Şule

Assist. Prof.

The twin bond and separation-integration processes in monozygotic twins are the primary variables that affect personality structures in twins. Separation-integration and twin bond are considered variables that cause twins to have problems in individualization (Klein, 2012). These two processes also affect each other significantly (Ainslie, 1997). As a definition, separation and integration in twins is a concept representing separation between twins in certain traits and integration with the twin in certain traits (Siemon, 1980). The twin bond is defined as a bond that starts in the mother’s womb and connects twins to each other in a conscious or unconscious manner through their experiences (Klein, 2003). This bond causes twins to be connected to each other through a high level of telepathy or a super sensual feeling (Pearlman &amp; Ganon, 2000). Twin bond and separation-integration has both positive and negative effects (Withrow &amp; Schwiebert, 2005). While some of the positive effects are, a strong empathic relationship (Ainslie, 1997), a sense of trust (Adelman &amp; Siemon, 1986), a protective factor from loneliness (Wilson, 1975); inter-identification (Ainslie, 1997), similar personalities and individualization problems (Schave &amp; Ciriello, 1983) are examples of negative effects of the twin bond. Since there is limited research available concerning the twin individuation process, this study aims to explore the experiences of monozygotic twins regarding the separation-integration process and the twin bond during the adolescence period where the search for identity comes to the fore.&nbsp;Method The qualitative research method was used in this study in order to investigate the separation-integration and twin bond processes between twin adolescents. The study shows the research steps through the main concepts of the phenomenological method such as lived experience, intentionality, epoché, phenomenological reduction, imaginative variation and co-researchers. A total of 12 monozygotic twins (6 pairs) consisting of 3 female-female and 3 male-male pairs were interviewed in the study. The participants were obtained through the snowball sampling method. Five closed-ended questions and 12 semi-structured interview questions were prepared with the support of three specialists. The questions in the interview form concerned the parents’ behavior towards their being twins, whether any comparison was made between twins, what kind of comparison was made, the equal roles given to them by parents or their roles related to being twins, their duties and responsibilities, relationships with each other, whether they put pressure on each other, their personality similarities and differences, the empathic twin bond, the experiences they had in their social life due to being twins and the impact of the relationship or bond between them on their social relationships with their friends. The interpretative phenomenological analysis method was used for data analysis. For internal validity, the dataset was sent to different specialists. Research approval conducted from the Provincial Directorate of National Education.ResultsSeparation and integration, twin bond and twinship paradox superordinate themes emerged. Separation and integration is a concept meaning that twins both resemble and differ from each other in certain traits. In this way, twins can be considered as two different people rather than one. Patterns related to separation and integration created the master themes of parent attitudes, similarities/shared experiences and role conflict. The second superordinate theme is the twin bond which is a different concept. Attachment to each other means that “self-concept of one twin depends on his/her twin sibling” or “a twin feels incomplete in the absence of his/her twin” (Ainslie, 1997, p. 69). The analysis of the patterns repeated by the participants in the study revealed that master themes of separation anxiety, fear of losing a twin and dependence of self on the twin sibling. Separation anxiety includes twins’ refusal to stay away from their siblings and desire to have their twins close all the time. The last superordinate theme is the twinship paradox. The concept of twinship paradox is used for situations where a person does not like being a twin or likes being a twin at certain points but wants to be different at certain points. The study revealed that the twins both liked being twins and tried to be different&nbsp;from their siblings as well. The main themes of individualization efforts, a desire to live alone and competition emerged under this theme.Discussion The most influential people for both twins and singletons in terms of separationintegration, twin bond and the twinship paradox are the parents. Stress on parents due to having twin babies and insufficient care given to babies because of this stress are common issues witnessed in parents of twins and this affects the bond formed between babies and their mothers (Leonard &amp; Denton, 2006). In this case, one of the twins is assigned as the surrogate parent and made responsible for his/her twin sibling due to the difficulty of raising twins and problems of attachment (Lander, 2008; Miliora, 2003; Segal, 2000). Different twin types are formed depending on whether this bond is close, distant or intertwined. Lastly, although society sees them as individuals who have good relations, sometimes twins do not like being twins and become polarized. Defined as the twinship paradox by Ainslie (1997), this represents the fact that twins want to be different from their twin siblings. This superordinate theme includes individualization efforts as a master theme. This is caused by attitudes of parents towards both twins. In some cases, twins both like being twins and make efforts to individualize and become different from their twins.

