Researcher: Ekerim-Akbulut, Müge
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Ekerim-Akbulut, Müge
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Publication Metadata only Sequence of theory-of-mind acquisition in Turkish children from diverse social backgrounds(Wiley, 2018) Brink, Kimberly A.; Wellman, Henry M.; Department of Psychology; N/A; Selçuk, Bilge; Ekerim-Akbulut, Müge; Faculty Member; PhD Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; 311454We examined the sequence of theory of mind (ToM) acquisition in 260 Turkish children (M-age=53.36months, SD=10.37) and the demographic factors associated with it. Children came from 5 different cities in Turkey. Their ToM skills were measured using ToM Scale, which probes various mental state understandings from diverse desires to hidden emotions. These Turkish children demonstrated the traditional, collectivist ToM acquisition pattern evident in Iran and China with earlier understanding of knowledge access than diverse beliefs, not the western, individualist pattern evident in the United States, Australian, and German children. Gender, socio-economic status (SES), and number of adults living in the home influenced the pace of children's ToM acquisitions. A post hoc analysis examined a minority of children that exhibited individualist ToM acquisition with earlier achievement of diverse beliefs than knowledge access. The results contribute to a fuller sociocultural understanding of ToM development including examination of variations within a single heterogeneous developing country. They also further suggest the importance of exposure to different ideas and beliefs in large households for earlier understanding of varying belief states. Highlights We assessed theory of mind (ToM) acquisition in 260 Turkish children whose families spanned a large range of social class circumstances. We measured ToM via Wellman and Liu's scale (2004), consisting of five items testing diverse desires, diverse belief, knowledge access, false belief, and hidden emotion. The Turkish children demonstrated the traditional, collectivist ToM acquisition pattern, but a minority of children exhibited individualistic ToM acquisition. In cultures where elements of individualism and collectivism are blended, children can come to different orders of acquisition in accord with recent arguments that cultural development often represents a coexistence of different reasoning styles.Publication Metadata only Violence from a developmental psychopathology perspective(Türk Psikologlar Derneği, 2016) N/A; Department of Psychology; Ekerim-Akbulut, Müge; Selçuk, Bilge; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 311454; 52913In this article, violence and factors that underlie violence are examined with regards to callous-unemotional traits. Callous-unemotional traits are characterized by lack of empathy, guilt and remorse, and were added as specifier for diagnosis of conduct disorders in the latest version of American Psychiatric Association's diagnostic manual, DSMV. Children with callous-unemotional traits are differentiated from other children with conduct disorders in terms of their temperamental characteristics, neuropsychological functions, and emotional and moral development. They show higher levels of aggression compared to children with conduct disorders, which puts them at risk for development of antisocial characteristics in adolescence and adulthood. This article presents a review of research that examines the role of biological and environmental factors such as temperament, parenting and sociocultural conditions in development of violent behaviors in relation to callous-unemotional traits and evaluates research findings from the perspective of developmental psychopathology. / Öz: Bu yazıda, şiddet ve şiddetin altında yatan sebepler, katı-duygusallıktan yoksun kişilik özelliğine (callous-unemotional traits) vurgu yapılarak ele alınmaktadır. Empati, acıma ve suçluluk duygularından yoksun olma gibi davranışları anlatan katı-duygusallıktan yoksun kişilik özelliği, Amerikan Psikiyatri Birliği'nin son yayınladığı tanı ölçütleri kitabında (DSM-V), davranım bozuklukları (conduct disorders) başlığı altında yeni bir değerlendirme unsuru olarak yer almaktadır. Davranım bozukluğu sergileyen diğer çocuklardan mizaç özellikleri, nöropsikolojik işlevler ve duygusal ve ahlaki gelişim bakımından ayrışan katı-duygusallıktan yoksun kişiliğe sahip çocuklar, yüksek seviyede şiddet davranışı sergilemekte, ergenlik ve yetişkinlik yıllarında antisosyal özellikler gösterebilecek risk grubunu oluşturmaktadır. Bu yazı, katı-duygusallıktan yoksun kişilik özelliği ile bağlantılı olarak şiddetin gelişimine etki eden mizaç, ebeveyn davranışları ve sosyokültürel ortam gibi biyolojik ve çevresel etmenleri inceleyen araştırmaların bir derlemesini sunmakta ve araştırma bulgularını gelişimsel psikopatoloji