Organizational Unit: Psychology
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ArticlePublication Metadata only Reappraisal, social support, and parental burnout(Wiley, 2022-11) Lin, G. X.; Lin, A. Gao-Xian; Arıkan, Gizem; Brytek-Matera, A.; Czepczor-Bernat, K.; Manrique-Millones, D.; Mikolajczak, M.; Overbye, H.; Roskam, I.; Szczygieł, D.; Ustundag-Budak, A. M.; Gross, J. J.; Psychology; ARIKAN, GizemObjectives: Parental burnout is a prevalent condition that affects parents' functioning and health. While various protective factors have been examined, little is known about their interplay. In the current study, we examined the joint effect of two protective factors against parental burnout (one external—social support and one internal—cognitive reappraisal). We were specifically interested in whether the presence of one factor could compensate for the lack of the other. Methods: To address this question, 1835 participants were drawn from five countries: United States, Poland, Peru, Turkey and Belgium. Results: Results suggested that both social support and cognitive reappraisal were associated with lower parental burnout. An interaction was also found between the resource factors, such that the presence of cognitive reappraisal compensated for the absence of social support. Conclusions: These findings point to ways in which parental burnout could be reduced, especially in situations where social support is not easily available.ArticlePublication Metadata only Developing the person of the therapist when working with couples(Springer, 2022-04-05) Oral, S.; Saydam, Fehime Senem Zeytinoğlu; Söylemez, Y.; Akmehmet-Şekerler, S.; Aponte, H. J.; Psychology; SAYDAM, Fehime Senem ZeytinoğluWhilst conducting couples therapy is a professional practice, couples’ therapists (CTs) play an active role in the therapeutic process not only professionally but also personally. Despite the increase in research into the person of the therapist, few studies have examined the person of the therapist issues specific to CTs. In this study, we aimed to explore the experiences of CTs regarding the interaction of their personal and professional beliefs and experiences when working with couples. A qualitative design was used, based on constructivist grounded theory. Semi-structured interviews were conducted with 17 CTs in romantic relationships and working with couples. Three main categories were co-constructed through qualitative analysis: accessing what was brought in through the self, engaging with what the couples bring, and embracing the personal and professional selves. Awareness of the person of the therapist and learning how to use themselves to relate, assess, and intervene with clients enable CTs to create a secure therapeutic presence. The findings have useful implications for clinicians, couples therapy training program frameworks, and couples therapy supervision.ArticlePublication Metadata only Supporting preschool children’s executive functions: Evidence from a group-based play intervention(Springer, 2023-12) Arslan Çiftçi, H.; Uyanık, G.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim HakkıThe current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises 76 children ranging in age from 54 to 72 months, with 42 in the experimental group and 34 in the control group. Teachers provided assessments of the children's executive functions through the Childhood Executive Functions Inventory, while independent researchers employed the Head–Toes–Knees–Shoulders task to evaluate the executive functions of the children. The play-based PEFIP sessions were administered to the experimental group children twice a week for a duration of 10 weeks. Results from the two-way repeated measures analysis of variance (ANOVA) indicated that children in the experimental group exhibited higher levels of teacher-reported working memory, inhibitory control, and performance-based executive function compared to their counterparts in the control group. Furthermore, this improvement in the children persisted in the follow-up assessment conducted 5 weeks after the program's completion. These outcomes underscore the efficacy of play-based interventions in bolstering children's executive functions.ArticlePublication Metadata only Error rates and uncertainty reduction in rule discovery(Springer Nature, 2020-06) Aktunç, Mahir Emrah; Hazar, Ceren; Baytimur, Emre; Psychology; AKTUNÇ, Mahir Emrah; Hazar, Ceren; Baytimur, EmreThree new versions of Wason's 2-4-6 rule discovery task incorporating error rates or feedback of uncertainty reduction, inspired by the error-statistical account in philosophy of science, were employed. In experiments 1 and 2, participants were instructed that some experimenter feedback would be erroneous (control was original 2-4-6 without error). The results showed that performance was impaired when there was probabilistic error. In experiment 3, participants were given uncertainty reduction feedback as they generated different number triples and the negative effects of probabilistic error were not observed. These findings are informative not only about rule discovery tasks in general but also about contexts of inference under uncertainty.ArticlePublication Metadata only Human adaptation to human–robot shared control(IEEE, 2019-04) Amirshirzad, Negin; Kumru, Asiye; Öztop, Erhan; Computer Science; Psychology; KUMRU, Asiye; ÖZTOP, Erhan; Amirshirzad, NeginHuman-in-the-loop robot control systems naturally provide the means for synergistic human-robot collaboration