Simay

Assoc. Prof. Dr.

The scientific study of aging has been ignored for a long time. The neglect of older adulthood, despite extensive research on infancy, childhood, puberty, and earlier stages of adulthood, can be considered a form of social ignorance. With the aging of the world population, understanding all the dimensions of the aging process has currently become important.Aging is a multidimensional process. The present review focuses on the cognitive aging dimension, specifically on how social and emotional factors affect older adults’ memory performance. A common view about cognitive aging is that all memory processes go downhill due to neural deterioration, but this view is biased. Scientific findings showing that the memory performance of older adults can change across conditions when social and emotional factors are controlled is an indication that memory measurements do not solely reflect neural changes Social and emotional factors that can constitute a disadvantage for older adults can make their memory performance appear lower than it can be (e.g., Mazerolle et al., 2020; Zhang et al., 2021).Age is one of the initial attributes that is perceived about an individual. This in turn affects how the individual is judged. Ageism is a prejudiced view of aging and older adults. Unfortunately, a large-scale study showed that ageism is the most common type of discrimination that is prevalent in 35% of adults over the age of 18 (Ayalon, 2013). The source of prejudice and discrimination toward older adults is stereotype threat. Stereotypes are generalized beliefs about a group. Most stereotypes of aging are negative, and older adults internalize these stereotypes. Stereotype threat can hinder the performance of older adults on memory tests by reducing their self-efficacy (Chasteen &amp; Cary, 2015).Studies show that just being in the laboratory is enough for older adults to experience stereotype threat, and this, in turn, lowers their memory performance (Chasteen et al., 2005; Hess et.al., 2003). In the laboratory, the effects of stereotype threat are commonly studied by creating two conditions such that in one of them, the social threat for older adults is higher. Findings using different paradigms consistently revealed that the memory performance of older adults was lower in the high-threat conditions than in the reduced-threat conditions. Negative stereotypes of aging can be explicitly activated by manipulations such as emphasizing in the instructions that the tasks measure memory (e.g., Hess et al., 2004; Rahhal et al., 2001) or by providing texts supporting the idea that memory is impaired with aging before the memory measurements (Hess et al., 2003). The findings show that the memory performance of older adults decreases in the condition in which stereotype threat is higher, compared to the condition in which the threat is reduced by using neutral instructions or texts. The implicit activation of stereotypes, such as by subliminal presentation of stereotype-related words also shows that older adults’ memory performance decreases under negative stereotype conditions compared to positive ones (Levy, 1996; Stein et al., 2002).The performance of older adults also changes on standardized tests that are commonly used to screen for predementia depending on whether the stereotype threat is high. A recent study showed that in the threat condition in which the comparison of the memory measurements with a young group was emphasized, 40% of the older adults received scores that were within the range for predementia diagnosis. Only 10% were within that range when the threat was reduced by emphasizing that the memory test is age-fair (Mazerolle et al., 2020). In a similar study, the scores of young and older adults on predementia diagnostic tests were also closer to each other in the reduced threat condition than in the threat condition (Mazerolle et al., 2017). These findings suggest that even some of the mild cognitive impairment diagnoses for older adults may reflect the effects of stereotype threat on memory performance instead of neural deterioration. This can contribute to older adults’ stigmatization and social isolation.The relationship between being exposed to aging stereotypes in everyday life and older adults’ cognitive performance errors has also been shown in more ecologically valid studies that involved keeping diaries (Ma et al., 2023).Taken together with the laboratory findings showing that the implicit activation of stereotypes can also impair memory performance, stereotypes of aging do not need to be explicitly stated in everyday verbal communication to affect older adults. A discriminating gaze or a barely noticeable discriminatory behavior can also adversely affect older adults’ memory performance.The motivational and emotional shifts that older adults experience can also affect their memory performance. Older adults value positive emotional experiences because they perceive the time left in their lives as shorter (Carstensen, 2021; Carstensen et al., 1999). The preference for positive experiences extends to their cognitive tendencies as well. Older adults’ attention is directed toward positive stimuli and away from negative stimuli (Mather &amp; Carstensen, 2003). Even the neural response to negative stimuli is reduced below a baseline (Mather et al., 2004). While this finding can be interpreted as a general age-related reduction in the neural response at first glance, the reduction was only for negative stimuli. For positive stimuli, age differences that favor young adults were not observed in the magnitude of the neural response. Information that is attended to is more likely to be retrieved (e.g., Craik, 2020). Expectedly, older adults’ memory performance for positive information is also better than for negative information (Fung &amp; Carstensen, 2003; Sakaki et al., 2019; Zhang et al., 2021). Thus, the emotionally neutral research materials that are often used in memory measurements create a disadvantage for older adults who are more motivated to remember positive information.DiscussionTaken together, these findings emphasize the importance of considering the effects of stereotype threat and the emotional changes that older adults experience. Besides the social and emotional factors, memory measurements can also be influenced by biological and physical changes that older adults experience, such as the changes in their circadian rhythms (May et al., 2023) and motor performance changes (e.g., Frolov et al., 2020). Taking memory measurements under conditions that can provide an advantage for young adults, but a disadvantage for older adults can bias the cognitive aging findings.Scientifically unbiased findings on cognitive aging reflect that not all memory processes are impaired to the same extent. Age-related declines are more often observed on working memory tasks that require the information to be temporarily kept active in memory and to be processed (Park et al., 2002) and on tasks that do not provide a context for the target information (Craik &amp; Rose, 2012). However, on semantic memory tasks that involve the retrieval of acquired facts (Balota et al., 2000) and on implicit memory tasks that involve the automatic retrieval of information (Fleischman et al., 2004), age-related declines are less evident. Even on memory tasks that reveal age differences, the effects of social and emotional factors cannot be denied. An unbiased perspective on cognitive aging does not present an unrealistic picture. It only underscores that aging is multidimensional and that performance measurements need to be taken by considering these dimensions, without making biased assumptions about the results.From an unbiased perspective, aging can be seen as a period of change rather than one of absolute loss. Some changes in older adulthood can also provide some advantages. For example, when emotional changes are considered, the cognitive tendency of older adults toward positive information may support their emotion regulation (Mather, 2012) and well-being (Scheibe &amp; Carstensen, 2010). This view is also complemented by findings showing that older adults interpret their memories of autobiographical events more positively (Gallo et al., 2011), that they use fewer negative words when they talk about their autobiographical memories, and that, unlike young adults, their focus on the negative aspects of social events fades in several months (Ford et al., 2018).When social changes are considered, the social isolation of older adults is not a naturally unfolding process with aging. It is one of the outcomes of prejudice and discrimination toward older adults. Accordingly, it may be important for aging researchers to focus on research investigating the conditions under which prejudice toward older adults can be reduced. Prior findings showed in other contexts that forming accurate impressions of a group that is the target of prejudice (Neuberg, 1989), making individuals take the perspective of that group (Brannon &amp; Walten, 2013), and providing scientific information that contradicts stereotypes (Blair et al., 2001; Park et al., 2007) may be useful in reducing prejudice toward that group. Similar applications may be useful in reducing prejudice toward older adults as well.Given that language is the basis for most thought processes, the language used in research settings and the way research findings are communicated can influence perceptions and understanding of aging. For example, addressing older adults as “old” in the laboratory may create stereotype threat and reduce older adults’ performance. While the term “older” is established in the English language, this is not the case for all languages. A multidimensional approach to the study of aging in the laboratory, by considering the changes that older adults experience and the dissemination of unbiased research findings on aging to the public by using aging terms that would not trigger prejudice and discrimination can be important steps toward reducing ageism.

İleri Yetişkinlerde Bellek Performansı: Kalıp Yargı Tehdidinin ve Pozitif Duygu Değerine Sahip Bilginin Etkisi

Gökçe

Öğretim Görevlisi Dr.

Burcu

Çocuk-Bilgisayar Etkileşiminde İç Motivasyon: Bir Kapsam İncelemesi

Cansu

Nilsu

Zeynep

Nihan

Görsel Aramayı Keşfetmek: Geçmiş ve Güncel Bilgiler

Volkan

Assist. Prof. Dr.