Twin Bond and Separation-Integration Process in Identical Twin Adolescents

Ahmet

Social networks are today used widely by university students. Overuse of social networks results in social, psychological, and mental problems. This trouble is defined as problematic use of social network. Problematic use of social network is related to a person’s failure at self-control over the impulse to join social networks and to resist the impulse to join social networks. The present study was carried out in order to examine the effect of extraversion, frequency of social network use, and gender on problematic use of social network among university students.&nbsp;MethodParticipants The data for this study were composed of 258 persons studying at a state university in the spring term of 2017-2018 academic years. The data was collected from the students of various faculties so as to ensure the variety of data.&nbsp;Measures Scale for Problematic Use of Social Network. In the research, the students’ level of problematic use of social network was determined by the Scale for Problematic Use of Social Network (SPUSN). SPUSN was developed by adapting the items of the Game Addiction Scale,&nbsp;which was introduced by Lemmens, Valkenburg and Peter (2009) to establish internet gaming disorders and translated into Turkish by Irmak and Erdoğan (2015), to social network use. SPUSN is seven-item, one dimensional, and five-point Likert type. The scale explains 50.32% of variance. Cronbach’s Alpha internal consistency coefficient of the scale is .79.&nbsp;Extraversion Sub-Dimension of the Big Five Inventory. In the research, the extraversion of students was identified by 8-item extraversion sub-dimension of 44-item The Big Five Inventory developed by Benet-Martinez and John in 1998 under the title of The Big Five Inventory. The scale is a five-point Likert type. The Big Five Inventory was adapted into Turkish within the study to determine the self-identification profiles of people in 56 countries (Schmitt, Allik, McCrae, &amp; Benet-Martinez, 2007). In the present research study, the Cronbach’s Alpha coefficient of extraversion sub-dimension was calculated as .76.&nbsp;The Scale for Frequency of Social Network Use. In the research study, the students’ frequency of social network use was established through The Scale for Frequency of Social Network Use developed by the researcher. The scale is five-point Likert type and onedimensional. It explicates 32.77% of variance. Cronbach’s Alpha internal consistency coefficient of the scale was calculated as .77.&nbsp;Results Regarding the multiple linear regression analysis, the model comprising of extraversion, frequency of social network use, and gender explains significantly 6.4% of problematic use of social network. Accordingly, the frequency of social network use is expectedly a significant predictor for problematic use of social network. It was revealed that extraversion and gender are not significant predictors for problematic use of social network. The regression equation obtained from the multiple regression analysis is such that: Problematic Use of Social Network=1.54 + (.31) x Frequency of Social Network Use - (.04) x Extraversion + (.03) x Gender (1=Male; 0=Female)Discussion Extravert students are social, lively, cheerful, dominant, assertive, and interested in others (Aydoğmuş, 2011; Costa &amp; McCrae, 1995; Tatlılıoğlu, 2014). It can be claimed that these traits lead social people to prefer face to face interactions to virtual ones. Therefore, it can be stated that extrovert personality traits impedes problematic use of social networks. In the research, it was found that gender is not a significant predictor for problematic use of social networks. It is speculated that this state springs from the fact that social&nbsp;network use is intermittently sustainable in contrast to internet games, and responsibilities of university students is similar with regard to gender. Thus, problematic use of digital devices should be individually investigated based on digital device and application.&nbsp;It was discovered in the research that there is positive, slight, and statistically significant correlation between extraversion and frequency of social network use. This result is striking because no significant association was established between extraversion and problematic use of social networks. This situation can be elucidated by the sensitivity of social students to others (Aydoğmuş, 2011; Costa &amp; McCrae, 1995; Tatlılıoğlu, 2014). Accordingly, social individuals use social networks more frequently due to their fear of missing what is going on around them. Furthermore, this situation can be explained by moral panic. Moral panic is defined as the social reaction to any person, event, and situation which is against common values and interests (Akdemir, 2016; Macintosh, 2008; Marwick, 2008; McRobbie &amp; Thorntom, 1995; Yıldız &amp; Sümer, 2010). Moral panic reactions arising over nationalism, violence to woman, child abuse, and other issues may be another reason for students to use social networks more frequently. This topic should be investigated by different models to explain problematic use of social network based on the findings of the present study. Moreover, students should be informed about the harms resulting from overuse of social networks. It can be claimed that what harms emanate from problematic use of social networks within the context of right use of digital devices should be inserted into pre-university curriculum.

Examining the Effect of Extraversion, Frequency of Social Networks Use, and Gender on Problematic Use of Social Network among University Students

Berivan

Lecturer

Burcu

Sezin

Sami

Prof.

Comparison of Earliest and Later Autobiographical Memories in Young and Middle-Aged Adults

Sinem

Recent studies in the field of social anxiety disorder (SAD) show that both individual and environmental factors play a role in the development of the disorder (Spence &amp; Rappee, 2016). In some studies, parenting style is considered a potential moderator in the relationship between social anxiety and temperament (Lewis-Morrarty et al., 2012; Rubin, Burgess, &amp; Hastings, 2002). It could be said that the parent’s positive attitude towards the child can serve as a buffer against genetic predisposition, while his/her negative attitudes may increase the risk of developing social anxiety.&nbsp;According to DSM-5, one of the key determinants of SAD is excessive worry about being evaluated or criticized by others (American Psychiatric Association, 2013). Although there are some studies suggesting that fear of negative evaluation (FNE) is related to body dysmorphic disorder, eating disorders and shyness (Gilbert &amp; Meyer, 2005a; Gilbert &amp; Meyer, 2005b; Menatti, Deboer, Weeks, &amp; Heimberg, 2015 ; Miller, 1995; Trompeter et al., 2018); Levinson and Rodebaugh (2012) stated that all these disorders may arise as a result of SAD.&nbsp;In the literature, there are few studies pointing to the cultural factors and gender expectations in terms of the etiology of the FNE. The aim of this study was to examine the role of parental attitudes and self-esteem on the FNE.&nbsp;MethodParticipants The study sample consisted of 230 undergraduate students (125 of which were women) who participated voluntarily. Participants’ ages ranged from 18 to 30 with a mean age of 21.1 (SD = 1.9) and 98.3% of the participants were single (N = 226).&nbsp;Measures In the study, the participants’ age, gender, and marital status were found using a demographic questionnaire. The Perceived Parental Attitudes Scale (Arrindell et al., 1999; Dirik et al., 2015), the Rosenberg Self-Esteem Scale (Rosenberg, 1965; Çuhadaroğlu, 1986) and the Fear of Negative Evaluation Scale (Çetin, Doğan, &amp; Sapmaz, 2010; Leary, 1983) were used.&nbsp;ResultsThe research was conducted in two stages. In the first step, perceived parental attitudes of men and women were compared. In the second step, the predictors of the FNE for women and men were tested by regression analysis. The results indicated that there was a significant difference between the perceived emotional warmth (t(228) = 2.18, p &lt; .05) and rejection (t(228) = 2.76, p &lt; .05) of women and men. It was seen that women perceived more emotional warmth (M = 41.75, SD = 7.95) than men (M = 39.42, SD = 8.26). Furthermore, men perceived more rejective paternal and maternal attitudes (M = 20.14, SD = 6.31) than women (M = 18.15, SD = 4.58). The results showed FNE and self-esteem (r(228) = .30, p &lt; .001); rejective attitudes (r(228) = .25, p &lt; .001) and overprotective attitudes (r(228) = .20, p &lt; .05) were positively correlated. Multiple regression analysis showed that while self-esteem predicts FNE significantly for women (R2 = .12, F(3, 121)= 5.69, p &lt; .01); the only significant predictor was overprotective attitudes for men (R2 = .17, F(3, 101)= 7.02, p &lt; .001).&nbsp;DiscussionIn this study, it was observed that the variables which affect the development of FNE are different for women and men. While low self-esteem increased the risk of FNE fourfold in women, self-esteem did not appear to be a determinant of FNE in men. For men, overprotective parenting was the only significant predictor of FNE. According to traditional gender norms, men are expected to be independent and strong. Thus, autonomy supressing and over controlling parental attitudes would affect men negatively who were expected to be more independent.&nbsp;The effect of self-esteem on FNE for women can also be explained in the context of gender roles. In terms of gender roles, the self-concept of women and men differs according to the way they define themselves (Biolcati, 2017). While women define themselves in relation to others; men define themselves by focusing on how they are independent from others (Cross &amp; Madson, 1997; Marcic &amp; Grum, 2011). This study was conducted with an adult population which required participants to recall childhood memories. It is believed that longitudinal studies on the adverse effects of parental attitudes would help more to explain the relationship between the development of self and FNE. This is the first study which highlights gender role differences in the etiology of FNE in the field. It is hoped that this study will lead to further studies addressing the effect of gender roles on the development of FNE. The results of this study indicate that performing different interventions to prevent the development of the FNE in women and men would be more appropriate. It is believed that education programs which aim to develop positive parental attitudes among parents can be effective for men. Women on the other hand, might benefit more from individual interventions to improve self-esteem.

