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Departman Tezleri
Bir performans değerlendirme ortaminda kaynak monitör etme eğitiminin hale ve negatiflik etkisini azaltmadaki etkinliği
Performance appraisals are regularly conducted in both work organizations and educational settings. However, rater biases in performance appraisal are quite common, and decrease the usefulness of these appraisals. The goal of the present study was to examine the effectiveness of source monitoring training in reducing some of these biases, namely the halo effect and the negativity bias. One hundred twenty six participants watched the videotaped performance segments of an instructor that presumably took place over the course of a year. After watching the video, participants in the experimental group received source monitoring instructions teaching them how to use their memories. In particular, they were trained to differentiate specific memory traces from feelings of familiarity and base their judgments solely on these specific memory traces. Results showed that source monitoring training successfully reduced halo effect and negativity bias and increased the accuracy of ratings. These improvements were due to greater reliance on specific memory traces, as revealed by measures of recognition memory which indicates the accuracy of the participants in discriminating between the behaviors that occurred and did not occur. In conclusion, source monitoring training appears to be a promising method for increasing the accuracy of ratings in performance appraisal settings.
Koç Üniversitesi minik yürekler projesinin kurumda kalan korunmaya muhtaç çocuklar üzerindeki etkileri
Although institutions are one of the most common ways to look after needy children, the children in institutions often experience socio-emotional deprivation and even material deprivation in some institutions (MacLean, 2003; Smyke et al., 2007). Early deprivation that the children in institution experience may have effects on five different areas of development which are social development, language development and communication, emotional development, fine-motor coordination, and cognitive development (Giese & Dawes, 1999).The goal of the present study is to assess the trajectory of change of the social, emotional, motor and language development of the institutionalized children visited weekly by the volunteers of Koç University Minik Yürekler Project (KUMYUP).The sample of the present study consists of 16 children between 12 and 36 months old currently residing in the Bahçelievler Child Protection Center. The control group consists of 12 children in the same age group currently residing in institutions in Kocaeli and Bursa.In order to analyze children?s development, Ankara Developmental Screening Inventory was administered two times as a pre and post test. Also systematic observation for three months in each institution was made by the researcher.The results indicate that children who were weekly visited by the volunteers scored significantly higher in general development and social development areas of Ankara Developmental Screening Inventory. There were not statistically significant differences between the pre and post test scores for language development, fine motor development and gross motor development.Based on the findings of the study, some policy recommendations about institutionalization are made.
Kişisel beğeni yanlılığının görüşmeci değerleri, kişilik özellikleri ve bilişsel tarzı ile ilişkisi üzerine deneysel bir çalışma
The aim of the present study was to investigate the relationship of personal liking bias with values, personality characteristics and cognitive style of the interviewers in employee selection decisions. In the present study, personal liking bias was defined as the bias that the interviewer is subject to in such a way that the final selection decision of the interviewer is made predominantly based on the personal liking/disliking of the interviewer towards the applicant rather than the technical competencies of the candidate and his potential performance. An experimental method was used and 176 undergraduate students from different departments taking psychology and sociology classes at Koç University were used as the sample. Results showed partial associations between personal liking bias and low performance-orientation, high collectivism, high extraversion, low rational thinking style. The current study attempts to inform the decision-makers in organizations about the characteristics of the interviewers who have the potential to make biased selection decisions and to contribute to the human resources management literature of decision-making based on technical vs. interpersonal competencies.Keywords: Personal liking bias, decision-making based on technical vs. interpersonal competencies, interviewer personality, interviewer values.
Anaokulu çocuklarının deneysel gözleme dayalı kızgınlık ve üzüntü ifadelerinin anne raporlarına dayalı içselleştirme ve dışsallaştırma belirtisiyle olan ilişkisi
Emotional development in preschool age is essential for concurrent and later social and academic adjustment (Cole, Michel, & Teti, 1994; Saarni, 1999; Denham, 1998). Emotional reactivity, in particular negative emotionality, and its relations to adjustment problems has been theoretically and empirically studied in the literature of developmental psychopathology (Crick & Zahn-Waxler, 2003; Nigg, 2006; Patrick & Bernat, 2006). However, literature provides limited information on the specific mechanisms that link negative emotionality, especially anger and sadness expressions, to internalizing and externalizing symptoms. In addition, our understanding on the basic normative aspects of anger and sadness expressions in response to different eliciting contexts during preschool age is limited. The present study has two major goals: First goal was to assess contextual variability in anger and sadness expressions of preschoolers as a function of age and gender. Anger and sadness expressions of 130 children were observed in two different laboratory contexts, interpersonal and non-interpersonal. The second goal of the study was to concurrently predict maternal reports of preschoolers? internalizing and externalizing symptoms using their observed anger and sadness expressions and contextual variability in emotional reactivity. Results showed that, anger and sadness expressions of children significantly differed across the two contexts. All children showed greater levels of anger and sadness expressions in the interpersonal contexts. Observed anger and sadness expressions failed to concurrently predict mother reports of internalizing and externalizing symptoms. Results of the study were discussed in relation to observed effects of contextual variability in emotion expressions on symptom elevations with moderating effects of age and gender. Further, limitations of the findings were discussed in terms of generalizability, and strengths of the study within the theme of measurement confound.