Nevin

There is a close relationship between language and the self. A comprehensive exploration of language requires examining syntax, semantics, and pragmatics. Syntax deals with the structured arrangement of linguistic expressions, semantics focuses on generating meaning from these arrangements, and pragmatics emphasizes how expressions change with context, bringing social relations into focus. The concept of the self is understood in terms of consciousness, self-consciousness, and social relationships. From an evolutionary perspective, the brain has developed specialized mechanisms to process information about the world, recognize itself, and communicate with others (Heatherton et al., 2007). Consciousness means to perceive, feel, and respond to the world (Armstrong, 1981), while self-consciousness requires organizing and understanding mental states, i.e., it is the “awareness of awareness” (Carruthers, 2000) and the capacity for self-reflection (James, 1890/1950). Social interaction becomes complex and refined through language (Austin, 2020; Vygotsky, 1998), enabling us to build relationships. Therefore, language and the self can be viewed as structures encompassing the world, oneself, and social relationships. This study proposes that the structure of language (syntax-semantics-pragmatics) mirrors the structure of the self (consciousness-self consciousness-social relations). By analyzing these three common components, the study seeks to illuminate how aphasia affects the perception of self. Reviewing the extensive literature on aphasia’s impact on language and communication, this research aims to address the following questions: What is the relationship between language and self? How does language impairment in aphasia affect the self? Before answering these questions, detailed explanations of language, self, and the world are necessary.Language, the World and the SelfThe ability to use language is unique to humans (Chomsky, 2018; Pinker, 2021). However, being a competent speaker requires a developmental process (Crick, 1997; Skinner, 1957). Similarly, the self develops through experience (Crocker &amp; Canavello, 2012; Mead, 1934; Vygotsky, 1998). An infant cannot speak the language proficiently; therefore, it is challenging to consider the infant as possessing a fully developed self (Eagleman, 2022a). Over time, the infant acquires characteristics typical of an adult, such as abstract thinking, humor, reasoning, and existential inquiry (Dumontheil, 2014; Piaget, 1954/2000). Language and the construction of the self seem to be complementary processes.In addition to its objective meaning, the term world also encompasses other people and social relationships (Kelly, 1955/1991; Heidegger, 2008; Sartre, 2009). Naming objects, describing events, and representing facts by language enable us to make sense of the world (Lycan, 2022). On the other hand, language is the expression of thoughts in spoken/written form (Martinich, 1996). Language makes communication with other people (an essential part of the world) possible.In this study, the term “self” refers to a complex entity that consciously interacts with the world (Eagleman, 2022b; Hume, 2009) and is considered self-conscious (Carruthers, 2000; Damasio, 2022; James, 1890/1950; Kant, 2015). It possesses mental states such as emotions and thoughts (Descartes, 1993, 2006; Locke, 2013), maintains its identity over time (Garrett, 2002; Locke, 2013), and is socio-culturally defined (Marx ve Engels 2004; Mead, 1934; Vygotsky, 1998). Research on the self suggests that consciousness, self-consciousness, and social relations are essential elements of the self.Consciousness of the world requires expressing sense data through grammatical and logical linguistic structures. Additionally, self-consciousness deepens through linguistic self-expression. Finally, social interaction, which makes communication possible, relies on language. Given these explanations, a strong relationship between language and the self is expected to be evident. At this point, closely examining language acquisition and exploring the languageself relationship in the context of language development will clarify the framework of the study.Language Acquisition and the SelfInfants are beings capable of producing only meaningless sounds; however, these sounds quickly transform into syllables, then meaningful words, and eventually into sentences (Bleile, 2004). In the early years, babies can only express themselves by crying and/or vegetative sounds; then, they gradually evolve into adults who perceive the world, express their emotions/thoughts and communicate with others via verbal language. From the very beginning, babies have an intention to communicate (Vygotsky,1998). When exposed to verbal language, babies discover that everything has a name and meaning (Vygotsky, 1998). At this stage, semantics gain importance in communication.Starting from sounds, the baby acquires the syntactical rules of language. Using linguistic knowledge, they can communicate more effectively with others and socialize (pragmatic development) (Owens and Farinella, 2019). At this point, it would be appropriate to explain the similarities between language structure and self-structure.Relationship Between Language and the Self: Syntax, Semantic and PragmaticThe self has been defined as a concept that can be understood through consciousness, self-consciousness, and social relationships. The self develops throughout life and should be approached from a developmental perspective. Language consists of three components: syntax, semantics, and pragmatics. (Morris, 1938). The relationship between the self and language can be better understood by defining these three components.SyntaxSyntax deals with the principles and processes that determine how sentences are constructed in a language (Chomsky, 1957/2002). Formal organization is a necessity in the process of the mind’s understanding of the world. This feature of the mind implies being conscious. With this feature, humans can ensure the systematic arrangement of linguistic expressions. Consciousness also emerges as a prerequisite for the rules and principles of the elements of language (syntax).SemanticsSemantics investigates how linguistic expressions establish a connection with the world and carry specific meanings (Lycan, 2022). Humans are capable of creating meaningful coherence from the data in the world. They also attribute meaning to their mental states and behaviors by organizing and interpreting them (Gazzaniga, 1978). Through these meaningful thoughts, they gain knowledge about themselves. To be self-conscious, mental contents should be expressed linguistically. In this case, semantics requires assuming self-consciousness.PragmaticsPragmatics considers how a linguistic expression is used by the speaker in terms of context, purpose, and audience (Austin, 2020; Bates, 1976). As socio-political beings (Aristotle, trans. 1975), humans cannot be thought apart from social relationships (James, 1890/1950; Mead, 1934; Vygotsky, 1998). The self extends beyond the body through communication and social interaction. This indicates the relation between pragmatics and social interaction.Effects of Aphasia on the Self The relationship between language and the self, particularly under the impacts of aphasia, presents an interesting subject. Having problems in language structures such as syntax, semantics, and pragmatics can lead to profound transformations in the perception of the self. Aphasia is often caused by cerebrovascular events (CVEs) that damage areas of the brain related to linguistic functions, especially in the left hemisphere. It impairs one’s ability to comprehend and produce language (Ardila, 2014). The manifestation of aphasia varies by affected brain regions, leading to different symptoms (Basso, 2003); for example, one person may struggle to understand sentences, while another may lose the ability to select the right words (Damasio, 1992). This language disorder is not merely a medical issue but also a psychological and social one. The International Classification of Functioning, Disability and Health (ICF) approach emphasizes the need to consider aphasia from a broader perspective, including body functioning/structure, environment, social participation and self/identity (Simmons-Mackie &amp; Kagan, 2007). This multifaceted impact means that aphasia sufferers often experience significant changes in personal identity, social roles, and relationships; this indicates that they might not feel like the same person they were pre-aphasia (Simmons-Mackie &amp; Elman, 2011).To form the self, one must be able to remain the same over time, in other words, to preserve personal identity (Damasio, 2022; Locke, 2013). Interviewing aphasic individuals, Taubner et al., (2020) asked them whether they still felt like the same person after aphasia. These individuals, emphasizing the distinction between pre- and post-aphasia, express that they are no longer the same person. Aphasia patients frequently express a sense of self-loss, reporting that they "are not the same person as before" (Hinckley, 2006). Language loss is thus deeply tied to the concept of self, as it hinders the expression of one’s inner thoughts and the organization of external stimuli, which areessential elements in forming self-awareness. In the early stages of aphasia, people tend to idealize their former selves (Brumfitt, 1985, 1993). The change in the self is so dramatic that some individuals often view aphasia as a form of "identity theft" (Shadden, 2005).Syntax is one of the language components affected in aphasia (Benson, 1979). According to Damasio (1992), the essence of aphasia is the disruption of the mechanisms used in linguistic processing and translating thoughts into language. Individuals with Broca’s aphasia typically exhibit limited language production, showing agrammatical features (Ardila, 2010, 2014). The impairment of syntax negatively affects these individuals’ ability to organize linguistic input and process sensory data, which is indispensable for the consciousness of the world.Focusing on semantics, Broca’s cases have challenges in naming, understanding and producing irony, metaphorical and abstract words (Sheppard &amp; Sebastian, 2021). In Wernicke’s cases, the situation is more severe since linguistic productions lack meaning (Ardila, 2010). This condition, referred to as "empty speech" makes it difficult to express their thoughts meaningfully. In the absence of this, semantic impairments negatively affect individuals’ selfconsciousness.Pragmatic aspects, which are essential for social interaction, are also impacted in aphasia. In such cases, aphasic individuals distance themselves from social participation and become isolated. This isolation due to communication barriers damages social networks; it further leads to the erosion of the self. Ultimately, aphasia’s impact on syntax, semantics, and pragmatics illuminates how integral language is to the formation and preservation of the self. This suggests that language loss through aphasia represents not only a loss of communication but also a transformation of identity itself.DiscussionThe study showed that there is a relationship between the self and language, focusing on aphasia. This study also attempts to illustrate this by asserting that the dimensions of the self (consciousness, self-consciousness, and social relation) correspond closely with the components of language (syntax, semantics, and pragmatics). Findings of the research on aphasia cases conclude that language loss could indeed be a form of the loss of self.In some cases of aphasia, individuals become unable to use the rules of language; their verbal productions seem to be agrammatical (Ardila, 2014; Basso, 2003). For the listeners, these people sound like uttering chaotic voices that make no sense. They simply cannot manage to organize linguistic elements into an organized and rule-governed unity. Since the conscious awareness enables the perceptual organization of the world, these aphasics, due to problems with syntax, might have problems with that as well.Some other cases of aphasia have problems with semantics (Basso, 2008; Sheppard and Sebastian, 2021). The linguistic productions of these cases lack meaning (Ardila, 2010). This condition, referred to as empty speech, will also affect the individual’s self-awareness. Based on these points, while discussing the relationship between the self and aphasia, Shadden (2005) characterizes aphasia as identity theft. These studies demonstrate that aphasia negatively affects individuals’ awareness of themselves (Hinckley, 2006; Taubner et al., 2020), that is, their self-consciousness.When social relations are considered a component of the self (Shadden, 2005), the changing pragmatic nature of aphasia and the resulting communication disorder inevitably affect social relationships and, consequently, the self. A person who cannot express themselves without language and has difficulty in interacting with others experiences social isolation and loneliness (Nyström, 2006). These feproblems with that as well.elings lead to the individual's alienation from others. This distance from the social relationships gradually diminishes the perception of the self, even threatening to destroy it.Aphasia actually leads individuals into a kind of loneliness. Nyström (2006) considers aphasia as a form of existential loneliness due to these effects. Individuals with aphasia experience emotional, cognitive, social, and existential problems (Musser et al., 2015). Brumfitt (1985; 1993) argues that individuals with aphasia lose their previous self. Later researchers take a step further and view aphasia as an identity theft (Shadden, 2005). In light of the above explanations, aphasia causes a person to lose their sense of self. Answering the question "who am I?" becomes more difficult for individuals with aphasia.