The Role of Self-Esteem and Perceived Parental Attitudes in Determining Fear of Negative Evaluation in Men and Women

Ezgi

Res. Assist.

The distribution of resources can either be equal or unequal between two or more people. In previous literature, unequal distributions have been examined from two perspectives: disadvantageous inequality and advantageous inequality. Disadvantageous inequality is defined as a situation where one person receives less resources than another person. Advantageous inequality is defined as a situation where one person receives more resources than another person. Inequality aversion is defined as a preference for equality rather than inequality in resources distribution. According to Fehr and Schmidt (1999), adults are willing to sacrifice their own rewards in order to prevent inequality both when they receive less than a partner and when they receive more than a partner.In the literature concerning developmental psychology, the findings indicate that, opposite to adults, preschool children are willing to sacrifice their own resources in order to prevent inequality when they receive less than a partner but not when they receive more than a partner. So they show disadvantageous inequality aversion but not advantageous inequality aversion (Fehr, Bernhard &amp; Rockenbach, 2008; LoBue, Nishida, Chiong, Deloache, &amp; Haidt, 2011; Moore, 2009). By way of an explanation for these findings, some researchers say that preschool children do not want to be disadvantaged and want to be advantaged in social comparison processes because they feel social emotions such as envy (disadvantageous inequality) and schadenfreude (advantageous inequality) and yet they can’t regulate these&nbsp;social emotions well (Sheskin, Bloom, &amp; Wynn, 2014). When they become 8-9 years old, they can regulate these social emotions and show inequality aversion for both inequality types. Some researches say that these findings don’t necessarily indicate immaturity of skills due to age, but they can be explained with the experimental conditions in the researches (Blake, Mcauliffe, &amp; Warneken, 2014). In certain conditions, the participant child’s partner is not present or the participant child receives resources without doing any work - a windfall effect - or the child is forced to choose one of the pre-defined distributions. There are some findings that preschool children can show advantageous inequality aversion when the experimental conditions are changed. For example, it was found that when children collaborate, even if the distribution was set to create advantageous inequality by the researchers, 3-year-olds equalized themselves and their partners by giving them their extra resource(s) (Hamann, Warneken, Greenberg, &amp; Tomasello, 2011; Warneken, Lohse, Melis, &amp; Tomasello, 2011). It might show that collaboration is important for inequality aversion, especially for the advantageous one. Tomasello, Melis, Tennie, Wyman and Herrmann (2012) say that behaviours such as equal sharing, helping and other related skills were formed in the process of collaboration and they call it interdependence hypothesis. Thus, one of the aims of this study is to investigate the effect of collaboration on inequality aversion in line with the interdependence hypothesis. Other aims are to investigate the effects of inequality type and cost (to be willing to sacrifice one’s own resource) on inequality aversion.&nbsp;Warneken et al. (2011) suggested that the forced choice paradigm would make inequality aversion difficult because of pre-defined conditions but the present study doesn’t agree with this idea. If collaboration is a facilitator factor in inequality aversion, it may also be valid for the forced-choice paradigm. As far as is known, there is no research that has investigated the effect of collaboration using the forced choice paradigm.MethodThe participants were made up of 80 (39 male, 41 female) children aged between 50-72 months (M=62, SD=5.99) who were attending kindergartens in Istanbul. The experimental groups had 27 participants and the control group had 26 participants. The research was experimental and the experimantal groups were designed in two ways: full and half collaboration. For the collaboration element, bead and box game was used (in this game, the beads were put into boxes according to color) and for inequality aversion, a forced choice game (there were two options which included equal and unequal distributions between the child and the partner and the child was forced to choose one of these two options) was used. In these games the child’s partner was a hand puppet named “Bibo” and the rewards for the games were gender neutral stickers. Each child was tested individually.The forced-choice game included four distributions, meaning that each one had an equal and an unequal (disadvantageous or advantageous) option. Both disadvantageous and advantageous options had cost (the child received a different number of rewards depending on whether they chose the equal or unequal option) and non-cost (the child received the same number of rewards irrespective of whether they chose the equal or unequal option) distributions (Sheskin, Bloom, &amp; Wynn, 2014). Thus, the distributions were like “costly disadvantageous”, “non-costly disadvantageous”, “costly advantageous”, “non-costly advantageous”. Each participant child received “1” for equal options and “0” for unequal options.Results In the results, a 3 × 2 × 2 mixed model ANOVA with inequality type (disadvantageous, advantageous) and cost (cost, no cost) as within-subject factors and collaboration (full collaboration, half collaboration, no collaboration) as a between-subjects factor, was performed with the number of egalitarian choices as the dependent variable. Between subjects, it was observed that there was no significant main effect from collaboration, (F(2, 77) = 0.25, p = 0.78, ηp 2 = .01). Within subjects, there was a significant main effect from inequality type, (F(1, 77) = 6.18, p = .02, ηp 2 = .07) with more egalitarian decisions overall in advantageous trials (M = 1.15, SD = 0.64) compared to disadvantageous trials (M = 0.90, SD = 0.67). Within subjects, there was a significant main effect from cost, (F(1, 77) = 7.25, p = 0.01, ηp 2 = .09) with more egalitarian decisions overall in no cost trials (M = 1.19, SD = 0.71) compared to cost trials (M = 0.86, SD = 0.73). There was no interaction effect.DiscussionConsequently, this research may add new problems to the literature with the findings that collaboration doesn’t affect inequality aversion which is inconsistent with the interdependence hypothesis. Also the findings indicate that children show advantageous inequality aversion more than disadvantageous one which is inconsistent with the idea that preschool children can’t regulate social emotions well. Furthermore, cost has an important effect on children’s equality preferences and children show more inequality aversion in nocost distributions than cost ones. This finding is not consistent with the inequality aversion model (Fehr &amp; Schmidt, 1999) which indicates that people are willing to sacrifice their own resources to prevent inequalities. Although there are some limitations in the study, this research suggests that inequality aversion in preschoolers might not be rigid (developmentally, first disadvantageous aversion and later advantageous aversion or collaboration is essential for inequality aversion) rather, it could be a flexible behavior.