through control sharing. The expectation in such a system is that the strengths of each partner are combined to achieve a task performance higher than that can be achieved by the individual partners alone. However, there is no general established rule to ensure a synergistic partnership. In particular, it is not well studied how humans adapt to a nonstationary robot partner whose behavior may change in response to human actions. If the human is not given the choice to turn on or off the control sharing, the robot-human system can even be unstable depending on how the shared control is implemented. In this paper, we instantiate a human-robot shared control system with the "ball balancing task," where a hall must be brought to a desired position on a tray held by the robot partner. The experimental setup is used to assess the effectiveness of the system and to find out the differences in human sensorimotor learning when the robot is a control sharing partner, as opposed to being a passive teleoperated robot. The results of the four-day 20-subject experiments conducted show that 1) after a short human learning phase, task execution performance is significantly improved when both human and robot are in charge. Moreover, 2) even though the subjects are not instructed about the role of the robot, they do learn faster despite the nonstationary behavior of the robot caused by the goal estimation mechanism built in.ArticlePublication Metadata only Linguistic representations of emotion terms: Within- culture variation with respect to education and self-construals(Wiley, 2014-12) Gözkan, Ayfer Dost; Küntay, A. C.; Psychology; GÖZKAN, Ayfer DostThe present study examines the linguistic representations of emotion terms in relation to educational attainment and self-construal through a two-part narration task. Eighty Turkish adults recounted four events that they experienced in the last five years of their lives (event-description task) and then described what they felt during these events (emotion-elicited narration task). The results show that higher levels of educational attainment and autonomous-related self-construal predicted higher levels of linguistic abstractness in emotion terms, whereas higher levels of related self-construal predicted lower levels of linguistic abstractness in emotion terms. Comparisons of the level of abstractness of emotion terms in event-descriptions and emotion-elicited narrations indicate that while the linguistic abstractness of emotion terms was similar across the two tasks in the lower-educated group, it increased in the emotion-elicited narration task in the higher-educated group. The role of formal education and self-construal in emotional language use were discussed as sources of within-culture variation.ArticlePublication Open Access An experimental inquiry about the additive effects of assigned and primed goals and their interaction with performance feedback(Istanbul University, 2020) Selvi, U. Y.; Sümer, Hayriye Canan; Psychology; SÜMER, Hayriye CananGoal setting and performance feedback are two important tools used to improve organizational effectiveness. The roles of these two variables in improving job/task performance have been investigated by numerous studies; however, there are still questions that need to be answered. The current study aims to investigate the effects of goal setting and performance feedback on a creativity task. The study hypotheses were tested using a 4 (assigned goal, primed goal, a combination of assigned and primed goals, and no goal) X 2 (performance feedback and no performance feedback) experimental design. The primed goal was manipulated with achievement suggesting photos. Task performance was measured twice, following Trial 1 and Trial 2. The difference between Trial 1 and Trial 2 performance scores was used as the dependent variable. The participants were 294 undergraduate students. The results showed significant goal setting and performance feedback main effects and a marginally significant interaction effect. The assigned goal and performance feedback improved performance more than did no goal and no-feedback conditions, respectively. However, the performance-enhancing effects of primed goals and the combination of assigned and primed goals were not more than simple practice effects. Regarding the marginally significant interaction, findings indicated that performance feedback is critical only when there is no goal in the system. The results did not support our expectation that using goal and performance feedback together would lead to the highest performance improvement. Consequently, this study is believed to have important implications as it yielded counterevidence concerning the expected effect of primed goals, additive effects of primed goals over assigned goals and complementary effects of goals and performance feedback in improving performance.ArticlePublication Open Access Pre-attentive mismatch response and involuntary attention switching to a deviance in an earlier-than-usual auditory stimulus: An ERP study(Frontiers Media, 2019-03-06) Ungan, P.; Karşılar, Hakan; Yagcioglu, S.; Psychology; KARŞILAR, HakanAn acoustic stimulus elicits an electroencephalographic response called auditory even-trelated potential (ERP). When some members of a stream of standard auditory stimuli are replaced randomly by a deviant stimulus and this stream is presented to a subject who ignores the stimuli, two different ERPs to deviant and standard stimuli are recorded. If the ERP to standard