Dil ve Benlik İlişkisi: Afazinin Benlik Üzerindeki Etkileri

Canan

Türkiye’deki Vatandaşların Demokrasiye İlişkin Sosyal Temsilleri

Şükran

Sibel

Prof. Dr.

Although poverty is an important problem, there is no consensus on the definition of poverty. A recent view indicated that poverty is a multidimensional construct (Bourguignon &amp; Chakravarty, 2019) involving income, education, health access, food security, and life standard indicators. Alkire and Santos (2014) proposed the multidimensional poverty index measuring poverty in three domains: health, education, and life standards. Therefore, the current study also assessed poverty in terms of multiple dimensions (income, education, food insecurity, and material hardship).Poverty is related to several risk factors for children’s development, such as less access to stimulating materials, living in unhealthy neighborhoods (Evans, 2004), living in chaotic houses (Evans et al., 2005), and experiencing negative parenting behaviors (Magnuson &amp; Duncan, 2002). These risk factors have a negative impact on children’s development, including cognitive skills, mental health, education, and behavioral development (e.g., Hair et al., 2015; Schmidt et al., 2021). However, the living conditions in urban and rural poverty show differences. For instance, people have lower education levels and less access to services (Champion &amp; Hugo, 2017), but they have stronger relationships (Paul et al., 2003) in rural regions than in urban regions. Additionally, rural parents are more intrusive (Bornstein et al., 2008), more punitive, and more authoritarian (Lampard et al., 2000), and they invest less in their children’s education (Roscigno et al., 2006); although there are studies reporting similar parenting behaviors (Nacak et al., 2009). However, studies examining the differences in parenting and living conditions that are important for children’s development are limited in Turkey (i.e., Nacak et al., 2011; Özdemir et al., 2020).The current study aims to compare urban and rural poverty in terms of poverty level, home and neighborhood quality, mothers’ parenting behaviors, and beliefs. It was hypothesized that • H1. a) income, b) education level, and c) food insecurity would be higher in urban poverty than in rural poverty. In addition, the differences in material hardship were compared for exploratory reasons.• H2. Home stimulation would be higher in urban poverty than in rural poverty. In addition, the role of chaos would be exploratorily compared between urban and rural poverty. • H3. a) The physical resources and b) neighborhood stress would be higher in urban regions than in rural regions; whereas, c) the social and physical structure of the neighborhood and d) social support would be higher in rural poverty than in urban poverty. Additionally, the differences in parenting behaviors and beliefs would be exploratorily compared, considering the contradictory findings in the literature.&nbsp;MethodThe participants were 275 mothers living in the urban and rural regions of Ankara and Mersin (149 from urban regions, 126 from rural regions). The age range of their children was between 49 and 82 months. The mothers’ education levels were below a university degree. Mothers completed a package of scales. Poverty was measured by several scales. The income-to-needs ratio and parent education were calculated by the information in the demographics form, food insecurity was assessed through the Community Childhood Hunger Identification Project (CCHIP) Hunger Index (Wehler, Scott, &amp; Anderson, 1992), and material hardship was measured by the Household Income-Expense Questionnaire (Baydar et al., 2010). In addition, educational materials and activities in the home environment were assessed through the Home Environ ment Questionnaire (Baydar &amp; Bekar, 2007; Bradley &amp; Caldwell, 1984; Miser &amp; Hupp, 2012), and chaotic conditions in the house were measured through the Confusion, Hubbub, and Order Scale (CHAOS; Matheny et al., 1995). For neighborhood quality, mothers completed the Neighborhood Ecologies Survey (Baydar et al., 2007), which assessed the social and physical structure of the neighborhood, physical resources, and social support in the neighborhood; and the Neighborhood Stress Scale (Kotchick, Dorsey, &amp; Heller, 2005) to assess stress factors in the neighborhood. Mothers’ parenting behaviors were assessed via the Parent Attitude Scale (Demir &amp; Şendil, 2008) for autonomysupporting behaviors and the Child Rearing Questionnaire (Paterson &amp; Sanson, 1999; Yagmurlu &amp; Sanson, 2009) for inductive reasoning behaviors. In addition, open-ended questions were asked to mothers regarding their beliefs on what is necessary for a child to develop, the content of their conversations with their children, and their expectations regarding their children’s educational attainment. Finally, mothers completed a checklist of their children’s daily activities.&nbsp;ResultsUrban and rural poverty were compared in terms of living conditions and parenting behaviors via one-way ANOVA. The results indicated that the income-to-needs ratio, fathers’ education level, food insecurity, home stimulation, physical resources in the neighborhood, neighborhood stress, and mothers’ expectations for their children’s educational attainment were higher in urban poverty, as compared tı rural poverty. In addition, the mothers’ inductive reasoning behaviors were marginally higher in urban mothers than in rural mothers. On the other hand, the social and physical structure of the neighborhood and social support were higher in rural poverty than in urban poverty. However, mothers’ education levels, material hardship, household chaos, and autonomy-supporting behaviors were not different among mothers living in urban and rural poverty.The mothers’ beliefs on child development and the content of their conversations with their children were compared via the chi-square test. Their beliefs on child development were very similar; only rural mothers reported neighborhood opportunities more frequently than urban mothers. In addition, although marginal, play/friends, guidance about life, and clothing were reported more frequently by urban mothers, whereas parenting behaviors and everything were also reported marginally more frequently by rural mothers. For the conversations, urban mothers reported advising children and stimulating activities more frequently, whereas rural mothers reported future and household chores more frequently. Lastly, the children’s daily activities were compared via the chi-square test. The results indicated that children in urban regions were playing with tablets more frequently, whereas children in rural regions were playing with animals and on farms.DiscussionThe poverty variables differed in urban and rural poverty, as expected. Income, fathers’ education, and food insecurity were higher in urban poverty. Previous studies (i.e., Lampard et al., 2000; Roscigno et al., 2006) also indicated higher income and education levels in urban poverty. Job opportunities in urban life might bring more money, and it may be easier to access education opportunities (Champion &amp; Hugo, 2017). Low levels of food insecurity might be explained by the agricultural activities in rural life (Zezza &amp; Tasciotti, 2010). However, material hardship was not different between urban and rural poverty. Specific materials might differ in urban and rural poverty rather than the general score. For instance, families in urban poverty were less likely to have houses or cars, whereas families in rural poverty were less likely to have computers, internet connections, and washing machines. Home stimulation was also higher in urban poverty, which might be explained by the higher income levels of urban families; that is, families with high income might have high purchasing power to buy educational materials (Votruba-Drzal, 2003). On the other hand, chaotic conditions were similar in urban and rural poverty, indicating that chaotic houses are characteristic of both types of poverty.&nbsp;In terms of neighborhood quality, physical resources and neighborhood stress were higher in urban poverty. In rural regions, people have difficulty reaching resources (Vernon-Feagans et al., 2010), and higher crime rates might lead to higher stress levels in urban poverty (Ewart &amp; Suchday, 2002). Additionally, social relations were stronger in rural poverty. Previous studies have indicated that social support is higher in rural regions (Baydar et al., 2010), and this finding aligns with the strong social relations in these regions.&nbsp;Mothers’ autonomy-supporting behaviors were quite similar in urban and rural poverty; however, inductive reasoning behaviors were marginally higher in mothers living in urban poverty. The mothers’ education levels were similar in urban and rural poverty in this study. Since education level is a predictor of parenting behaviors (Carr &amp; Pike, 2012), the similarity in mothers’ parenting behaviors might be explained by the similar education levels. The similarity in parenting behaviors was also in line with a previous study conducted in Turkey (Nacak et al., 2011). Additionally, mothers’ beliefs on the factors affecting children’s development were quite similar, in addition to the content of their conversations and children’s daily activities in the current study. The differences in the answers reflected the differences in the living conditions of urban and rural poverty. For instance, mothers in urban poverty more frequently talked about stimulating activities, whereas mothers in rural poverty more frequently talked about household chores, and these differences reflect the differences in their daily lives.When mothers’ expectations of children’s educational attainment were examined, urban mothers expected their children to attain higher education levels. Previous studies have indicated that parents in rural regions invest less in their children’s education (Roscigno et al., 2006). This finding is in line with their low expectations about children’s educational attainment. Lastly, children’s daily activities had differences between urban and rural poverty. Urban children were playing with tablets, whereas rural children were playing with animals and on farms more frequently. Another study conducted in Turkey also indicated that children in urban life were more likely to engage in indoor activities, while children in rural life were more likely to engage in outdoor activities (Özdirenç et al., 2005), which supported the findings of the current study.&nbsp;The study has some limitations. The sample is not representative of the people in Turkey, which restricts the generalizability of the findings. Because mothers completed the scales, social desirability and common method variance problems might have existed.The current study examined the similarities and differences in urban and rural poverty in terms of poverty indicators, home and neighborhood quality, and parenting in a detailed way. The findings have implications for social policies and future studies. Social policies might focus on improving the life conditions in urban and rural regions regarding region-specific problems. Moreover, future studies might use current findings to interpret their results regarding children’s development in urban and rural poverty conditions.