Investigation of Factors Affecting Inequality Aversion In Resource Distribution In 4-6 Year Old Children

İrem

Meral

In terms of development, young adulthood is a period in which romantic relations are at the forefront. Research has shown that university students experience problems with developing healthy romantic relationships and that these are serious problems for their lives (Erkan, Özbay, Cihangir-Çankaya, &amp; Terzi, 2012; Gizir, 2005; Kılıç, 1995; Topkaya &amp; Meydan, 2013; Yazıcı, 2003). The aim of this study was to test the effectiveness of a psychoeducation program of romantic relationship skills developed for young adults.&nbsp;MethodParticipants The study group consisted of 24 young adults (12 young adults in the experimental group, 12 young adults in the control group) who were studying at a university located in the Mediterranean region. The study included students who had been in a romantic relationship for at least six months. Participants who had a general symptom average score of 1 or more points were excluded from the study according to the scores obtained from the Brief Symptom Inventory (Derogatis, 1992; Şahin &amp; Durak, 1994). In addition, participants who had been subjected to physical violence by their partners, who had used physical violence against their partners, who lived together with their partners or had spent less than six months in a relationship were excluded from the study.&nbsp;Measures The Brief Symptom Inventory (Derogatis, 1992; Şahin &amp; Durak, 1994) was applied to individuals to check if they suffered any psychopathology. The Relationship Satisfaction Scale subdimension of Relationship Stability Scale (Büyükşahin, Hasta, &amp; Hovardaoğlu, 2005; Rusbult, Martz, &amp; Agnew, 1998) was used to determine the relationship satisfaction levels of the participants in the experimental and control groups.&nbsp;The intervention program The Romantic Relationship Skills Psychoeducation Program consists of 8 sessions lasting 90 minutes each. The program consists of goal setting, self-recognition in romantic relationships, romantic relationship styles and stages, expectations and romantic beliefs, gender differences in romantic relationships, attachment and communication dimensions.&nbsp;Procedure A pre-test post-test control group semi-experimental design was used in the study. The psychoeducation program was applied to the experimental group and no intervention was applied to the control group. At the beginning of the experimental process, the independent samples t-test was used to assess whether there was a significant difference between the experimental and control groups in terms of relationship satisfaction. The two-factor mixed design ANOVA test was used to test the study’s hypotheses.ResultsAccording to the findings of the study, there was no significant difference between the total scores of the relationship satisfaction levels obtained from the between-group test for the experimental and control groups, F(1, 19) = 0.72, p &gt; .05. However, it was found that there was a significant difference between the scores of intra-group pre-test post-test relationship satisfaction levels, F(1, 19) = 4.37, p &lt; .05. It was also found that participants in the experimental and control groups showed a significant difference in the pre-test and post-test measurements of the levels of relationship satisfaction after the psychoeducation program. Thus, the interaction effect of being in different treatment groups and repeated measurement factors on the relationship satisfaction was significant, F(1, 19) = 35.06, p &lt; .001. It was also determined that the common interaction of group (experiment-control) and repeated measurement (pre-test post-test) had a high influence (η2 = .65) on the relationship satisfaction scores. Accordingly, the change observed in the repeated (pre-test post-test) measures of participants’ level of relationship satisfaction was significantly different between the experimental and control groups. A focus group interview was conducted to investigate the post-intervention effects of the psychoeducation program on the participants in the experimental group and the findings of this interview data showed that these positive developments continued after the psychoeducation program.&nbsp;&nbsp;DiscussionAccording to our findings, the psychoeducation program had significant effects on relationship satisfaction levels of the individuals. The results obtained from this study concur with the findings of many previous examples of research, in which participants’ relationship satisfaction and quality increased through various intervention programs (Antle, Sullivan, Dryden, Karam, &amp; Barbee, 2011; Carson, Carson, Gil, &amp; Baucom, 2004; Futris, Sutton, &amp; Richardson, 2013; Griffin &amp; Apostal, 1993; Larson, Vatter, Galbraith, Holman, &amp; Stahmann, 2007; Ledermann, Bodenmann, &amp; Cina, 2007; Long, Angera, Carter, Nakamoto, &amp; Kelso, 1999; Parish, 1992; Worthington et al., 1997). There are some limitations to this study. Concerning the matter of gender, the number of male members in both groups was quite low and this is a concern in terms of adequacy of evaluation. The participants in the study were all students studying in an undergraduate program in the department of counseling and guidance at university. In future studies, working with participants from different undergraduate programs might provide richer evidence for the effectiveness of the program. It is also believed that conducting similar research with controls on the possible confounding variables which can affect relationship satisfaction might increase the significance of the results obtained.

Examining the Effectiveness of a Romantic Relationship Skills Psychoeducation Program: A Pilot Study

Engin

Assoc. Prof.

