Researcher:
Gülgöz, Sami

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Sami

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Gülgöz

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Gülgöz, Sami

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Researcher Of Publications: search.filters.isAuthorOfPublication.158a1b5a-5f50-45de-919d-9c54c2f94711

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Now showing 1 - 10 of 53
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    Two programs with cognitive effects
    (Psychology Press, 2004) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200
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    Emotional closure in autobiographical memories: phenomenology and involuntary remembering
    (Routledge, 2023) Department of Psychology; N/A; Gülgöz, Sami; Ergen, İrem; Faculty Member; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 49200; N/A
    Open autobiographical memories are events without closure. The current study explored the influence of potential closure in the future. We compared the phenomenology and involuntary recall for events that were either closed, open with a possibility of closure, or open without such a possibility. Participants (N = 87) recalled these events in random order and answered phenomenology questions. We expected open events without closure possibility to be highest in negativity, emotional intensity, regret and involuntary recall frequency, followed by potentially open events and closed events. We found that emotional intensity at recall, negativity and involuntary recall frequency were higher for open than closed events. Open events without closure possibility were the highest in regret and evoked more negative affect upon involuntary recall than open events with closure possibility. We discussed our findings in relation to research on autobiographical memory and involuntary remembering, along with intrusion and possible clinical implications. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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    Assessing the universal structure of personality in early adolescence: the NEO-PI-R and NEO-PI-3 in 24 cultures
    (SAGE, 2009) De Fruyt, Filip; de Bolle, Marleen; McCrae, Robert R.; Terracciano, Antonio; Costa Jr., Paul T.; Aguilar-Vafaie, Maria E.; Ahn, Chang-Kyu; Ahn, Hyun-Nie; Alcalay, Lidia; Allik, Jüri; Avdeyeva, Tatyana; Blatný, Marek; Bratko, Denis; Brunner-Sciarra, Marina; Cain, Thomas R.; Chittcharat, Niyada; Crawford, Jarret T.; Ficková, Emília; de Figueroa, Nora Leibovich; Lima, Margarida P.; Martin, Thomas A.; Reátegui, Norma; Siuta, Jerzy; Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200
    The structure and psychometric characteristics of the NEO Personality Inventory-3 (NEO-PI-3), a more readable version of the Revised NEO Personality Inventory (NEO-PI-R), are examined and compared with NEO-PI-R characteristics using data from college student observer ratings of 5,109 adolescents aged 12 to 17 years from 24 cultures. Replacement items in the PI-3 showed on average stronger item-total correlations and slightly improved facet reliabilities compared with the NEO-PI-R in both English- and non-English-speaking samples. NEO-PI-3 replacement items did not substantially affect scale means compared with the original scales. Analyses across and within cultures confirmed the intended factor structure of both versions when used to describe young adolescents. The authors discuss implications of these cross-cultural findings for the advancement of studies in adolescence and personality development across the lifespan. © 2009 Sage Publications.
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    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/A
    We 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.
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    Intervention programs to improve cognitive skills
    (Cambridge Univ Press, 2009) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200
    N/A
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    The cost of changing language context: the language-dependent recall of fictional stories
    (Springer, 2023) Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Bilgin, Ezgi Büşra; Adıgüzel, Zeynep; Göksun, Tilbe; Gülgöz, Sami; Master Student; Master Student; Faculty Member; Faculty Member; Department of Psychology; N/A; N/A College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; 47278; 49200
    Language-dependent recall refers to the language-specific retrieval of memories in which the retrieval success depends on the match between the languages of encoding and retrieval. The present study investigated language-dependent recall in terms of memory accuracy, false memory, and episodic memory characteristics in the free recall of fictional stories. We also asked how language-dependent memories were influenced by language proficiency and visual imagery. One hundred and thirty-seven native Turkish (L1) speakers who were second-language learners of English (L2) were divided into four groups in which they read fictional stories and then recalled them: (1) Turkish reading–Turkish recall, (2) English reading–English recall, (3) English reading–Turkish recall, (4) Turkish reading–English recall. Regardless of the match between L1 or L2, accuracy was higher when participants read and recalled the stories in the same language than when they did it in different languages, showing the language-dependent recall effect. Notably, the effect of match or mismatch between encoding and retrieval languages on accuracy did not depend on L2 proficiency and visual imagery. In addition, false memories were salient, particularly for participants who read the stories in L2 but retrieved them in L1. Overall, our findings suggest that accuracy-oriented memory research provides a comprehensive investigation of language-dependent recall, addressing the links of language-dependent memories with accuracy, false memory, and episodic memory characteristics.
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    Turkish adaptation of the need for cognition scale and its correlation with performance measures
    (Turkish Psychologists Assoc, 1995) Sadowski, CJ; Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200
    The need for cognition scale has been devised by Cacioppo and Petty (1984) in an attempt to measure people's tendency to think and enjoy thinking. In the Turkish adaptation of this scale significant test-retest reliability and internal consistency were found but these were lower than the coefficients obtained with the original scale. Factor analysis indicated that the same factor structure was maintained to a large extent. There was no relationship between need for cognition scale scores and performance measures such as university entrance subtest scores and course grades. The results were discussed for their implications about whether need for cognition is a cognitive or attitude scale.
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    Need for cognition and cognitive performance from a cross-cultural perspective: examples of academic success and solving anagrams
    (Taylor & Francis, 2001) Department of Psychology; Gülgöz, Sami; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 49200
    The cross-cultural validity of the Need for Cognition Scale and its relationship with cognitive performance were investigated in two studies. In the first study, the relationships between the scale and university entrance scores, course grades, study skills, and social desirability were examined. Using the short form of the Turkish version of the Need for Cognition Scale (S. Gulgoz & C. J. Sadowski, 1995) no correlation with academic performance was found but there was significant correlation with a study skills scale and a social desirability scale created for this study. When regression analysis was used to predict grade point average, the Need for Cognition Scale was a significant predictor. In the second study, participants low or high in need for cognition solved multiple-solution anagrams. The instructions preceding the task set the participants' expectations regarding task difficulty. An interaction between expectation and need for cognition indicated that participants with low need for cognition performed worse when they expected difficult problems. Results of the two studies showed that need for cognition has cross-cultural validity and that its effect on cognitive performance was mediated by other variables.
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    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; 49200
    We 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.
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    Reliance on schemas in source memory: age differences and similarity of schemas
    (Routledge Journals, Taylor & Francis Ltd, 2009) N/A; Department of Psychology; Besken, Miri; Gülgöz, Sami; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 215044; 49200
    The present study has examined the effects of source-schema-consistency, schematic distinctiveness and encoding time of schematic information on source memory of younger and older adults. Participants were administered a source memory test, in which two sources presented statements that were congruent with, incongruent with or irrelevant to sources' professions. Professions of sources were schematically similar or distinct, and they were revealed before or after the presentation of items. The results yielded that revelation of profession information before presentation of items enhanced source memory for incongruent items. Aging was associated with a general decrease in source monitoring processes. Participants who were assigned to similar-source condition and had their schemas activated before learning phase had higher source monitoring scores. Results are discussed in relation to source monitoring framework and aging of memory.