Kentsel ve Kırsal Yoksullukta Yaşam Koşulları, Ebeveynlik ve Çocukların Günlük Aktiviteleri

İlknur

Prof.

Call for Papers Special Issue of Studies in Psychology

Older Adults’ Cognitive Performance: Effects of Stereotype Threat and Positively Valenced Information

Intrinsic Motivation in Child-Computer Interaction: A Scoping  Review

Exploring Visual Search: Past and Current Insights

The Relationship between Language and the Self: The Effects of Aphasia on the Self

Social Representations of Democracy Among Citizens in  Türkiye

The Living Conditions, Parenting and Children’s Daily Activities in Urban and Rural Poverty

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

Aslı

Assist. Prof.

Narrative competence plays a crucial role in the development of children’s linguistic and cognitive skills in many respects. Therefore, investigating children’s narrative skills provides enriched information in both domains. Narrative competence involves an integration of multiple systems of language as it requires the simultaneous planning of a meaningful content in terms of a coherent structure, a cohesive language use and a concern for the listeners’ informational needs (Johnston, 2008).&nbsp;Producing narratives requires a coherent organization of the events making up the story around a goal in a way that renders them meaningful in terms of the intentional states of the characters and to express them by use of complex syntactic structures and appropriate lexical items. (Berman &amp; Slobin, 1994; Johnston, 2008). Research on bilingual children’s narrative development is often limited to specific language-pairings (i.e. Spanish/English) and minority contexts where low-socioeconomic status (SES) is another variable playing a key role (Miller et al., 2006).&nbsp;The present study aimed to investigate the effects of L2 (L2: Second language, English) on L1 (L1: Mother tongue, Turkish) and language competence reflected in narratives, both in structural and linguistic aspects. To investigate these questions, narrative skills task was performed with monolingual and bilingual children utilizing the wordless Frog, Where are you? (Mayer, 1969).&nbsp;Method One hundred and twelve five- and seven-year-old monolingual (N = 61) and bilingual (N = 51) children participated in the study. Narrative skills were evaluated only for Turkish for monolingual children, whereas bilingual children were tested in English as well, the latter test taking place on a separate day. In order to assess vocabulary competence for L1 and L2 Türkçe İfade Edici ve Alıcı Dil Testi (TIFALDI, Kazak-Berument &amp; Güven, 2013) and Peabody Picture Vocabulary Test-4 (PPVT-4, Dunn &amp; Dunn, 2012) were administered. In order to assess executive functioning – working memory, the backward digit span task of the Wechsler Intelligence Scale for Children- R (WISC-R, Wechsler, 1974) was used.ResultsNarratives were transcribed and narrative quality was evaluated using Pearson (2002) coding scheme. Narratives were coded on four dimensions: Frog story elements, which refers to the episodic components of the story, sequence, which refers to overall plotline of the story, perspective-and-affect, which refers to referencing and internal states, and engagement, which corresponds to effort for listener engagement (Pearson, 2002). For each dimension 2 (Age: 5-and 7-year-olds) x 2 (Language group: monolingual and bilingual) factorial ANOVAs were conducted. For frog story elements, monolinguals (M = 6.13, SD = 2.81) performed better than bilinguals (M = 4.25, SD = 2.91) for both age groups, F(1, 107) = 12.18, p &lt; .001, η p 2 = .10. For sequence, monolinguals (M = 7.73, SD = 2.59) again performed better than bilinguals (M = 5.35, SD = 2.36), F(1, 107) = 27.39, p &lt; .001, η p 2 = .20. For perspective and affect, monolinguals was a main effect of language group (F(1, 107) = 23.87, p &lt; .001, η p 2 = .18) as well as language and age interaction (F(1, 107) = 30.08, p &lt; .001, η p 2 = .02). Post-hoc t-test showed that five-year-old monolinguals and bilinguals did not differ in their performance, (t(51) = 0.36, p = .72), whereas seven-year-old monolinguals (M = 7.36, SD = 1.45) were better than bilinguals (M = 2.60, SD = 2.63), t(56) = 8.79, p &lt; .001. Finally, for engagement, monolinguals was a main effect of language group (F(1, 107) = 40.48, p &lt; .001, η p 2 = .27) as well as language and age interaction (F(1, 107) = 15.04, p &lt; .001, η p 2 = .12). Post-hoc t-tests indicate that there was no difference between five-year-old bilingals and monolinguals, t(51) = 1.78, p = .08. Seven-year-old monolinguals (M = 5.85, SD = 0.91) were better than bilinguals (M = 3.00, SD = 2.04), t(56) = 7.16, p &lt; .001. Monolingual children (M = .50, SD = .15) were better at incorporating more complex linguistic structures into their narratives compared to bilinguals (M = .36, SD = .19), F(1, 107) = 16.99, p &lt; .001 η p 2 = .14.&nbsp;&nbsp;DiscussionOverall, the present study made it possible to see the effects of early and intense L2 exposure on L1 by utilizing narratives elicited in both L1 and L2. Narratives of bilingual&nbsp;children have been studied more often in societies where L1 is not the dominant language (e.g., Akinci, Jisa, &amp; Kern, 2001; Kaufman, 2001; Kupersmitt &amp; Berman, 2001; Viberg, 2001), with a focus on the development of L2 and often with no data for L1 monolinguals that match the minority’s L1, with some exceptions (e.g., Verhoeven &amp; Boeschoten, 1986). In this respect the results of the current study are important as they provide information on bilingual narrative development in an L1 dominant, high-SES context. Findings raise questions regarding how early immersion schooling should start and how it should be designed to enhance both L1 and L2.

Effects of Second Language Acquisition on Narrative Structure and Linguistic Processes in Preschool and SchoolAged Children

Esra

In current study, it was aimed to systematically review studies examining the effectiveness of forgiveness interventions for children and adolescents.Method This study was a systematic review. The literature review was conducted for 2010-2019 years, in the databases of Wiley Online Library, Taylor and Francis, Springer Link, Scopus, Science Direct, Sage Journals, EBSCOhost and TR Index, between November 2018 and March 2019. The terms of “forgiveness intervention”, “forgiveness group”, “forgiveness therapy”, “forgiveness education” and “forgiveness program” were used for the search. The following selection criteria were identified: (a) studies involving forgiveness group intervention for children and adolescents, (b) studies involving information about the content of intervention programs, (c) studies showing the effects of applied programs by using statistical data. The exclusion criteria were as follows: (a) studies not writing in Turkish or English, (b) studies with only an abstract, (c) studies not using group intervention, (d) review studies, and (e) descriptive studies. A total of 529 research articles were reached and 6 articles have been selected for inclusion within the scope of the study.Results In terms of research group and study design, obtained results are following: Park, et al. (2013) conducted the study with female adolescents (N = 48, Mage = 15.79). This study was based on 3 (pre-test, post-test, follow up test) x 3 (experimental, control, and placebo group) mixed design. Enright, et al. (2014) conducted the study with 8th grade students (N = 132, Mage = 13.48). This study was based on 3 (experimental group) x 2 (pre-test, post-test) mixed design. Taysi and Vural (2016) carried out their study with 4th grade students (N = 122, Mage = 10.00). Their study was based on 3 (pre-test, post-test, follow up test) x 2 (experimental and control group) mixed design. In the study of Vassilopoulos, et.al (2018), the participants were 6th grade students (N = 42, Mage = 11.14). This study was based on mixed design including qualitative and quantitative methods. Quantitative dimension was based on 2 (pre-test and post-test) x 2 (experimental and control group) mixed design. Freedman (2018) conducted the study with high school students (N = 21, Mage = 17.3). Research design was mixed design including qualitative and quantitative methods. Quantitative dimension was based on 2 (pre- and post-test) x 2 (experimental and control group) mixed design. Finally, Rahman, et al. (2018) conducted the study with female early adolescents (N = 8, age range: 11-12). Research design was 3 (pre-test, post-test, follow up test) x 2 (experimental and control group) mixed design.&nbsp;When the studies examined in terms of features of applied programs, following results were obtained. Park et al. (2013) applied “Forgiveness Program for Aggressive Victims”. Enright et al. (2014) applied a class guidance program based on process model. Program focuses importance of forgiveness, aims to gain forgiveness understanding and decrease anger. Taysi and Vural (2016) applied a class guidance program based on process model. Program is “Joyful Forgiveness” for 9-11 age children. Vassilopoulos et al. (2018) applied a class guidance program. Program includes recognition and expression of emotions, relations among emotions, thoughts and behaviors, value of love, forgiveness, developing an act plan for applying forgiveness. Freedman (2018) applied a small group guidance program based on process model. Program includes offence, anger, commitment to forgive, reframing, empathy, compassion and absorption of pain. Rahman et al. (2018) applied forgiveness therapy based on process model. The first 16 sessions were applied as individual therapy; the latter 16 sessions were applied as group therapy.&nbsp;When the studies examined in terms of results, following results were obtained. In the study of Park et al. (2013), after intervention forgiveness, empathy and grades increased, anger, hostile attribution, aggression and delinquency decreased in experimental group. In the study of Enright et al. (2014); after intervention, forgiveness, and willingness to forgive&nbsp;increased, and prejudice decreased in all groups. In the study of Taysi and Vural (2016), forgiveness and hope scores of experimental group increased at post-test. Anger scores of experimental group increased at follow up test. In the study of Vassilopoulos et al. (2018), at post-test, forgiveness and life satisfaction increased, anger decreased in favor of experimental group. In the study of Freedman (2018), a significant difference in favor of experimental group was found in terms of forgiveness, anxiety, depression and hope; however, there wasn’t significant difference between groups in terms of self-esteem. In the study of Rahman et al. (2018), after intervention, forgiveness increased and anger decreased in experimental group.&nbsp;Discussion According to obtained results, forgiveness group interventions for children and adolescents are effective on enhancing of information and skills about forgiveness and development of positive attitudes towards forgiveness. Besides, forgiveness interventions help children and adolescents to cope anger, to decrease depression and to increase hope, and so positively affect mental health.