Beril

This study investigates the meaning of love in Turkish, using Big Data (National Institute of Standards and Technology [NIST], 2015) obtained from a corpus and social media. Love is defined as one’s commitment and/or attachment to somebody else, often involving a sexual relationship. However, debate exists over whether or not love is an emotion (Felmlee &amp; Sprecher, 2006). Previous research has shown that love can be categorized in many ways, from romantic love to love for family members (Lee,1988; Murstein, 1977; 1988; Regan, 2011, 2016; Regan, Kocan, &amp; Whitlock, 1998; Shaver, Schwartz, Kirson, &amp; O’Connor, 1987; Sternberg, 2006). Nevertheless, a layperson’s definition of love can differ from the definitions used in literature/art and science. To contribute to this field of inquiry, following two theoretical approaches, the prototype theory (Goldstone, Kersten, &amp; Carvalho, 2017; Rosch, 1978, 1999; Rosch &amp; Mervis, 1975) and corpus semantics (Sinclair, 1991, 2004; Stubbs, 2001, 2009), we provided a definition of love in Turkish, on the basis of corpus and social media data.&nbsp;The prototype theory suggests that people categorize things based on those things’ resemblance to the most typical example in a category. Corpus semantics argues that a word’s meaning is not restricted to the traditional definitions that appear in dictionaries or to its denotations and connotations as argued in traditional linguistics. In addition to these, meaning is based on the use of the word and the (linguistic) context in which the word appears, such that the frequency of the targeted word, its linguistic forms, the words that co-occur with the targeted word, phrasal structures, and genre all contribute to the targeted word’s meaning. Following these theories, we aim to find the most central definition of love in Turkish on the basis of its use in (in)formal contexts.Method The data consisted of formal and colloquial dictionaries published by the Turkish Language Association; 2,500 lines, 10,671 types, and 27,855 tokens from the Turkish National Corpus; and, 85,980 short messages (tweets), consisted of 130,016 types, and 1,280,736 tokens from Twitter. The tweets were obtained automatically using Rich Site Summary (RSS) and Application Program Interface (API) between December 2017 and December 2018. Each line or tweet contained the word aşk (Eng. love) at least once. The data were analyzed by the type / token frequencies, logged frequencies, Mutual Information (MI), entropy and relative entropy, lexical gravity (G), probabilistic uncertainty (Δp), and Log-Likelihood (LL or G2 ). For frequencies, MI, and LL, the software programs AntConc and Lancsbox were used.&nbsp;ResultsThe results showed differences between the definitions of love, including idiomatic expressions in the formal dictionaries and the language used in daily life, because love was used not only in relation to intimate relationships or attachment but also in the context of pain, hate, illness, etc. The results also showed that love in Turkish was not only related to positive emotions such as compassion and fun but also negative emotions such as pain and hate. Therefore, love was associated with both positive and negative emotion concepts. A closer examination of the data indicated that the concepts were related to prototypes such as QUALITY, QUANTITY, TIME, PLACE, REALITY, MIND, BODY, LANGUAGE, BELIEF, THING, PERSON, PLANT, and VEHICLE. Love was related to close relationships including both real and imaginary attachment. The objects of attachment included not only persons but also collective things such as a soccer club. The duration of love could be very temporary or prolonged, even eternal. The meaning of love also differed depending on the context and with regard to (in)formal use of the language. For example, the Turkish National Corpus contained frequent uses of love stories, love poems, and love in families, which were significantly greater in number than the uses that appeared on Twitter. By contrast, there were frequent uses of love pains and extramarital love, which were significantly greater in number than the uses that appeared in the Turkish National Corpus.DiscussionThese findings contribute to the study of abstract concepts such as love and their meanings in daily life. This study highlights the importance of using new methods and perspectives such as Big Data and corpus semantics to examine the meaning of love. Because differences were found in the formal definitions of love and its meanings in formal&nbsp;use, as in the corpus and in daily use in the social media, the study calls for additional studies in this domain, especially studies of lexicography and theoretical and experimental studies of intimate relationships. Our future studies will investigate the meaning of love by considering love to be a lemma and by also focusing on its derivations and inflected forms. Researchers should take many meanings of love into account depending on the language usage when they develop tools and inventories to measure love and intimate relations.&nbsp;

The Concept of Love From the Perspectives of Big Data and Corpus Semantics: Meaning, Reference, and Metaphor

Gökhan

Hasan Gürkan

Remember/Know and Modality Effects in a Forced-Choice Test of False Memory

Onurcan

Öğretim Görevlisi Dr.

Hasan

Rethinking the Golden Age of Social Psychology

Emine

Humility can concisely be defined as one’s becoming less self-centered, and more otheroriented. A humble person embraces one’s personal strengths without arrogance, and confronts one’s inadequacies without self-deprecation (Exline et al., 2004). Such a person conceives oneself as a tiny part of a very large (if not infinite) whole, and this corresponds to the epistemological component of humility (Wright et al., 2017). A humble person also knows that one does not deserve any special treatment due to his/her own superior qualities to others. Such an egalitarian stance corresponds to the moral component of humility (Wright et al., 2017). Even though humility as a virtue is a panacea for many psychological difficulties and social evils, it can be mentioned as one of the neglected topics in psychology literature. This review aims to cover a recent but relatively limited literature on humility. The researchers have not still reached a consensus on the definition and structure of humility. While some of the authors regard humility as an admirable human virtue (e.g., Exline et al., 2004), some others draw attention to its darker side (e.g., Weidman et al., 2016). However, generally speaking, humility is construed as different from other related constructs such as modesty, low self-esteem, and self-humiliation. When humility is studied as a trait-level construct, its link to prosocial tendencies, interpersonal functioning,&nbsp;and developmental patterns has been questioned (Tangney, 2002). On the contrary, when it is considered as a state-level construct, the conditions (be it experimental or real life) under which humility increases or decreases have been probed (Kruse, Chancellor, &amp; Lyubomirsky, 2017). Humility can take various forms in different domains of life, and those forms can be mentioned as intellectual humility, cultural humility, and relational humility. Humility ultimately necessitates self-forgetting in terms of positive qualities (including one’s being a humble person). However, such a diminished self-focus becomes paradoxical when it comes to measure humility by directly asking a person how humble oneself is (Davis et al., 2011). With the question of measurability of the concept in mind, the literature offers different measurement approaches to humility (i.e., self-report, other-report, and implicit tools).&nbsp;Empirical studies have pointed out certain antecedents and consequences of humility. Accordingly, religiosity, attachment styles, and other virtues (forgiveness, gratitude, etc.) are emerged as the predictors of humility. The restorative impact of humility in the real life context can be compiled under four headings: psychological health, interpersonal relations, occupational setting, and societal tolerance. Humble people are at peace with themselves since they develop a quiet and non-judging stance about their strengths and weaknesses. They accept their personal limitations and therefore can easily ask for help from others. Such qualities warrant humble people with better psychosocial resources such as interpersonal trust, hardiness, and social support (Nielsen &amp; Marrone, 2018). Additionally, many prosocial tendencies such as helpfulness, generosity, and forgiveness accompany humility in the interpersonal realm. Relatedly, humility plays a vital role in the escalation and revival of social commitments among family members, close friends, and romantic partners (Davis et al., 2011). Some of the benefits of humility reflect upon work settings as well. Humble people show an outstanding work performance due to their non-defensive acceptance of their intellectual insufficiencies and their openness to learn from others (Owens, Rowatt, &amp; Wilkins, 2011). In addition, prosocial tendencies inherent in the humble people might contribute to the social capital among members of a work team (Owens et al., 2011). What is more, humble leadership can increase employee participation, lessen quitting job (Owens, Johnson, &amp; Mitchell, 2013), and elevate team effectiveness (Rego, Cunha, &amp; Simpson, 2018). And, last but not least, it is worth mentioning the role of humility in the growth of a more peaceful and all-embracing society. Humble people develop a critical skepticism about worldviews (including their own beliefs) considering the limits of human intellect (Wright et al., 2017). As a consequence, they don’t feel threatened in the face of opposing views, and eventually, become respectful to them.&nbsp;Due to its vital importance for human psyche and society, psychologists should come up with novel techniques to equip people with humility. Relatedly, an intervention program by Lavelock et al. (2014) can be mentioned as an outstanding example to promote humility in people. Such programs can be integrated into various applied fields such as delinquency, addiction, psychotherapy, and conflict resolution. In the conclusion part of this review, an urgent need for cultural perspectives on humility has been pointed out given the fact that culture might affect how much valuable humility is in a society, how it is expressed, and what kinds of meanings are attached to it (Akhtar, 2018). With the present review at hand, the writers hope to pave the way for more psychology studies on humility since it is an antithesis to self-serving egotism.