Ebeveyn kontrol davranışlarının, çocuğun dışsallaştırma davranış problemlerine etkisi
This study examined the effect of parental control (behavioral, psychological, and physical) and its correlates (parental warmth, parental use of inductive reasoning, and SES) on the externalizing behaviors of 3 year-old children in Turkish culture. The study encompassed conceptual and empirical work to define parental control. It was proposed that cross cultural generalizability of dimensions of parenting and their effects on children?s externalizing behaviors can be achieved by eliminating implicit assumptions regarding the coexistence of various conceptually distinct aspects of parenting such as parental control and lack of parental warmth. The data were collected by qualitative methods on parent-child interactions and quantitative methods with questionnaires (N=123) from the participants of the Study of Early Childhood Developmental Ecologies in Turkey (ECDET). The results indicated that (i) Turkish mothers preferred to exercise three types of parental control simultaneously; (ii) children of mothers who impose higher parental control displayed higher externalizing problems compared to others; (iii) the non-linear effects of behavioral control on child externalizing behaviors suggesting an optimum level for the behavioral control; (iv) there were interactive effects of behavioral and psychological control with parental warmth. The major contributions of the current study were to investigate the effects of three types of parental control on child externalizing behaviors of 3 year- old children in Turkish context with studying the independent and interactive effects by both qualitative and quantitative means.
Konuşma sırasında yetişkinler ve çocuklar tarafından kullanılan mimiklerin mekansal anlatımlar sırasında hafızadaki rolleri
Do gestures play a role in keeping spatial information in memory during speaking? The present thesis aims to find out whether gestures those speakers spontaneously use while speaking plays a role in memory maintenance for children and whether and how this changes when compared to adults. 28 adults and 25 five-year-old child participants were asked to watch simple motion events shown to them on a laptop. They were then asked to retell what they had seen to an adult listener in 3 conditions; when the still pictures of the objects they were describing (1) were not visible on the screen anymore (2) were visible only to them but not the listener and (3) were visible to both themselves and to the listener. If children use gestures to keep spatial images in memory more than adults I expected them to use more iconic gestures per word when the objects they are describing are not visible (conditions 2 and 3) than when they are visible (condition 1). However my results did not support this hypothesis. I did find neither speech nor the iconic gestures per word to be different across conditions in both adults and children. Thus the memory maintenance function of gesture might not be a primary function of gesture. Instead our findings indicated other functions of gestures similar and different between adults and children in spatial descriptions. Both groups used more points to entities when they were available to both the speaker and the addressee than other situations, indicating children understood communicative situation as adults did. Finally adults used more gestures than children indicating that gestures may be used to organize complex spatial information during speech.Keywords: Functions of gestures, memory maintenance, spatial information, iconic gestures, deictic gestures, children, adults
Türk annelerin gelişimsel beklentileri, ebeveynlik davranışları ve aile ortamlarında yerleşim alanının ve eğitimin rolü
The major aim of this study was to investigate differences and similarities in developmental expectations, parenting practices, and quality of home environment in Turkish mothers of preschoolers who live in a megacity and a rural-city. Another aim was to examine the role of maternal education in these parenting variables. The participants were 161 mothers of preschoolers living in Istanbul and 73 mothers living in Konya, Kayseri, and Nevsehir. Differences between groups were examined using MANOVAs and MANCOVAs, and results revealed that mothers who lived in rural-cities reported higher levels of obedience-demanding behaviors and punishment; had earlier developmental expectations about traditional/moral rules; and provided healthier physical environment than megacity mothers. It was also found that compared to low-educated mothers, high-educated mothers reported less obedience-demanding behaviors and more permissiveness and cognitive stimulation; expected earlier development in the physical, cognitive, social, self-control, autonomy, obedience, family orientation, and agency domains; and provided more learning materials and healthier physical environment. The results partially supported the hypotheses. Taken together, the findings implied that the mothers who live in a megacity and a rural-city have some similarities and differences in terms of developmental expectations, child-rearing practices, and home context. In addition to the differences related to social environment, results showed that parenting variables differ according to mothers? education level, which is consistent with child development literature.