Forgiveness Interventions for Children and Adolescents: Systematic Review

@JOURNAL_BOX_FEATURED

Tülay

Assoc. Prof.

Zeynep Merve

In recent years, different methods for controlling the emotional effects caused by the demands in work place began to attract attention. The job demands-resources model is a functional model for assessing the well-being of the employee (Demerouti &amp; Bakker, 2011). Schaufeli and Bakker (2004), pointed out that it should be more effective to decrease the job demands rather than to increase job resources. From this point of view, it is considered that it is important to prevent a negative job-related affective well-being perception in order to enhance the factors related to quality of work life. Humor is an important phenomenon that can have a positive effect on the individual’s perception of well-being. It may decrease the negative job-related affective well-being perception. Based on this idea, this study aims to investigate the moderating role of occupational humorous coping on the relationship between job demands and a negative perception job-related affective wellbeing.MethodThe sample of this research constitutes 319 employees from various cities of Turkey working in the education and health sectors. For measuring job demands, a scale (Xanthopoulou, Bakker, Demerouti, &amp; Schaufeli, 2007) with four sub-scales including workload (4 items), emotional demands (6 items), emotional dissonance (5 items) and organizational changes (7 items); for measuring the negative job-related affective wellbeing perception, 10 items measuring negative job-related affective well-being perception of the Job-related Affective Well-being Scale (Van Katwyk, Fox, Spector, &amp; Kelloway, 2000) and for measuring occupational humorous coping, the Occupational Humorous Coping Scale (23 items), which was developed by Doosje, De Goede, Van Doornen and Goldstein (2010), was used.Results For testing the hypotheses, hierarchical regression and simple slope analyses were conducted. According to the hierarchical regression results, in the first model, job demands have a positive effect on the negative job-related affective well-being perception (B = 0.45, SH = 0.06; R2 = .19, p &lt; .001). In the second model, when occupational humorous coping was added to the equation, the explanatory strength of the model increased (ΔR2 = .18, p &lt; .001) and it was revealed that occupational humorous coping has a negative effect on the negative job-related affective well-being perception (B = -0.44, SH = 0.05). In the third model, the interaction of job demands and occupational humorous coping has an effect (B = -0.15, SH = 0.05) on the negative job-related affective well-being perception (ΔR2 = .02, p &lt; .001). Occupational humorous coping has a moderating effect on the relationship between job demands and the negative job-related affective well-being perception. Thereafter, simple slope analysis and a test for difference in simple slopes revealed that high occupational humorous coping weakens the positive relationship between job demands and the negative job-related affective well-being perception (for high occupational humorous coping: b = .24, t = 3.816, p &lt; .001; for low occupational humorous coping: b = .41, t = 9.171, p &lt; .001; for difference in simple slopes t(604) = 2.096, p &lt; .05). According to this, as the occupational humorous coping tendency increases, the positive relationship between job demands and the negative job-related affective well-being perception decreases.&nbsp;DiscussionThe results of this study showed that employees who have a low ability of occupational humorous coping are at a disadvantage when compared to employees who have a high ability of occupational humorous coping in the context of a negative job-related affective well-being perception against job demands. According to this, it can be said that the occupational humorous coping skills are not only important for the health of employees, but also important for responding to job demands. People are more sensitive to negative stimuli than to positive stimuli (Garcia, Rosenberg, Erlandsson, &amp; Siddiqui, 2010), and the increase in negative feelings in the workplace lead to increasing counterproductive behavior (Fox, Spector, &amp; Miles, 2001). In this context, this study examined the negative jobrelated affective well-being perception. Turkey is a high power distance country (Kabasakal &amp; Dastmalchian, 2001), which means that the status differences in organizations are important. It is thought that high power distance can be a restrictive factor for using humor in the workplace. From this point of view, there can be a greater need for an encouraging organizational climate. The negative and positive affective well-being perceptions can be examined separately. The decrease in negative affective well-being perception does not mean an increase in positive affective well-being perception. Therefore, in future studies, it will be useful to examine the positive job-related affective well-being perception in relation to job demands and also the effects of occupational humorous coping in the context of these relationships.

The Power of Humor: Its Buffering Effect on Negative Job-related Affective Well-being against Job Demands

Res. Assist.

Arzu

The Cognitive, Emotional and Behavioral Indicators of Dispositional Gratitude in Close Friendship: The Case of Turkey

@JOURNAL_BOX_MOSTREAD

Studies in Psychology – Psikoloji Çalışmaları is an open access, peer-reviewed, scholarly, international journal published triannually in April, August and December . It has been an official publication of Istanbul University, Faculty of Letters, Department of psychology since 1956.The journal is covered in Web of Science - Emerging Sources Citation Index (ESCI), TÜBİTAK-ULAKBİM TR Index and Türk Psikiyatri Dizini (Turkish Psychiatry Index). The manuscripts submitted for publication in the journal must be scientific and original work in Turkish or English.

Studies in Psychology publishes  qualitative and/or quantitave empirical research articles regarding pscyhology and its sub fields. It covers theoretical, metodological and review articles as well. It welcomes inter disciplinary articles combining pscyhology with different fields such as sociology, psychiatry, geriatry, education, business, occupational health, communication, political sciences etc. The target group of the journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

As of 2024, the print version has been stopped. The journal has become an online-only publication.

Emerging Sources Citation Index (ESCI)

EBSCO

ERIH PLUS

TR Dizin

DOAJ

Türk Psikiyatri Dizini

SOBIAD

Cabells Journalytics

Gale Cengage

APA PsycInfo

@METRIC_VOLUMES

@METRIC_ISSUES

@METRIC_ARTICLES

@METRIC_OPENACCESS

Studies in Psychology

@INFO_TAB_ABOUT

Editor in Chief

Co Editor in Chief

Managing Editor

Editorial Management Board Member

Section Editor

Language Editor

Statistics Editor

Publicity Manager

Ethics Editor

Editorial Board Member

@INFO_TAB_BOARDS

Studies in Psychology-Psikoloji Çalışmaları is an open access, peer-reviewed, scholarly, international journal published triannually in April, August and December. It has been an official publication of Istanbul University, Faculty of Letters, Department of Psychology since 1956. The manuscripts submitted for publication in the journal must be scientific and original work in Turkish or English.Studies in Psychology-Psikoloji Çalışmaları aims to be a platform that enables knowledge generated within the fundamental and applied fields of psychology support each other. Within this frame, it welcomes both research articles from all sub fields of psychology and inter disciplinary studies covering fields such as cognitive sciences, neurology, genetics, psychiatry, geriatry, educationinal sciences, communication sciences and antropology.The target group of the journal consists of academicians, researchers, professionals, students, related professional and academic bodies and institutions.