“Forgetting Oneself”: Humility in Psychology Studies

İlknur

Call for Papers Special Issue of Studies in Psychology

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

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

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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.

İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi

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.

Çocuk ve Ergenlere Yönelik Affetme Müdahaleleri: Sistematik Gözden Geçirme

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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.

Mizahın Gücü: Mizahın İş Talepleri Karşısında Olumsuz Duyuşsal İyi Oluş Algısını Azaltıcı Etkisi

Arzu

Yakın Arkadaşlık İlişkisinde Minnettarlık Eğiliminin Bilişsel, Duygusal ve Davranışsal Göstergeleri: Türkiye Örneği

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Psikoloji Çalışmaları-Studies in Psychology, İstanbul Üniversitesi Edebiyat Fakültesi, Psikoloji Bölümü tarafından,  açık erişimli, hakemli, yılda üç kere Nisan, Ağustos ve Aralık aylarında yayınlanan, 1956 yılından beri çıkarılan, uluslararası, bilimsel bir dergidir. Web of Science - Emerging Sources Citation Index (ESCI), TÜBİTAK-ULAKBİM TR Dizin ve Türk Psikiyatri Dizini’nde yer almaktadır. Dergiye yayınlanması için gönderilen bilimsel makaleler Türkçe ya da İngilizce olmalıdır.

Psikoloji Çalışmaları / Studies in Psychology, temel olarak psikolojinin tüm alt alanlarından niteliksel ya da niceliksel görgül araştırmalar yayınlar. Aynı zamanda teorik, metodolojik ve derleme makaleleri kapsamaktadır. Psikoloji ile farklı alanları (Sosyoloji, Psikiyatri, Geriatri, Eğitim, İşletme, Mesleki Sağlık, İletişim, Siyasal Bilimler vb.) bir araya getiren disiplinler arası makaleleri de kabul etmektedir. Derginin hedef kitlesini akademisyenler, araştırmacılar, profesyoneller, öğrenciler ve ilgili mesleki, akademik kurum ve kuruluşlar oluşturur.

Derginin tüm giderleri İstanbul Üniversitesi tarafından karşılanmaktadır. Dergide makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir. Dergiye gönderilen ya da yayın için kabul edilen makaleler için işlemleme ücreti ya da gönderim ücreti alınmaz.

2024 itibariyle basılı versiyon durdurulmuştur. Dergi sadece online olarak yayınlanmaktadır.

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Psikoloji Çalışmaları-Studies in Pscyhology, İstanbul Üniversitesi Psikoloji Bölümü tarafından 1956 yılından beri yayınlanan, açık erişimli, hakemli ve uluslararası bilimsel bir dergidir. Yılda üç kere, Nisan, Ağustos ve Aralık aylarında yayınlanır. Dergi Türkçe ve İngilizce makalelere açıktır. Psikoloji Çalışmaları-Studies in Pscyhology, temel ve uygulamalı alanların ürettiği bilgilerin birbirini beslemesine izin veren bir yayın platformu olma amacını taşımaktadır. Bu çerçevede gerek psikolojinin bütün alt alanlarındaki araştırmalara; gerekse Bilişsel Bilimler, Sinir Bilim, Genetik, Psikiyatri, Geriatri, Eğitim Bilimleri, İletişim Bilimleri, Antropoloji gibi alanları kapsayan disiplinler arası çalışmalara açıktır. Derginin hedef kitlesini akademisyenler, araştırmacılar, profesyoneller, öğrenciler ve ilgili mesleki, akademik kurum ve kuruluşları oluşturur.

Amaç ve Kapsam

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<a href="https://about.proquest.com/en/products-services/Ulrichsweb/" target="_blank" style="font-size: 14.6667px;">Ulrichsweb</a>

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Dergi yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <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>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> tarafından yayınlanan etik yayıncılık ilkelerini benimser; Principles of Transparency and Best Practice in Scholarly Publishing başlığı altında ifade edilen ilkeler için: <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> Gönderilen makaleler derginin amaç ve kapsamına uygun olmalıdır. Orijinal, yayınlanmamış ve başka bir dergide değerlendirme sürecinde olmayan, her bir yazar tarafından içeriği ve gönderimi onaylanmış yazılar değerlendirmeye kabul edilir. Makale yayınlanmak üzere Dergiye gönderildikten sonra yazarlardan hiçbirinin ismi, tüm yazarların yazılı izni olmadan yazar listesinden silinemez ve yeni bir isim yazar olarak eklenemez ve yazar sırası değiştirilemez.İntihal, duplikasyon, sahte yazarlık/inkar edilen yazarlık, araştrma/veri fabrikasyonu, makale dilimleme, dilimleyerek yayın, telif hakları ihlali ve çıkar çatışmasının gizlenmesi, etik dışı davranışlar olarak kabul edilir. Kabul edilen etik standartlara uygun olmayan tüm makaleler yayından çıkarılır. Buna yayından sonra tespit edilen olası kuraldışı, uygunsuzluklar içeren makaleler de dahildir.İntihal Ön kontrolden geçirilen makaleler, iThenticate yazılımı kullanılarak intihal için taranır. İntihal/kendi kendine intihal tespit edilirse yazarlar bilgilendirilir. Editörler, gerekli olması halinde makaleyi değerlendirme ya da üretim sürecinin çeşitli aşamalarında intihal kontrolüne tabi tutabilirler. Yüksek benzerlik oranları, bir makalenin kabul edilmeden önce ve hatta kabul edildikten sonra reddedilmesine neden olabilir. Makalenin türüne bağlı olarak, bunun oranın %15 veya %20'den az olması beklenir.Çift Kör Hakemlikİntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir. Editör, makalelerin adil bir şekilde çift taraflı kör hakemlikten geçmesini sağlar ve makale biçimsel esaslara uygun ise, gelen yazıyı yurtiçinden ve /veya yurtdışından en az iki hakemin değerlendirmesine sunar, hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir.

