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KUMKALE, Gökçe Tarcan

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Gökçe Tarcan

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KUMKALE
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    Effectiveness of source-monitoring training in reducing halo error and negativity bias in a performance appraisal setting
    (Wiley, 2022-10) Önal, İ. G.; Kumkale, Gökçe Tarcan; Psychology; KUMKALE, Gökçe Tarcan
    The goal of the present study was to examine the effectiveness of a source-monitoring procedure in reducing halo error and negativity bias in a performance appraisal setting. Participants watched videotaped performance segments of an instructor presumably taking place over a school year (N = 126). Then, participants in the source-monitoring training condition received instructions teaching them how to differentiate memories that evoke detailed representations (remember judgments) from memories that evoke mere feelings of familiarity (know judgments). With this distinction in mind, participants in the training condition made significantly more accurate judgments than participants in the control condition. The training was successful in increasing the accuracy of performance ratings and reducing halo error and the negativity bias. Recognition memory measures showed that improvements were due to increased reliance on specific memory traces in the training condition. There was evidence of heuristic reliance on general impressions in the control condition.
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    Peer persuasion strategies during rule following in 4- to 6-year-olds
    (Wiley, 2021-11) Şen, H. H.; Küntay, A. C.; Kumkale, Gökçe Tarcan; Psychology; KUMKALE, Gökçe Tarcan
    Despite being a ubiquitous form of communication, persuasive communication between children received relatively scant research attention. We used a novel approach to study children's persuasive interactions in a semi-naturalistic paradigm where dyads of 4- to 6-year-old children were asked to follow a rule together. In this context, we observed (a) the frequency and types of strategies children spontaneously used to persuade their partners to abide by the rule, (b) compliance behavior following the persuasion attempt, and (c) strategy change following a failed attempt to persuade. We coded children's persuasive strategies as gentle control, negative control, and non-engagement. Children tended to use gentle control and negative control strategies to a greater extent than non-engagement strategies to prevent their partner's potential rule violation. However, after a violation occurred, children most frequently displayed non-engagement. Gentle control brought about more compliance than the other strategies. Children tended to maintain their persuasive strategy of negative control and non-engagement, even though these were mostly ineffective in achieving compliance. These results show that 4- to 6-year-old children spontaneously and flexibly utilized persuasive strategies with peers to abide by a rule.
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    Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning
    (Springer, 2022-03) Junko, K.; Oranç, C.; Koşkulu, S.; Kumkale, Gökçe Tarcan; Göksun, T.; Kuntay, A. C.; Psychology; KUMKALE, Gökçe Tarcan
    Do some individuals benefit more from social robots than others? Using a second language (L2) vocabulary lesson as an example, this study examined how individual differences in attitudes toward robots, anxiety in learning L2, and personality traits may be related to the learning outcomes. One hundred and two native Turkish-speaking adults were taught eight English words in a one-on-one lesson either with the NAO robot (N = 51) or with a human tutor (N = 51). The results in both production and receptive language tests indicated that, following the same protocol, the two tutors are fairly comparable in teaching L2 vocabulary. Negative attitudes toward robots and anxiety in L2 learning impeded participants from learning vocabulary in the robot tutor condition whereas the personality trait of extroversion negatively predicted vocabulary learning in the human tutor condition. This study is among the first to demonstrate how individual differences can affect learning outcomes in robot-led sessions and how general attitudes toward a type of device may affect the ways humans learn using the device.