Aim and Scope

Web of Science Core Collection - Emerging Sources Citation Index (ESCI) (2018’deki kabulden bu yana, geçmiş sayılar da WoS’a dahil edilmiştir; 2005’ten günümüze sayılar indekslenmektedir.),TÜBİTAK ULAKBİM TR Dizin,APA PsycInfo, DOAJ (Directory of Open Access Journals),ERIH PLUS,EBSCO Academic Search Ultimate,EBSCO Central &amp; Eastern European Academic Source,SOBIAD,Türk Psikiyatri Dizini,Cabells Journalytics,Gale Cengage

Indexing and Abstracting

The journal is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a> The subjects covered in the manuscripts submitted to the Journal for publication must be in accordance with the aim and scope of the Journal. Only those manuscripts approved by every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Changing the name of an author (omission, addition or order) in papers submitted to the Journal requires written permission of all declared authors.Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unethical behaviors. All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. Plagiarism Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. If plagiarism/self-plagiarism will be found authors will be informed. Editors may resubmit manuscript for similarity check at any peer-review or production stage if required. High similarity scores may lead to rejection of a manuscript before and even after acceptance. Depending on the type of article and the percentage of similarity score taken from each article, the overall similarity score is generally expected to be less than 15 or 20%. Double Blind Peer-Review After plagiarism check, the eligible ones are evaluated by the editors-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. The editor provides a fair double-blind peer review of the submitted articles and hands over the papers matching the formal rules to at least two national/international referees for evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

Policies

The journal is an open access journal and all content is freely available without charge to the user or his/her institution. Except for commercial purposes, users are allowed to read, download, copy, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the <a href="https://www.budapestopenaccessinitiative.org/read" target="_blank">BOAI</a> definition of open access.The open access articles in the journal are licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.en" target="_blank">CC BY-NC 4.0</a>) license.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

Authors publishing with the journal retain the copyright to their work licensed under the Creative Commons Attribution-NonCommercial 4.0 International license (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">CC BY-NC 4.0</a>) (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">https://creativecommons.org/licenses/by-nc/4.0/</a>  ) and grant the Publisher non-exclusive commercial right to publish the work. CC BY-NC 4.0 license permits unrestricted, non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> and <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> are taken into consideration regarding correction, retractions or expression of concern.RetractionJournal follows <a href="https://publicationethics.org/sites/default/files/retraction-guidelines-cope.pdf" target="_blank">COPE’s Retraction Guidelines</a> in case of retraction. The editor has the right to retract an article if: <ul><li>There is clear evidence that the findings are unreliable; either as a result of a major error (e.g. miscalculation or experimental error), or as a result of fabrication (e.g. of data) or falsification (e.g. image manipulation).</li><li>It contains plagiarised content. </li><li>It has been published elsewhere without proper attribution. </li><li>It contains material or data without authorisation for use.</li><li>There is copyright infringement or there is some other serious legal issue.</li><li>It reports unethical research. </li><li>There is evidence that the peer-review process is compromised or manipulated.</li><li>The author(s) failed to disclose a significant competing interest (also known as a conflict of interest) that, in the opinion of the editor, would have unduly influenced the interpretation of the work or the recommendations of the editors and peer reviewers.</li></ul>In case of retraction the following steps are followed:<ul><li>Retraction notice including article title is published in a subsequent issue of the journal. The retraction notice is paginated and listed in the table of contents. </li><li>A link is provided between the retraction notice and the original article in the electronic version. </li><li>The online article is preceded by a page containing the retraction notice; the reader can then proceed to the article itself.</li><li>The original article remains unchanged, except for a watermark on the .pdf on each page stating that it has been &#34;retracted”.</li></ul>Article Removal for Legal ReasonsIn the following circumstances, except the metadata (title and authors), the text of the article is removed and a page informing that the article has been removed for legal reasons replaces the article. <ul><li>The article is found to be defamatory or to infringe the legal rights of others, and retraction is not deemed to be an adequate solution.</li><li>The article has been, or is reasonably likely to be the subject of a court order.</li><li>There is a significant risk to public health. </li></ul>

To guarantee that all papers published in the journal are maintained and permanently accessible, articles are stored in Dergipark which serves as a  national archival web site and at the same time permits LOCKSS to  collect, preserve, and serve the content.Additionally, authors are encouraged to self-archive the final PDF version of their articles in open electronic archives with  that conform to standards of Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>). Authors should provide a link from the deposited version to the URL of IUPress journal website.

The Artificial Intelligence Policy, prepared in light of developments in artificial intelligence (AI) and practices in scholarly publishing, sets out the editorial and ethical principles that authors, reviewers, and editors should follow when using such technologies. The following sources have been considered in the preparation of the AI policy:Committee on Publication Ethics <a href="https://publicationethics.org/guidance/cope-position/authorship-and-ai-tools" target="_blank">(COPE) - Authorship and AI tools</a>; International Committee of Medical Journal Editors <a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four" target="_blank">(ICMJE) - Artificial Intelligence (AI)-Assisted Technology; World Association of Medical Editors  (WAME) Chatbots, Generative AI, and Scholarly Manuscripts</a><a href="https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#four"></a>AI-assisted technologies (such as large language models [LLMs], chatbots, or image generators) can develop and produce a wide variety of content, including text, images, audio, and synthetic data. When used ethically and safely, these capabilities can increase productivity and foster innovation, but when used without human guidance, they pose risks such as inaccurate and biased results, omissions and errors in citations, deficiencies in protecting privacy and intellectual property rights, and potential violations of authors' and publishers' rights. IUPress adopts the following core principles to avoid these risks in the use of AI:  <ul><li>Details of any AI used in the production of content (including but not limited to text, figures, images, and code) must be declared and clearly explained in the appropriate section of the paper (as an acknowledgement and/or in the methods section). </li><li>No AI tool may be listed as an author in any scientific paper. </li><li>Authors are responsible for the accuracy, completeness, and originality of their work, even if AI is used in any way; they are responsible for the proper referencing and attribution of others' ideas, data, words, or other materials. </li><li>Reviewers and editors must not upload submitted work, in whole or in part, to any generative AI application.</li></ul>In the editorial processes of IUPress publications, tools are available to assist editors in identifying AI-generated content. On the other hand, it is common to use AI tools that provide suggestions for improving and enhancing readability, language, and grammar, and such AI tools can be used in IUPress publications under the supervision of editors and authors.

Artificial Intelligence Policy

<ul><li>Authors are required to declare if they have used AI-assisted technologies (such as large language models [LLMs], chatbots, or image generators) in the creation of their submitted work. </li><li>Authors should explain, both in the cover letter and in the appropriate section of the submitted paper (as a footnote and/or in the methods section), which AI tool and which version of it they have used and for what purpose. </li><li>Authors should also indicate how they used the AI tool and how they assessed the validity of the results obtained using this technology, and what aspects of the paper, manuscript content, data or supporting files were influenced by the use of the AI tool or were generated by AI.</li><li>It is the authors' responsibility to ensure the accuracy, validity and appropriateness of content and citations generated by AI-assisted technologies and to eliminate potential errors, inconsistencies and biased results. </li><li>Authors should always check the original sources to eliminate possible plagiarism, recognising that there is a potential for plagiarism in texts produced with AI-assisted technologies. They should confirm that they have checked and that the sources are original.  </li><li>AI-assisted tools (such as ChatGPT) cannot be listed as authors because they cannot be responsible for the accuracy, integrity, and originality of the work, and these responsibilities are essential to authorship. Therefore, authors are responsible for all material involving the use of AI-assisted technologies. Authors should ensure that all statements in the article that state the hypotheses, interpretations, conclusions, limitations, and implications of the study represent their own opinions.  </li><li>Studies created by authors using AI tools in the following ways, which substitute for the basic researcher's and author's responsibilities, violate the principles of scientific publishing and publication ethics, and such studies are not eligible for inclusion in publications: </li></ul><ul><ul><li>Generation of text or code without rigorous review, </li><li>Generation of synthetic data to replace missing data without a robust methodology, </li><li>Creation of any inaccurate, synthetic content, including abstracts or supplementary materials, </li><li>Creation and manipulation of images and figures (pictures, graphs, data tables, medical images, image snippets, computer codes and formulae) or original research data (enhancing, hiding, moving, removing or adding a particular feature within an image or figure) using AI.</li></ul></ul>

It is essential to maintain confidentiality in the peer review process and not to share or use the reviewed work in this process. <a href="https://publicationethics.org/sites/default/files/ethical-guidelines-peer-reviewers-cope.pdf" target="_blank">(COPE – Ethical Guidelines for Peer Reviewers</a>)<ul><li>Reviewers should not upload a manuscript or part of a manuscript submitted to them for review to generative AI tools or large language models to assist in the review, evaluation or decision-making process, as uploading content to such AI tools by reviewers violates the authors' privacy and property rights.  </li><li>Reviewing a scientific paper is a responsibility that can only be undertaken by human beings. The critical thinking and original evaluation required for peer review is beyond the scope of this technology, and there is a risk that the technology will produce inaccurate, incomplete or biased conclusions about the paper. The peer review report and decision letters should reflect the personal assessment of the reviewers and editors of the submitted content. The reviewer is responsible and accountable for the content of his/her report. </li><li>AI tools may be used in a limited way to improve the quality of the language of the peer review report (for translation or language editing) in the context of peer review. If such use is made, the reviewer must declare the use when submitting the report. </li><li>Reviewers who suspect inappropriate or undisclosed use of generative AI in a submission should report their concerns to the editor.</li></ul>