Politikalar

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Derginin tüm giderleri İstanbul Üniversitesi tarafından karşılanmaktadır. Dergide makale yayını ve makale süreçlerinin yürütülmesi ücrete tabi değildir. Dergiye gönderilen ya da yayın için kabul edilen makaleler için işlemleme ücreti ya da gönderim ücreti alınmaz.

Yazarlar dergide yayınlanan çalışmalarının telif hakkına sahiptirler ve çalışmaları  Creative Commons Atıf-GayrıTicari 4.0 Uluslararası (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.tr" target="_blank">CC BY-NC 4.0</a>) olarak lisanslıdır. CC BY-NC 4.0 lisansı, eserin ticari kullanım dışında her boyut ve formatta paylaşılmasına, kopyalanmasına, çoğaltılmasına ve orijinal esere uygun şekilde atıfta bulunmak kaydıyla yeniden düzenleme, dönüştürme ve eserin üzerine inşa etme dâhil adapte edilmesine izin verir.

Editörler, yayınlanan makalede, bulguları, yorumları ve sonuçları etkilemeyen küçük hatalar tespit edilirse düzeltme yayınlamayı düşünebilirler. Editörler, bulguları ve sonuçları geçersiz kılan büyük hatalar / ihlaller söz konusu olduğunda, makaleyi geri çekmeyi düşünmelidir. Yazarlar tarafından araştırma veya yayını kötüye kullanmaya yönelik olasılık söz konusu ise; bulguların güvenilir olmadığına ve yazarların kurumlarının olayı soruşturmadığına dair kanıtlar var veya olası soruşturma haksız veya sonuçsuz görünüyor ise, editörler endişe ifadesi yayınlamayı düşünmelidir. Düzeltme, geri çekme veya endişe ifadesi ile ilgili olarak <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> ve <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> yönergeleri dikkate alınır.Geri ÇekmeDergi geri çekme durumunda <a href="https://publicationethics.org/sites/default/files/retraction-guidelines-cope.pdf" target="_blank">COPE Retraction Guidelines</a>’ı izler. Editör, aşağıdaki durumlarda bir makaleyi geri çekme hakkına sahiptir: <ul><li>Büyük bir hata (örn. yanlış hesaplama veya deneysel hata), uydurma öğeler  (örn. veri) veya tahrifat (örn. görüntü manipülasyonu) gibi bulguların güvenilmez olduğu sonucunu çıkarmaya dair açık kanıtlar varsa; </li><li>İçerikte intihal varsa; </li><li>Uygun atıf yapılmadan başka bir yerde yayınlanmışsa;</li><li>Kullanım izni olmayan materyal veya veri içeriyorsa;</li><li>Telif hakkı ihlali veya başka bir ciddi yasal sorun varsa;</li><li>Etik olmayan araştırma içeriyorsa; </li><li>Hakem değerlendirme sürecinin bozulduğuna veya manipüle edildiğine dair kanıt varsa;</li><li>Yazar(lar), editörün görüşüne göre, çalışmanın yorumlanmasını veya editörlerin ve hakemlerin tavsiyelerini önemli derecede etkileyebilecek, kritik bir çıkar çatışmasını açıklamamış ise.</li></ul>Geri çekme durumunda aşağıdaki adımlar izlenir:<ul><li>Makale başlığını da içeren geri çekme bildirimi derginin bir sonraki sayısında yayınlanır. Geri çekme bildirimi  içindekiler tablosunda sayfa nosu verilerek listelenir. </li><li>Elektronik versiyonda geri çekme bildirimi ile orijinal makale arasında link sağlanır. </li><li>Online makaleden önce geri çekme bildirimini içeren sayfa gelir; okuyucu daha sonra makalenin kendisine geçebilir.</li><li>Orijinal makale, her sayfadaki .pdf üzerinde “geri çekildiğini” belirten bir filigran dışında değişmeden kalır.</li></ul>Yasal Nedenlerle Makalenin KaldırılmasıAşağıdaki durumlarda, üst veriler (başlık ve yazarlar) hariç olmak üzere, makale metni kaldırılır ve makalenin yasal nedenlerle kaldırıldığını bildiren bir sayfa makalenin yerini alır. <ul><li>Makalenin karalayıcı içerik ihtiva ettiği veya başkalarının yasal haklarını ihlal ettiği tespit edilir ve geri çekmenin yeterli bir çözüm olmadığı düşünülürse;</li><li>Makale bir mahkeme kararına konu olmuşsa veya olacağına dair makul bir neden varsa;</li><li>Kamu sağlığı açısından önemli bir risk söz konusu ise;  </li></ul>

Dergide yayınlanan tüm yazıların korunmasını ve kalıcı olarak erişilebilir olmasını sağlamak için makaleler, ulusal bir arşiv sitesi olarak hizmet veren ve aynı zamanda LOCKSS'in içeriği toplamasına, korumasına ve sunmasına izin veren Dergipark'ta saklanmaktadır.Ek olarak, yazarların kendilerinin makalelerinin son PDF sürümünü Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>) standartlarına uygun açık elektronik arşivlerde arşivlemeleri önerilir. Yazarlar, yayınladıkları arşiv versiyonundan, İ.Ü. Yayınevinin dergi web sitesinin URL'sine bağlantı sağlamalıdır.