stimuli is subtracted from the ERP to deviant stimuli, the difference potential (DP) waveform typically exhibits a series of negativepositive-negative deflections called mismatch negativity (MMN), P3a, and reorienting negativity (RON), which are associated with pre-attentive change detection, involuntary attention switching, and reorienting of attention, respectively. The aim of the present study was to investigate how these pre-attentive processes are affected if the change occurs earlier than its usual timing implied by isochronous standard stimuli. In the MMN paradigm employed, 15% of the standards were randomly replaced by deviant stimuli which differed either in their pitch, their earlier onset time, or in both. Even-trelated responses to these three deviants [timely pitch change (R-TP), earlier onset (R-EO), earlier pitch change (R-EP)] and to standards (R-S) were recorded from 10 reading subjects. To maintain identical stimulation histories for the responses subtracted from each other, "deviant-standard" difference potentials (DP) for "timely" and "early" pitch deviances were derived as follows: DPTP = R-TP - R-S and DPEP = R-EP - R-EO. Interestingly, the MMN components of the DPs to timely and early pitch deviances had similar amplitudes, indicating that regularity of stimulus timing does not provide any benefit for the pre-attentive auditory change detection mechanism. However, different scalp current density (SCD) dynamics of the MMN/P3a complexes, elicited by timely and early pitch deviances, suggested that an auditory change in a stimulus occurring earlier-than-usual initiates a faster and more effective call-for-attention and causes stronger attention switching than a timely change. SCD results also indicated that the temporal, frontal, and parietal MMN components are simultaneously present rather than emerging sequentially in time, supporting the MMN models based on parallel deviance processing in the respective cortices. Similarity of the RONs to timely and early pitch deviances indicated that reorienting of attention is of the same strength in two cases.ArticlePublication Open Access Culture in physical activity: The contribution of basic psychological needs and goal orientation(MDPI, 2022-12) Gürleyik, Duygu Karataş; Şen, Celia Katrine Naivar; Etnier, J. L.; Acar, İbrahim Hakkı; Psychology; GÜRLEYİK, Duygu; ŞEN, Celia Katrine Naivar; ACAR, Ibrahim HakkıNumerous variables affect motivation in physical activity (PA) with culture being an understudied variable. Self-determination theory’s basic psychological needs (BPN) includes a combination of autonomy, competence, and relatedness in PA; however, cultural definitions pit autonomy and relatedness against each other. Thus, this study aims to investigate the moderating role of culture on relationships between BPN, goal orientations (ego, task) for PA, and PA behavior. A survey was implemented to 168 participants (109 females, 59 males; 92 Turks, 76 Americans) investigating students’ self-construal type, their basic psychological needs in exercise (BPNES), PA levels (Godin Leisure-Time Exercise Questionnaire/GLTEQ), and goal orientation types (Task and Ego Orientation in Sport Questionnaire/TEOSQ). Turks (n = 92) and Americans (n = 76) demonstrated distinct cultural differences in terms of the study variables. American students were more autonomous, task-oriented, and physically active than Turkish students. Results from the multi-group path analysis showed that there was a moderating role of culture between predictors (i.e., BPN Autonomy, BPN Relatedness, BPN Competence, Ego Orientation, and Task Orientation) and Physical Activity. Such that, the paths from predictors (i.e., BPNT Autonomy, BPNT Relatedness, BPNT Competence, Ego Orientation, and Task Orientation) to PA was not significant in Turkish cultural context. Results suggest that culturally tailored approaches to PA interventions are critical in supporting motivation for physical activity and further research is needed to explore different culturally relevant motivational drivers for PA among adults.ArticlePublication Metadata only Evaluating psychometric properties of the Coparenting inventory with Turkish mothers and fathers of preschool children(Springer, 2022-11) Acar, İbrahim Hakkı; Ece, Cansu; Saral, Bengi; Gürmen, Münevver Selenga; Psychology; ACAR, Ibrahim Hakkı; ACAR, Münevver Selenga Gürmen; Ece, Cansu; Saral, BengiThe qualities of coparenting is important for children's development. Mothers and fathers may differently perceive their coparenting behaviors. In the present study, we investigated the psychometric properties of the Coparenting Inventory with Turkish mothers and fathers. The sample of the current study was 1566 parents of preschool-aged children (1249 mothers and 317 fathers). Confirmatory factor and measurement invariance analyses were used to test the structure of the inventory for both mothers and fathers. Additionally, we used marital satisfaction with subsample to test the criterion validity. The results confirmed the triad structure of the inventory: cooperation, conflict, and triangulation. Measurement invariances of the subscales were partially supported. All subscales were significantly associated with marital satisfaction for both mothers and fathers within the same family (n = 249), indicating the criterion validity of the measure. Overall results suggest that the researchers and practitioners may use this measure to reliably assess coparenting qualities of parents of preschool-aged children.