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    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; 47278
    Play 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.
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    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/A
    Two 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.
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    PublicationOpen Access
    Bayesian Behavioral Systems Theory
    (Elsevier, 2019) Department of Psychology; Balcı, Fuat; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 51269
    Behavioral 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.
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    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; 47278
    Linguistics, 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.
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    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/A
    The 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.
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    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 Humanities
    Well-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.
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    Effect of maternal education on Turkish mothers' styles of reminiscing with their children
    (Türk Psikoloji Derneği, 2004) N/A; Department of Psychology; Department of Psychology; Küntay, Aylin C.; Ahtam, Banu; Faculty Member; Undergraduate Student; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/A
    This study investigates the relationship of maternal education to the style of mother-child conversations about past events. Previous research conducted in the US has identified two distinct styles of communication that mothers use to elicit talk about past events from their children (i.e., elaborative style and repetitive style), but the relationship of these patterns of talk to mothers’ education level has not been investigated. In this study, we recorded 22 mother-child pairs. Of these, half included mothers of high educational background, and the other half had mothers of low educational background. Mothers’ child-directed utterances were coded in terms of their forms, contents, and relationships to the child’s responses. Results show that high-education mothers addressed more utterances per event to their children than low-education mothers. Also, child-directed speech of high-education mothers tended to be more elaborative and less repetitive than the speech of low-education mothers. One major contributor to this overall difference was that high-education mothers offered more elaborative statements than low-education mothers. The proportions of questioning behavior, on the other hand, were the same across the two groups of mothers. The pattern of differences found in the study could be explained by the longer exposure of high-education mothers to "classroom discourse" in addition to the potential facilitative effects of schooling on their communicative and narrative skills. / Bu çalışma, annelerin çocuklarıyla geçmişteki olaylar hakkında konuşma davranışlarıyla anne eğitim düzeyinin ilişkisini araştırmaktadır. ABD’de yapılan araştırmalar, annelerin çocuklarıyla anıları hakkında konuşurken kullandığı, ayrıntıcı (elaborative) ve tekrarcı (repetitive) olmak üzere iki ayrı konuşma biçimi belirlemiş, fakat bu stillerin annelerin eğitim düzeyleriyle ilişkisini incelememiştir. 11 yüksek ve 11 düşük eğitim düzeyli annenin, çocuklarına geçmiş olayları hatırlatmaya çalışırken geçen konuşmaları teybe kaydedilmiştir. Annelerin çocuklarına yönelik sözceleri (utterance), biçim, içerik ve çocuktan gelen yanıtla ilişkili olarak kodlanmıştır. Bulgularda, her iki gruptaki anneler de aynı sayıda olaydan bahsederken, yüksek eğitimli annelerin olay başına daha fazla sayıda sözce oluşturduğu görülmüştür. Ayrıca eğitim düzeyi yüksek annelerin, eğitim düzeyi düşük annelerle karşılaştırılınca, daha fazla ayrıntıcı ve daha az tekrarcı bir konuşma stili kullanma eğilimi gösterdikleri bulunmuştur. Bu farkın en önemli kaynağı, kullanılan farklı soru oranları ve biçimleri değil, yüksek eğitimli anneler tarafından daha sıklıkla kullanılan olayların detaylarını betimleyen bildirim cümleleridir. Bulunan farklılıkların nedenleri olarak, annelerin eğitimlerinin uzunluğuyla ilişkili olarak geliştirdikleri "okul söylemiyle" tanışıklıkları ve bunun sonucunda edindikleri ayrıntıcı anlatı ve iletişim becerileri düşünülebilinir.
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    Effect of maternal education on Turkish mothers' styles of remmiscing with their children
    (Turkish Psychologists assoc, 2004) N/A; Department of Psychology; Department of Psychology; Küntay, Aylin C.; Ahtam, Banu; Faculty Member; Undergraduated Student; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/A
    This study investigates the relationship of maternal education to the style of mother-child conversations about past events. Previous research conducted in the US has identified two distinct styles of communication that mothers use to elicit talk about past events from their children (i.e., elaborative style and repetitive style), but the relationship of these patterns of talk to mothers' education level has not been investigated. in this study, we recorded 22 mother-child pairs. of these, half included mothers of high educational background, and the other half bad mothers of low educational background Mothers' child-directed utterances were coded in terms of their forms, contents, and relationships to the child's responses. Results show that high-education mothers addressed more utterances per event to their children than low-education mothers. also, child-directed speech of high-education mothers tended to be more elaborative and less repetitive than the speech of low-education mothers. one major contributor to this overall difference was that high-education mothers offered more elaborative statements than low-education mothers. the proportions of questioning behavior, on the other hand, were the same across the two groups of mothers. the pattern of differences found in the study could be explained by the longer exposure of high-education mothers to "classroom discourse" in addition to the potential facilitative effects of schooling on their communicative and narrative skills.
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    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/A
    The 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.
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    Effects of workforce integration on immigrants' psychological well-being and adaptation
    (Turkish Psychologists assoc, 1999) Department of Psychology; Aycan, Zeynep; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 5798
    in this study, unemployment and economic integration, which are among the most important topics of industrial and organizational psychology, were examined in relation to acculturation. Participants were 110 Turkish immigrants to Canada. Despite high educational attainments, two-thirds of the sample were either unemployed or underemployed. there were three main objectives in this study. First, the study aimed at examining the relationships among employment difficulties, psychological well-being and adaptation. the conceptual model of the study was tested using LISREL VIII which confirmed that there were positive relationships among workforce integration, psychological wellbeing and adaptation. Second, the study examined the predictors of the three components of adaptation, namely psychological, socio-cultural and economic. Status loss, relative status, and acculturative stress predicted psychological adaptation; self-concept, Alienation, and personality predicted socio-cultural adaptation; status loss, relative status, unemployment, and migration motivation predicted economic adaptation. the final objective of this study was to explore the ways in which acculturation attitudes of Turkish immigrants influenced the relationships among employment difficulties psychological well-being and adaptation. Results showed that 'integration' and 'separation' were the most preferred acculturation attitudes among Turkish immigrants. Moderated multiple regression analyses revealed that acculturation attitudes helped immigrants cope with stressful life events resulting from employment difficulties.