Psikoloji Bölümü Koleksiyonu

Permanent URI for this collectionhttps://gcris.khas.edu.tr/handle/20.500.12469/60

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Now showing 1 - 7 of 7

Citation Count: 7
A multidimensional investigation of pretend play and language competence: Concurrent and longitudinal relations in preschoolers
(Elsevier, 2020) Aktan Erciyes, Aslı; Aktan Erciyes, Aslı; Tahiroğlu, Deniz; Göksun, Tilbe
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.
Citation Count: 1
New insights from children with early focal brain injury: Lessons to be learned from examining STEM-related skills
(Wiley, 2019) Aktan Erciyes, Aslı; Aktan Erciyes, Aslı; Göksun, Tilbe
The study of cognitive development in children with early brain injury reveals crucial information about the developing brain and its plasticity. However information on long-term outcomes of these children especially in domains relevant to science technology engineering and math (STEM) remains limited. In the current review our goal is to address the existing research on cognitive development of children with pre- or perinatal focal brain lesion (PL) as it relates to children's STEM-related skills and suggest future work that could shed further light on the developmental trajectories of children with PL. We argue that examining STEM-related development in children with PL will have broader implications for our understanding of the nature of the plasticity children with PL exhibit as well as address theoretical questions in the field regarding the foundation skills for STEM including visuospatial and mathematical skills.
Citation Count: 10
Positional priming of visual pop-out search is supported by multiple spatial reference frames
(Frontiers Media, 2015) Gökçe, Ahu; Mueller, Hermann J.; Geyer, Thomas
The present study investigates the representations(s) underlying positional priming of visual pop-out' search (Maljkodc and Nakayama 1996). Three search items (one target and two distractors) were presented at different locations in invariant (Experiment 1) or random (Experiment 2) cross-trial sequences. By these manipulations it was possible to disentangle retinotopic spatiotopic and object-centered priming representations. Two forms of priming were tested: target location facilitation (i.e. faster reaction times - RTswhen the trial n target is presented at a trial n-1 target relative to n-1 blank location) and distractor location inhibition (i.e. slower RTs for n targets presented at n-1 distractor compared to n-1 blank locations). It was found that target locations were coded in positional short-term memory with reference to both spatiotopic and object-centered representations (Experiment 1 vs. 2). In contrast distractor locations were maintained in an object-centered reference frame (Experiments 1 and 2). We put forward the idea that the uncertainty induced by the experiment manipulation (predictable versus random cross-trial item displacements) modulates the transition from object- to space-based representations in cross-trial memory for target positions.
Citation Count: 0
Post-Donation Evaluation of Life of Donors of Liver Transplantation
(Taylor & Francis, 2016) Krespi-Boothby, Margörit Rita; Tankurt, Aslı; Acarlı, Koray; Yankol, Yücel; Kalayoğlu, Münci; Kanmaz, Turan
Aim: Liver transplantation from living donors affects not only recipients' but also donors' lives. The aim of this study was to explore living donors' experience of life. Methods: The sample consisted of 16 living donors who donated a part of their liver to a patient who had end-stage liver failure. Anonymised interview transcripts were analyzed following established conventions. Results: The analysis showed that participants evaluated their life in terms of limitations brought by organ donation surgery awareness of the need for lifestyle changes emotional changes changes in character and mixed relationships. Emotional changes involved the experience of both negative and positive emotions (feeling reputable feeling like being born again). Changes in character included both worsening of character (becoming half human turning into an aggressive person) and positive changes in character (becoming more of a believer and a humanist). Mixed relationships included feeling supported by loved ones and doctors reduction of burden of care formation of a special bond not feeling supported by potential supporters like mothers or spouses and worsening of close relationships. Conclusions: Some findings (experience of negative emotions lack of support from others) could be interpreted in terms of existing psychological theory. Other findings (worsening aspects of character experience of positive emotions improvement in aspects of character formation of a special bond worsening of close relationships) extended the literature and could be viewed as targets for educational programs for donors.
Citation Count: 5
Psychosocial interventions to improve outcomes among dialysis patients
(Wiley, 2018) Krespi-Boothby, Margörit Rita
Patients with end-stage renal disease (ESRD) report high levels of emotional problems and poor compliance with treatment and quality of life. Nevertheless there are not many studies which examine the effectiveness of different psychosocial interventions in ameliorating these poor outcomes. Theories have been helpful in identifying targets for interventions to improve compliance with treatment adjustment and quality of life. However their effects have been mixed. In particular interventions incorporating beliefs are promising in improving these outcomes. Moreover relaxation and imagery techniques have reduced symptoms and have been effective improving adjustment and compliance. Future randomized controlled studies are needed to compare the effects of theory-based and patient-derived interventions on compliance with treatment and adjustment.
Citation Count: 0
Theory of Planned Behavior: Physical Activity Predictors Among Turkish University Students
(Human Kinetics Publ Inc, 2019) Gürleyik, Duygu; Sen, Celia K. Naivar; Baruh, Lemi; Kumkale, Gökçe Tarcan
[Abstract Not Available]
Citation Count: 1
Towards better child protection programmes: a qualitative evaluation of Youth Disseminating Life Skills Programme
(Routledge Journals Taylor & Francis Ltd, 2017) Krespi-Boothby, Margörit Rita; Acartürk, C.; Akduman-Akin, I.; Dagli, F. Sahin; Dagli, T.
The present study aimed to assess the acceptability of a 12-week training programme Youth Disseminating Life Skills Programme whose aims were to help university students acquire knowledge on and to increase sensitivity towards child abuse and neglect by adopting a qualitative methodology. The sample consisted of 13 university students who took part in the Youth Disseminating Life Skills Programme (10 female 3 male: mean age 22 years age range: 20-31). With the help of a general interview guide the focus group meetings were held. Established conventions guided the analysis. Participants recounted feelings about and benefits of the Programme and ways to improve the Programme. Feelings about the Programme included both positive (e.g. feeling hopeful) and negative feelings (e.g. feeling traumatised). Participants recounted a variety of benefits of the Programme (e.g. correcting some myths about child abuse). Participants proposed some ways whereby the Programme could be improved. Some findings could be interpreted in terms of existing literature/theory. Other findings extended the literature and could be viewed as targets for future child protection programmes.

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