Research Outputs
Permanent URI for this communityhttps://hdl.handle.net/20.500.14288/2
Browse
15 results
Search Results
Publication Metadata only Author correction: combined inhibition of BET family proteins and histone deacetylases as a potential epigenetics-based therapy for pancreatic ductal adenocarcinoma(Nature Research, 2024) Mazur PK, Herner A, Mello SS, Wirth M, Hausmann S, Sánchez-Rivera FJ, Lofgren SM, Kuschma T, Hahn SA, Vangala D, Trajkovic-Arsic M, Gupta A, Heid I, Noël PB, Braren R, Kleeff J, Sipos B, Sayles LC, Heikenwalder M, Heßmann E, Ellenrieder V, Esposito I, Jacks T, Bradner JE, Khatri P, Sweet-Cordero EA, Attardi LD, Schmid RM, Schneider G, Sage J, Siveke JT.; Koç University HospitalIn the originally published version of this article, there were errors in the histological sections depicted in Supplementary Figs. 4 and 10. Specifically: In Supplementary Fig. 4, the image of the Ki67 immunohistochemistry (IHC) for the Gemcitabine+JQ1 group was incorrect In Supplementary Fig. 10, the pSTAT3 image for the IHC for the JQ1 group was incorrect In Supplementary Fig. 10, Ki67 and MYC IHC images for JQ1 and JQ1+SAHA were swapped In Supplementary Fig. 4, the image of the Ki67 immunohistochemistry (IHC) for the Gemcitabine+JQ1 group was incorrect In Supplementary Fig. 10, the pSTAT3 image for the IHC for the JQ1 group was incorrect In Supplementary Fig. 10, Ki67 and MYC IHC images for JQ1 and JQ1+SAHA were swapped The original data were available and these errors have been corrected in the Supplementary Information accompanying this notice. Additionally, the authors wish to clarify that the Sirius Red staining for the control and JQ1 groups were identical in both Supplementary Figs. 4 and 10 because the control mice (JQ1 only or control treatment) were shared between experiments. To avoid confusion, the sections depicting Sirius Red staining for the control and JQ1 groups in Supplementary Fig. 4 were replaced with alternative sections from the same respective samplesPublication Metadata only Details in hand: how does gesturing relate to autobiographical memory?(Routledge, 2024) Güneş Acar, Naziye; Tekcan, Ali İ.; Department of Psychology; Göksun, Tilbe; Department of Psychology; College of Social Sciences and HumanitiesGestures are an integral and inseparable component of speech and people frequently use gestures when retelling their autobiographical memories. This study investigates whether gestures are associated with the retrieval of episodically and phenomenologically rich memories and how this association changes during development. Thirty-five children and 46 adults were asked to report autobiographical memories. Then, they rated the recalled memories on phenomenological qualities. Episodic and non-episodic details of autobiographical memories and representational gestures produced during memory narration were coded. The use of representational gestures was positively correlated with the episodic details of adult memories; however, the same correlation was not present in child memories. The representational gesture use was not associated with the phenomenological qualities in both groups. Gesture use may be related to the retrieval of autobiographical memories, particularly in adults capable of reporting long, coherent memories.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 In reference to difficult tracheal intubation and airway outcomes after radiation for nasopharyngeal carcinoma(Wiley, 2023) Somay, Efsun; Topkan, Erkan; Selek, Uğur; School of MedicineN/APublication Metadata only In-vitro modelling of urea cycle liver disorder by using human induced pluripotent stem cells(Mary Ann Liebert, Inc, 2016) Akbari, S.; Arslan, N.; Erdal, E.; N/A; N/A; N/A; Sevinç, Gülben Gürhan; Şengün, Berke; Önder, Tamer Tevfik; Phd Student; Undergraduate Student; Faculty Member; Graduate School of Health Sciences; School of Medicine; School of Medicine; N/A; 309087; 42946N/APublication Metadata only Integration of communicative partner's visual perspective in patterns of referential requests(Cambridge Univ Press, 2009) N/A; Department of Psychology; Bahtiyar, Sevda; Küntay, Aylin C.; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 178879How do Turkish children differ from adults in sensitivity to the commonality of their partner's perspective with their own in producing referential language? Fifteen five- to six-year-olds, 15 nine- to ten-year-olds and 15 adults were asked to tell a confederate to pick up all object across three conditions: the common ground condition, in which two similar objects with one contrastive feature were visible to both the participants and the confederate; the privileged ground condition, ill which one of the two similar objects was available only to the participant; and the baseline condition, in which there were no competing objects. Age-related increases were found from preschool ages into adulthood in the production of (a) discriminating adjectives in the common ground trials, and (b) requestive speech acts with verbal constructions, rather than noun-only labels. A follow-up study with preschoolers (N = 15) prompted for requestive speech acts, leading to an increase in discriminating adjectives.Publication Metadata only Lexical richness in maternal input and vocabulary development of Turkish preschoolers in the Netherlands(Springer/Plenum Publishers, 