behavioral Systems Theory focuses on the conditions that support the conditioning of these pathways. Most notably, his work shows that the identity of the CS, US, and the CS–US interval all help support conditioning of the system. Here, we use recent experiments in the interval timing literature to motivate a Bayesian implementation of Behavioral Systems Theory. There is a probability distribution over possible pathways through the hierarchy, and the one that maximizes reinforcement is elicited. This probability distribution is conditioned on background information, like the CS–US interval and the animal's motivational state. Lower level actions of the hierarchy, like tracking prey, are conditioned on higher level goals, like the general search for food. Our implementation of Behavioral Systems Theory captures the essential features of Timberlake's verbal model; it acts as a glue, integrating sensory, timing, and decision mechanisms with observed behavior.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.Publication Metadata only Comparative regression discontinuity: a stress test with small samples(Sage, 2018) Cook, Thomas D.; Tang, Yang; Clark, M. H.; Department of Psychology; Sakarya, Yasemin Kisbu; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 219275Compared to the randomized experiment (RE), the regression discontinuity design (RDD) has three main limitations: (I) In expectation, its results are unbiased only at the treatment cutoff and not for the entire study population; (2) it is less efficient than the RE and so requires more cases for the same statistical power; and (3) it requires correctly specifying the functional form that relates the assignment and outcome variables. One way to overcome these limitations might be to add a no-treatment functional form to the basic RDD and including it in the outcome analysis as a comparison function rather than as a covariate to increase power. Doing this creates a comparative regression discontinuity design (CRD). It has three untreated regression lines. Two are in the untreated segment of the RDD-the usual RDD one and the added untreated comparison function- while the third is in the treated RDD segment. Also observed is the treated regression line in the treated segment. Recent studies comparing RE, RDD, and CRD causal estimates have found that CRD reduces imprecision compared to RDD and also produces valid causal estimates at the treatment cutoff and also along all the rest of the assignment variable. The present study seeks to replicate these results, but with considerably smaller sample sizes. The power difference between RDD and CRD is replicated, but not the bias results either at the treatment cutoff or away from it. We conclude that CRD without large samples can be dangerous.Publication Metadata only Cool, but understanding...experiencing cooler temperatures promotes perspective-taking performance(Elsevier, 2013) Sassenrath, Claudia; Sassanberg, Kai; Department of Psychology; Semin, Gün Refik; Researcher; Department of Psychology; College of Social Sciences and Humanities; N/AThe current research examined the impact of temperature cues on perspective-taking. Individuals often start with their own point-of-view when taking another's perspective and thereby unintentionally project their own perspective onto others, which ultimately leads to egocentrically biased inferences of others' perspectives. Accordingly, perspective-taking is enhanced under conditions reducing this egocentric anchoring. In two studies, we show that perspective-taking is enhanced when participants are exposed to cooler rather than warmer temperature cues. Specifically, this is shown to be the case, because cooler temperatures reduce egocentric anchoring in perspective-taking (Study 2). Results are discussed with reference to the literature on (temperature) grounded cognition indicating a link between cold temperatures and social distance. Hence, whereas earlier research has shown that individuals feel more distant from each other when undergoing cooler thermal experiences, the present research suggests that this thermal experience prevents them from over-imputing their own perspectives onto others. (C) 2013 Elsevier B.V. All rights reserved.Publication Metadata only Decision processes in temporal discrimination(Elsevier, 2014) Simen, Patrick; Department of Psychology; Balcı, Fuat; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 51269The processing dynamics underlying temporal decisions and the response times they generate have received little attention in the study of interval timing. In contrast, models of other simple forms of decision making have been extensively investigated using response times, leading to a substantial disconnect between temporal and non-temporal decision theories. An overarching decision-theoretic framework that encompasses existing, non-temporal decision models may, however, account both for interval timing itself and for time-based decision-making. We sought evidence for this framework in the temporal discrimination performance of humans tested on the temporal bisection task. In this task, participants retrospectively categorized experienced stimulus durations as short or long based on their perceived similarity to two, remembered reference durations and were rewarded only for correct categorization of these references. Our analysis of choice proportions and response times suggests that a two-stage, sequential diffusion process, parameterized to maximize earned rewards, can account for salient patterns of bisection performance. The first diffusion stage times intervals by accumulating an endogenously noisy clock signal; the second stage makes decisions about the first-stage temporal representation by accumulating first-stage evidence corrupted by endogenous noise. Reward-maximization requires that the second-stage accumulation rate and starting point be based on the state of the first-stage timer at the end of the stimulus duration, and that estimates of non-decision-related delays should decrease as a function of stimulus duration. Results are in accord with these predictions and thus support an extension of the drift-diffusion model of static derision making to the domain of interval timing and temporal decisions.