Editors are obliged to ensure that the confidentiality of the manuscripts submitted to the journal is maintained during the evaluation process, and it is essential that the peer-reviewed work is not shared or used outside the parties involved in that process. (COPE - Code of Conduct and Best Practice Guidelines for Journal Editors) <a href="https://publicationethics.org/files/Code_of_conduct_for_journal_editors_Mar11.pdf" target="_blank">(COPE – Code of Conduct and Best Practice Guidelines for Journal Editors)</a>.<ul><li>Editors should not upload a submitted article, or any part of it, to generative Artificial Intelligence tools or Big Language Models to assist in the review, evaluation or decision-making process, as this may violate authors' privacy and property rights. </li><li>Managing the editorial review of a scientific article implies responsibilities that can only be attributed to humans. Generative AI or AI-assisted technologies should not be used by editors to assist in the evaluation or decision-making process of an article, as the critical thinking and original evaluation required for this task is beyond the scope of this technology and there is a risk that the technology will produce inaccurate, incomplete or biased conclusions about the article. The editor is responsible and accountable for the editorial process, the final decision and its communication to the authors.</li><li>Editors should not use generative AI tools to compose decision letters or abstracts of unpublished research. </li><li>Editors may use generative AI tools to help find appropriate reviewers.</li><li>If editors suspect the use of generative AI in a submitted manuscript or a submitted referee report, they should conduct an editorial review of the matter and consider the policy.</li></ul>

Studies in Pscyhology - Psikoloji Çalışmaları is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the Committee on <a href="https://publicationethics.org/" target="_blank">Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. In accordance with the code of conduct we will report any cases of suspected plagiarism or duplicate publishing.Additionally, Ethics Codes of Turkish Psychological Association is taken into consideration. Authors who are members of Turkish Psychological Association are accountable to the Ethical Committee of Turkish Psychological Association.

Ethics

Studies in Pscyhology - Psikoloji Çalışmaları adheres to the highest standards in research ethics and follows the principles of international research ethics as defined below. The authors are responsible for the compliance of the manuscripts with the ethical rules.<ul><li>Principles of integrity, quality and ransparency should be sustained in designing the research, reviewing the design and conducting the research.</li><li>The research team and participants should be fully informed about the aim, methods, possible uses and requirements of the research and risks of participation in research.</li><li>The confidentiality of the information provided by the research participants and the confidentiality of the respondents should be ensured. The research should be designed to protect the autonomy and dignity of the participants.</li><li>Research participants should participate in the research voluntarily, not under any coercion.</li><li>Any possible harm to participants must be avoided. The research should be planned in such a way that the participants are not at risk.</li><li>The independence of research must be clear; and any conflict of interest or must be disclosed.</li><li>In experimental studies with human subjects, written informed consent of the participants who decide to participate in the research must be obtained. In the case of children and those under wardship or with confirmed insanity, legal custodian’s assent must be obtained.</li><li>If the study is to be carried out in any institution or organization, approval must be obtained from this institution or organization.</li><li>In studies with human subject, it must be noted in the method’s section of the manuscript that the informed consent of the participants and ethics committee approval from the institution where the study has been conducted have been obtained.</li></ul>

It is authors’ responsibility to ensure that the manuscript is in accordance with scientific and ethical standards and rules. Submitting their manuscripts, authors are deemed to ensure that submitted work is original and certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language.Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. It is authors’ responsibility to get necessary permissions. Applicable copyright laws and conventions must be followed.The author(s) of the original research articles is defined as a person who is significantly involved in “conceptualization and design of the study”, “collecting the data”, “analyzing the data”, “writing the manuscript”, “reviewing the manuscript with a critical perspective” and “planning/conducting the study of the manuscript and/or revising it”. All the authors of a submitted manuscript must have direct scientific and academic contribution to the manuscript. The author(s) must meet all these criteria described above.Fund raising, data collection or supervision of the research group are not sufficient roles to be accepted as an author. The individuals who do not meet the authorship criteria but contributed to the study must take place in the acknowledgement section. Individuals providing technical support, assisting writing, providing a general support, providing material or financial support are examples to be indicated in acknowledgement section.The order of names in the author list of an article must be a co-decision and it must be indicated in the signed <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form.</a> If not indicated, alphabetical order according to surnames is used. All authors must disclose all issues concerning financial relationship and conflict of interest that may potentially influence the results of the research or scientific judgment.Author(s) are to take into consideration the required revisions in accordance with the review reports sent by the editor. Author(s) must send the rearranged article to the editor togather with the list of done/undone revisions writing the reasons.When an author discovers a significant error or inaccuracy in his/her own published paper, it is the author’s obligation to promptly cooperate with the Editor-in-Chief to provide retractions or corrections of mistakes.

Editors evaluate manuscripts for their scientific content without regard to all kinds of discrimination and prejudice. They are responsible for providing a fair double-blind peer review of the submitted articles for publication.Editor(s) ensures that all the information related to submitted manuscripts is kept as confidential before publishing. Editor(s) is obliged to keep the unaccepted manuscripts, the decisions about the manuscripts and the reports providing the basis for the decisions, confidential, and not to disclose to anybody, except the board members of Studies in Psychology, these information.Editor(s) has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal. Editor(s) does not allow any conflicts of interest between the authors, and reviewers.In case that the manuscript is in line with the general scientific and formal principles, editor(s) presents the submitted manuscript to at least two national and/or international reviewers. If the reviewers have conflict of judgement, the editor(s) assigns a third reviewer. Editor(s) accepts the manuscript for publication after author(s) does the revisions considered necessary by the reviewers. In case that there is conflict between the revisions suggested by the reviewers, the editor(s) carries the authority to make the final decision taking into consideration the reasoned explanations of the authors.Reviewers evaluate manuscripts based on content without regard to all kinds of discrimination and prejudice. They must reach an objective judgment as a result of their reviews and justify it. They must be careful that their reports include constructive criticism and review for authors.They must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the Editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the Editor and excuse himself from the review process.The reviewers cannot discuss the manuscripts with other persons.The reviewers are not allowed to have copies of the manuscripts for personal use and they cannot share manuscripts with others without permission of the editor.Unless the authors and editor permit, the reviews of referees cannot be published or disclosed.In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point. The anonymity of the referees is important.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.The editor hands over the papers matching the formal rules to at least two national/international referees for double-blind peer review evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

Peer Review

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by Editor-in-Chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.The selected manuscripts are sent to at least two national/international external referees for evaluation and publication decision is given by Editor-in-Chief upon modification by the authors in accordance with the referees’ claims.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers’ judgments must be objective. Reviewers’ comments on the following aspects are expected while conducting the review.- Does the manuscript contain new and significant information?- Does the abstract clearly and accurately describe the content of the manuscript?- Is the problem significant and concisely stated?- Are the methods described comprehensively?- Are the interpretations and consclusions justified by the results?- Is adequate references made to other Works in the field?- Is the language acceptable?Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees is important.

<div>Manuscpript is to be submitted online via <a href="https://iupress.istanbul.edu.tr/en/journal/sp/home" target="_blank">https://iupress.istanbul.edu.tr/en/journal/sp/home</a> and it must be accompanied by a cover letter indicating that the manuscript is intended for publication, specifying the article category (i.e. research article, review etc.) and including information about the manuscript (see the Submission Checklist). In addition, Ethics Committee Approval Certificatei <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a> that has to be signed by all authors must be submitted.</div>1. The author who submitted the manuscript online becomes the corresponding author for the evaluation and publication process.2. MS Office Word in either .doc or .docx file formats should be used for the manuscript preparation. Entire manuscript should be A4 paper sized with 3 cm page margins, 12 pt. Times New Roman and double spaced.3. Manuscript that does not include any author information should be prepared as follows:3.1.    The first page should include a summary (250-300 words) and 3-6 keywords beneath it.3.2.    The second page should be composed of the English translation of the abstract (250-330 words) and 3-6 keywords.3.3. The third page should include an extended abstract in English (1500-2000 words). Extended abstract in English is mandatory for the manuscripts in Turkish. It is not required for the manuscript is in English.3.4. The main text with title of the manuscript should start on the page following the abstracts/extended abstract. Running head, in parentheses, should be written under title.3.5. All articles should be no more than 8000 words, excluding abstracts, appendices and bibliography. If the article contains more than one study, the word count may increase.3.6. Research articles should be composed of introduction, method, results and discussion sections. It is not necessary to put “introduction” heading in introduction section. Review papers should include an introduction section framing the issue (without an “introduction” heading) and a discussion section.3.7. The author(s) may create additional sub/headings that they found useful. Letters or numbers must not be used for heading. APA Style 7th edition’s heading system should be utilized.3.8. The placement of tables and figures should be stated in main text with specific mention to its number (For instance, “Figure 3 should be placed here.”). Tables should be prepared in line with the APA 7th edition guideline.3.9. References section must start on a separate page following main text. References must be in line witht APA 7th editon guidelines and must be carefully checked. References must be ordered alphabetically by the author last names. Any reference in references section must have been mentioned in main text and any citation in main text must be mentioned in references section.3.10. Figures and tables, respectively, should be placed on separate pages following references section with any titles and explanations if it exists.4. Any text editing except MS Word auto-check must not be used throughout the manuscript preparation (especially automatic numbering must not be used).5. The final edition of the manuscript after peer-review process must be organized for publication as explained above. A cover page having the fully descriptive title of the manuscript and, affiliation, title, e-mail address, postal address, phone and fax number of the author(s) must be added before abstract section. 6. The pre-publish confirmation copy that was sent from the publisher is shared with the corresponding author. It is requested to be checked by author(s) within the highlighted timespan. Any possible typesetting errors should be reported. This latest copy that was checked by the author(s) is published after the correction of typesetting errors, if any, following the final confirmation of the editorial team.7. Every academician who has studied in psychology or related fields may be a reviewer of the Studies in Psychology. You may send your academic CV to editor-in-chief (<a href="mailto:sp@istanbul.edu.tr" target="_blank">sp@istanbul.edu.tr</a>) to apply to be a reviewer.