Benlik tanımlayıcı anılar: Özellikleri, benlik ve hedeflerle ilişkileri
The aim of this study was to investigate the existence and the characteristics of self-defining memories, as well as their link with goals and with self. In this study, participants reported self-defining, non self-defining, affective and persistent, non affective and non persistent memories and they rated these memories first in terms of their phenomenological characteristics, second in terms of their relevance to participants? own goals, third in terms of their relevance to participants? self-concept. The results supported the claim that self-defining memories are vivid, affectively intense, repetitively recalled autobiographical memories which are linked to other similar memories and related to individuals? current issues and concerns. These memories were also found to be more relevant to one?s self-concept and current goals than non self-defining memories. Besides, several memory characteristics were found to predict self-definition: the extent to which an autobiographical memory is important, the extent to which this memory is constructed in relation with other similar memories, first person perspective and visual imagery. This is the first study which compares self-defining memories to non self-defining memories and which is based on self-reports in investigating the link between self-defining memories and self-concept.
Ebeveyn Çocuk Etkileşimi Kodlama Sistemi'nin (DPICS-TR) Türkçe'ye uyarlanması: Psikometrik bir çalışma
The purpose of this thesis is to adapt and complete the psychometric work for the Dyadic Parent-Child Interaction Coding System (DPICS) and to prepare it for use with Turkish families. Observational method provides an important source of information about the nature of the interactions between a parent and a child. Therefore, valid observational and coding systems are necessary for a complete assessment of parent-child interactions. The current study aimed to accomplish the Turkish adaptation of the DPICS which is a widely used observational coding system. The observational data collected by the ECDET (Early Childhood Developmental Ecologies in Turkey) from a sample of mothers and their- 3 year-old children representing four metropolitan areas in Turkey were used for the study. The results indicated that the inter rater reliability of DPICS-TR was satisfactory. Additionally, the scores of parent and child behaviors measured by parent reports were significantly correlated with the DPICS-TR scores. Besides preparing a reliable and valid coding system, an important contribution of this thesis was identifying some culture specific characteristics of parent-child interaction of families in Turkey. Turkish mothers often used threat as a control strategy. Furthermore, the mothers in Turkey were found to be dominant in the interaction. They have a disproportionately high share of the input in their interactions with their children. The mothers in the sample showed a high level of behavioral control over their children and they displayed a low level of overt affection.
Farklı geribildirim durumlarının çocukların gönderme anlatımları üzerindeki etkileri
Proper linguistic identification of referents has been repeatedly found to be challenging for young children, especially via relative clauses in the Turkish language. We investigate the extent to which Turkish-learning children between the ages of 2 and 4 can be trained to use referential forms that include relative clauses and other uniquely identifying referring expressions in requesting a sticker from an adult. We also examine the link between using informative and syntactically complex referential expressions (e.g., relative clauses) and the rate and type of disfluencies displayed in speech.How children referred to a target sticker from among several types of distracters was assessed in a pretest and a posttest following a training procedure. In both tests, the task of the child was to request a target sticker from Experimenter 2 standing on the other side of the room to make his/her book the same as the Experimenter 1?s book, following a procedure developed by Matthews, Lieven and Tomasello (2007). Three different training conditions were run where children were modeled on three different constructions: the relative clause feedback condition ( i.e., pasta yiyen kızı seçtin `you selected the girl eating cake?), the demonstrative-noun phrase feedback condition (i.e., o kızı seçtin `you selected that girl?) and general feedback condition (i..e., güzel seçtin `you did a nice selection?).The results of the experiment indicated that children as young as 36 months can learn to productively employ relative clauses and to be more informative in their referring expressions when they are modeled about relative clause constructions in a training session. We could not find any increments in the rate of total speech disfluencies when children produced relatively more informative and syntactically complex referring expressions. Discussion focuses on when and how young childrenlearn to produce referential forms that include relative clauses and other uniquely identifying referring expressions.