2014) Aarts, Rian; Kurvers, Jeanne; N/A; Vegter, Serpil Demir; Teaching Faculty; N/A; N/AThe present study examined lexical richness in maternal input to Turkish preschool children in the Netherlands and the relationship with their vocabulary. Fifteen Turkish mother-child dyads were videotaped at the age of 3 and 4 in three settings: book reading, picture description and block building. Children's vocabulary in Turkish was measured at the age of 3 and 4 and in Dutch at the age of 5;10. The lexical richness of the input was analysed both quantitatively (tokens) and qualitatively on diversity, density, and sophistication. The results indicate that lexical richness varied largely among mothers, which could partially be attributed to their SES levels and literacy practices. Furthermore, lexical richness differed between the settings, with the highest richness in the book setting. More importantly, lexical richness in maternal input related to the vocabulary of children in L1 (Turkish) and in the longer run also to L2 (Dutch). Quality of the input (diversity, density and sophistication) turned out to be more influential than quantity.Publication Metadata only Numerical error monitoring(Springer, 2018) N/A; Department of Psychology; Duyan, Yalçın Akın; Balcı, Fuat; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 51269Error monitoring has recently been discovered to have informationally rich foundations in the timing domain. Based on the common properties of magnitude-based representations, we hypothesized that judgments on the direction and the magnitude of errors would also reflect their objective counterparts in the numerosity domain. In two experiments, we presented fast sequences of "beeps" with random interstimulus intervals and asked participants to stop the sequence when they thought the target count (7, 11, or 19) had been reached. Participants then judged how close to the target they stopped the sequence, and whether their response undershot or overshot the target. Individual linear regression fits as well as the linear mixed model with a fixed effect of reproduced numerosity on confidence ratings, and participants as independent random effects on the intercept and the slope, revealed significant positive slopes for all the target numerosities. Our results suggest that humans can keep track of the direction and degree of errors in the estimation of discrete quantities, pointing at a numerical-error-monitoring ability.Publication Metadata only Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse(Cambridge University Press (CUP), 2018) N/A; Department of Psychology; Şen, Ayşe Beyza Ateş; Küntay, Aylin C.; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 262263; 178879This paper examines the way children younger than two use non-verbal devices (i.e., deictic gestures and communicative functional acts) and pay attention to discourse status (i.e., prior mention vs. newness) of referents in interactions with caregivers. Data based on semi-naturalistic interactions with caregivers of four children, at ages 1;00, 1;05, and 1;09, are analyzed. We report that children employ different types of non-verbal devices to supplement their inadequate referential forms before gaining mastery in language. By age 1;09, children show sensitivity to discourse status by using deictic gestures to accompany their non-lexical forms for new referents. A comparison of children's patterns with those in the input they receive reveals that caregivers choose their referential forms in accordance with discourse status information and tend to use different types of non-verbal devices to accompany their lexical and non-lexical referential forms. These results show that non-verbal devices play an important role in early referential discourse.Publication Metadata only Self versus other oriented social motivation, not lack of empathic or moral ability, explains behavioral outcomes in children with high theory of mind abilities(Springer/Plenum Publishers, 2017) Doenyas, Ceymi; PhD Student; Graduate School of Social Sciences and Humanities; 277852Although traditionally it was believed that having advanced Theory of Mind (ToM) abilities led to social competence and prosocial behaviors in children, it has also been shown that some children use their high ToM abilities to strategically manipulate others instead of acting prosocially towards them. It is an important developmental task to understand the factors contributing to this behavioral divergence for children with advanced ToM understanding, which also has significant practical implications for bullying interventions. We contend that this divergence cannot be explained by a lack of moral competence or empathy, but that the existing evidence lends itself better to a motivational explanation. We propose that the direction of social motivation varies across children and the self versus other oriented social motivation determines if children will use their developed morality and empathy competencies in social interactions to act prosocially or instead cognitively divert moral and empathic emotions to avoid negative feelings about manipulating others. We show how self versus other orientation has been used as a legitimate distinction to inform other domains of psychology and conclude by discussing possible correlates and precursors of this difference in the direction of social orientation in children.