Author Guidelines

Before beginning the online submission process please read the Information for Authors and make sure you have the followings available:Cover letter to the editor<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">Confirming that “the paper is not under consideration for publication in another journal”.</li> <li style="text-align: left;">Including disclosure of any commercial or financial involvement.</li> <li style="text-align: left;">Confirming that the statistical design of the research article is reviewed.</li> <li style="text-align: left;">Confirming that last control for fluent English was done.</li> <li style="text-align: left;">Confirming that journal policies detailed in Information for Authors have been reviewed.</li> <li style="text-align: left;">Confirming that the references cited in the text and listed in the references section are in line with APA 7.</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a>Permission of previous published material if used in the present manuscript<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/5F4FCA7086BF40C8A6B68CD3507826D0" target="_blank">Title page</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">The category of the manuscript</li> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li> <li style="text-align: left;">Corresponding author’s email address, full postal address, telephone and fax number</li> <li style="text-align: left;">ORCIDs of all authors.</li> </ul> </ul>Main Manuscript Document<ul type="disc"> <ul type="circle"> <li style="text-align: left;">The title of the manuscript both in Turkish and in English</li> <li style="text-align: left;">Abstracts 250-300 words in Turkish and 250-300 words in English</li> <li style="text-align: left;">Key words: 3 to 6 words both in Turkish and in English</li> <li style="text-align: left;">Extended Abstract (1500-2000 words) in English (only for Turkish articles)</li> <li style="text-align: left;">Main article sections</li> <li style="text-align: left;">Grant support (if exists)</li> <li style="text-align: left;">Conflict of interest (if exists)</li> <li style="text-align: left;">Acknowledgement (if exists)</li> <li style="text-align: left;">References</li> <li style="text-align: left;">All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul>Manuscript Submission<ul type="disc"> <li style="text-align: left;">DergiPark manuscript submission site of the journal is: <a href="https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new" target="_blank">https://dergipark.org.tr/tr/journal/502/submission/step/manuscript/new</a></li> <li style="text-align: left;">The manuscript must be submitted through the account of the corresponding author. The account of authors other than the corresponding author or someone else who is not included as an author in the work must not be used for submission. All correspondence regarding the submission is made with the corresponding author through e-mail via the DergiPark system.</li> <li style="text-align: left;">While uploading Main Document, make sure that the main document has no information that clarify the author’s identity. Due to double blind peer review, Main Document must not include Title Page, the name of author or any other detail that can disclose the author identity.</li> </ul><ul type="disc"> </ul>Files to be uploaded separately<ul><li>Copyright Agreement Form</li><li>Permissions obtained for previously published material if used in the present manuscript</li><li>Title page<ul><li>Financial Support (please specify if any)</li><li>Conflict of Interest (please specify if any)</li><li>Acknowledgments (please specify if any)</li><li>Notes: This information is given if the work that is the subject of the article was presented in a congress or produced from a thesis</li></ul></li><li>Main Manuscript Document</li></ul>The title of the manuscript both in Turkish and in EnglishAbstracts 250-300 words in Turkish and 250-300 words in EnglishKey words: 3 to 6 words both in Turkish and in EnglishExtended Abstract (1500-2000 words) in English (only for Turkish articles)Main article sectionsConflict of interest (if exists)Acknowledgement (if exists)ReferencesAll tables, illustrations (figures) (including title, description, footnotes)Ethics committee approval form, if available.<ul type="disc"> </ul>

Reference Style and FormatStudies in Pscyhology- Psikoloji Çalışmaları complies with APA (American Psychological Association) style 7th Edition for referencing and quoting. For more information:-    American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.-    <a href="http://www.apastyle.org" target="_blank">http://www.apastyle.org</a>Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same paranthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;In references with three or more authors, valid for the first use; (Ailen et al., 2000)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İletişim Yayınları. (Original work was published in 1990, 7th Edition.)c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation.  McGraw-Hill Education.f) Chapter in an Edited BookBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh University Press.g) Chapter in an Edited Book in TurkishErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Dora Basım Yayın.h) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Journal Article with DOI and More Than Twenty AuthorsKalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M., Ebisuzaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C., Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40- year reanalysis project. Bulletin of the American Meteorological Society, 77(3), 437–471. <a href="http://doi.org/fg6rf9" target="_blank">http://doi.org/fg6rf9</a>d) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26-38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/07317131003765910f) Advance Online PublicationSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/ 10.1037/a45d7867g) Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28–31.Doctoral Dissertation, Master’s Thesis, Presentation, Proceedinga) Dissertation/Thesis from a Commercial DatabaseSarı, E. (2008). Cultural identity and politics: Interculturalism in Mardin. (Unpublished PhD Thesis). Ankara University.b) Dissertation/Thesis from an Institutional DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)c) Dissertation/Thesis from WebYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from Retrieved from: http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalid) Dissertation/Thesis abstracted in Dissertations Abstracts InternationalTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). http://yunus.hacettepe.edu.tr/~tonta/yayinlar /phd/ickapak.htmle) Master's/PhD Thesis in Dissertations Abstracts InternationalAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.f) Symposium ContributionKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at the meeting of the American Psychological Association, Orlando, FL.g) Conference Paper Abstract Retrieved OnlineLiu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htmh) Conference Paper - In Regularly Published Proceedings and Retrieved OnlineHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593–12598. http://dx.doi.org/10.1073/pnas.0805417105i) Proceeding in Book FormSchneider, R. (2013). Research data literacy. S. Kurbanoğlu ve ark. (Ed.), Communications in Computer and Information Science: Vol. 397. Worldwide Communalities and Challenges in Information Literacy Research and Practice in (s. 134–140). Cham, İsviçre: Springer. http://dx.doi.org/10.1007/978-3-319-03919-0j) Paper PresentationNguyen, C. A. (2012, August). Humor and deception in advertising: When laughter may not be the best medicine. Paper presented at the meeting of the American Psychological Association, Orlando, FL.Other Sourcesa) Newspaper ArticleBrowne, R. (2010, March 21). This brainless patient is no dummy. Sydney Morning Herald, 45.b) Newspaper Article with no AuthorNew drug appears to sharply cut risk of death from heart failure.(1993, July 15). The Washington Post, p. A12.c) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Encyclopedia/DictionaryIgnition. (1989). In Oxford English online dictionary (2nd ed.). Retrieved from http://dictionary.oed.comMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.). The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastDunning, B. (Producer). (2011, January 12). inFact: Conspiracy theories [Audio podcast].  http://itunes.apple.com/f) Single Episode in a Television SeriesEgan, D. (Writer), &amp; Alexander, J. (Director). (2005). Failure to communicate. [Television series episode]. In D. Shore (Executive producer), House; New York, NY: Fox Broadcasting.g) MusicFuchs, G. (2004). Light the menorah. On Eight nights of Hanukkah [CD]. Brick, NJ: Kid Kosher.

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/5F4FCA7086BF40C8A6B68CD3507826D0" target="_blank">Title page</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/978DE9B66C7A448EA42CDB08033C8ABC" target="_blank">Author Form</a>

Ensure that the following items are present:●    Cover letter to the editor•    The category of the manuscript•    Confirming that “the paper is not under consideration for publication in another journal”.•    Including disclosure of any commercial or financial involvement.•    Confirming that the statistical design of the research article is reviewed.•    Confirming that last control for fluent English was done.•    Confirming that journal policies detailed in Information for Authors have been reviewed.•    Confirming that the references cited in the text and listed in the references section are in line with APA 7.●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D7BF20BDE3084DC1B02AF88660EA36E8" target="_blank">Copyright Agreement Form</a>●    Permission of previous published material if used in the present manuscript●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/5F4FCA7086BF40C8A6B68CD3507826D0" target="_blank">Title page</a>•    The category of the manuscript•    The title of the manuscript both in Turkish and in English•    All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses•    Corresponding author’s email address, full postal address, telephone and fax number•    ORCIDs of all authors.●    <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/334611D7C63745B7B059DFD72749560F" target="_blank">Main Manuscript Document:</a>•    The title of the manuscript both in Turkish and in English•    Abstracts (250-300 words) both in Turkish and in English (250-330 words)•    Key words: 3 to 6 words both in Turkish and in English •    Extended Abstract (1500-2000 words) in English (only for Turkish articles)•    Main article sections•    References•    All tables, illustrations (figures) (including title, description, footnotes

Issue Type	Regular
Editor(s)	İlknur Özalp Türetgen
Cover (PDF)
Full Text (PDF)
Front Pages (PDF)