bağlamında değerlendirmektedir.Publication Metadata only The role of theory of mind, emotion knowledge and empathy in preschoolers' disruptive behavior(Springer, 2020) Sen, Hilal H.; Beşiroğlu, Burcu; N/A; Department of Psychology; Ekerim-Akbulut, Müge; Selçuk, Bilge; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 311454; 52913Objectives: Research examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-ofmind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers' disruptive behaviors. Methods: We used individual tasks to measure 116 typically developing Turkish preschoolers' ToM, emotion knowledge (understanding anger and sadness) and empathy for pain, and received mothers' reports about children's levels of disruptive behavior in peer contexts. Results: Path analysis showed that among these skills, it was only empathy which predicted disruptive behaviors significantly (beta = -0.25, p < 0.05). Understanding sadness predicted higher empathy (beta = 0.18, p < 0.05) and higher empathy predicted lower disruptive behaviors, but the mediation of empathy in the link between understanding sadness and disruptive behavior was not significant (beta = -0.05, p > 0.05, 90% CI = -0.106, 0.001). Conclusions: Overall, our results indicate that empathizing with others' emotions is more important than understanding their mental states and emotions for lower disruptive behaviors.Publication Metadata only Longitudinal predictors of vocabulary knowledge in Turkish children: the role of maternal warmth, inductive reasoning, and children's inhibitory control(Routledge Journals, Taylor & Francis Ltd, 2018) N/A; Department of Psychology; Ekerim-Akbulut, Müge; Selçuk, Bilge; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 311454; 52913Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children's inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child's age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children's regulation skills, and broader contextual variables (SES) are all involved in the development of children's vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers.Publication Metadata only In two minds: similarity, threat, and prejudice contribute to worse mindreading of outgroups compared with an ingroup(Sage, 2020) Slaughter, Virginia; Hunter, John A.; Ruffman, Ted; N/A; Department of Psychology; Ekerim-Akbulut, Müge; Selçuk, Bilge; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 311454; 52913We examined Turkish participants' mindreading accuracy toward ingroup versus outgroup targets. Three hundred and fifty-four Turkish participants were randomly assigned to one of three target groups: Turkish, Syrian, or Norwegian. The mindreading accuracy for these targets was measured along with the perceived cultural similarity of the target to the ingroup, as well as prejudice and threat perception. Participants evidenced higher mindreading accuracy toward Turkish targets compared with Syrian and Norwegian targets. Mindreading accuracy for the Syrian and Norwegian targets did not differ, but lower perceived similarity to the Turkish ingroup significantly predicted lower mentalizing for Syrian and Norwegians. In the Syrian target group, lower perceived similarity interacted with lower education and higher prejudice, resulting in a further reduction in mindreading. For Norwegian targets, lower similarity impaired mindreading through an interaction with higher threat perception. Results indicate that even when mentalizing capacity is mature, intergroup factors are linked with the deployment of mindreading.Publication Open Access Parenting by lying in Turkey: associations with negative psychosocial outcomes and psychopathy in adulthood(Springer Nature, 2021) Jackson, Rachel; Zanette, Sarah; Lee, Kang; Department of Psychology; Selçuk, Bilge; Ekerim-Akbulut, Müge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; N/AParenting by lying-a practice whereby parents lie to their children as a means of emotional or behavioral control-is common throughout the world. This study expands upon the existing, albeit limited, research on parenting by lying by exploring the prevalence and long-term associations of this parenting practice in Turkey. Turkish university students (N = 182) retrospectively reported on their experiences of parenting by lying in childhood, their current frequency of lying towards parents, their present level of psychosocial adjustment problems, and their expression of psychopathic traits. The results found that recalling higher levels of parenting by lying in childhood was significantly and positively associated with both increased lying to parents as well as the expression of secondary psychopathic traits in adulthood. The novel findings uncovered in this paper highlight the potential long-term associations that parental lying to children may have on their psychosocial development in adulthood.