Yapay Zeka konusundaki gelişmeler ve akademik yayıncılıkta görülen uygulamalar dikkate alınarak oluşturulan Yapay Zeka Politikası, yazarların, hakemlerin ve editörlerin bu türden teknolojilerin kullanımında uymaları gereken editöryal ve etik ilkeleri içerir. Yapay Zeka politikasının oluşturulmasında, aşağıdaki kaynaklar dikkate alınmıştır: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>Yapay Zeka destekli teknolojiler (Büyük Dil Modelleri [LLM'ler], sohbet robotları veya görüntü oluşturucular gibi), metin, görüntü, ses ve sentetik veriler dahil olmak üzere çeşitli içerikler geliştirebilmekte ve üretebilmektedir. Bu yetenekleri etik ve güvenli bir şekilde kullanıldığında üretkenliği artırabilir ve yeniliği teşvik edebilir; ancak insan yönlendirmesi olmadan kullanımında doğru olmayan ve taraflı sonuçlar; atıf verme konusunda eksikler ve hatalar; gizlilik ve fikri mülkiyet haklarının korunmasında eksiklikler; yazar ve yayıncıların haklarının potansiyel ihlali gibi riskler taşımaktadır. IUPress, Yapay Zeka kullanımı konusunda söz konusu riskleri bertaraf etmeyi amaçlayan aşağıdaki temel ilkeleri benimser:  <ul><li>İçerik üretiminde kullanılan (metin, şekiller, resimler ve kod dahil ancak bunlarla sınırlı olmamak üzere) her türlü Yapay Zeka ile ilgili ayrıntılar çalışmanın uygun bölümünde (bilgi notu olarak ve/veya metod kısmında) beyan edilmeli ve net biçimde açıklanmalıdır. </li><li>Hiçbir Yapay Zeka aracı hiçbir bilimsel çalışmada yazar olarak listelenemez. </li><li>Yazarlar, herhangi bir şekilde Yapay Zeka kullanımı durumunda da çalışmalarının doğruluğu, bütünlüğü ve özgünlüğünden sorumludur; başkalarının fikirleri, verileri, kelimeleri veya diğer materyallerini doğru referanslama ve atıf ile sunmakla yükümlüdürler. </li><li>Hakemler ve editörler gönderilen çalışmayı tamamen ya da kısmen hiçbir üretken Yapay Zeka uygulamasına yükleyemez. </li></ul>IUPress yayınlarının editöryal süreçlerinde, Yapay Zeka ile üretilmiş içerikleri tespit eden yardımcı araçlar editörlerin kullanımındadır. Öte yandan okunurluğu, dil ve grammeri iyileştirme ve geliştirme konusunda önerilerde bulunan Yapay Zeka araçlarının kullanılması yaygındır ve IUPress  yayınlarında bu türden Yapay Zeka araçları editörlerin ve yazarların gözetiminde kullanılabilir.

Yapay Zeka Politikası

<ul><li>Yazarlar, gönderdikleri çalışmayı oluştururken <a target="_blank">Yapay Zeka destekli teknolojiler (Büyük Dil Modelleri [LLM'ler], sohbet robotları veya görüntü oluşturucular gibi) </a>kullandılarsa, bunu  beyan etmekle yükümlüdür. </li><li>Yazarlar hem ön yazıda hem de sunulan çalışmanın uygun bölümünde (bilgi notu olarak ve/veya metod kısmında), hangi Yapay Zeka aracını ve hangi versiyonunu ne amaçla kullandıklarını açıklamalıdır. </li><li>Yapay Zeka destekli teknolojilerden yararlanılarak oluşturulan içeriğin ve alıntıların doğruluğu, geçerliliği ve uygunluğunun sağlanması, olası hata, tutarsızlık ve taraflı sonuçların giderilmesi yazarların sorumluluğundadır. </li><li>Yazarlar, Yapay Zeka destekli teknolojiler ile üretilmiş metinlerde intihal potansiyeli olduğunu dikkate alarak, olası intihali bertaraf etmek için orijinal kaynakları mutlaka kontrol etmelidir. Kontrol ettiğini ve kaynakların orijnal kaynaklar olduğunu teyid etmelidir.  </li><li>Yapay Zeka destekli araçlar (ChatGPT gibi) yazar olarak listelenemez çünkü çalışmanın doğruluğundan, bütünlüğünden ve orijinalliğinden sorumlu olamazlar ve bu sorumluluklar yazarlık için şarttır. Bu nedenle, Yapay Zeka destekli teknolojilerin kullanımını içeren tüm materyallerden yazarlar sorumludur. Yazarlar, makalede yer alan ve çalışmanın hipotezlerini, yorumlarını, sonuçlarını, sınırlamalarını ve çıkarımlarını bildiren tüm ifadelerin kendi fikirlerini temsil ettiğinden emin olmalıdırlar.  </li><li>Yazarların, Yapay Zeka araçlarını temel araştırmacı ve yazar sorumluluklarının yerini alacak, aşağıdaki şekillerde kullanarak oluşturdukları çalışmalar bilimsel yayıncılık ve yayın etiği ilkelerine aykırıdır ve bu türden çalışmaların yayınlarda yer almasına izin verilmez: <ul><li>Titiz revizyon olmadan metin veya kod oluşturma, </li><li>Sağlam bir metodoloji olmadan eksik verileri ikame etmek için sentetik veri üretimi,  </li><li>Özetler veya ek materyaller de dahil olmak üzere her türlü hatalı, sentetik içerik oluşturulması </li><li>Yapay Zeka kullanımı ile görüntü ve şekillerin (resimler, çizelgeler, veri tabloları, tıbbi görüntüler, görüntü parçacıkları, bilgisayar kodları ve formüller) veya orijinal araştırma verilerinin oluşturulması ve manipüle edilmesi (bir görüntü veya şekil içinde belirli bir özelliğin artırılması, gizlenmesi, taşınması, kaldırılması veya eklenmesi).</li></ul></li></ul>

Hakem sürecinde gizliliğin korunması, değerlendirilen çalışmanın bu süreçte paylaşılmaması veya kullanılmaması esastır.  <a></a><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>Hakemler, kendilerine değerlendirme için gönderilen bir makaleyi veya herhangi bir bölümünü gözden geçirme, değerlendirme veya karar verme sürecine yardımcı olması için üretken Yapay Zeka araçlarına veya Büyük Dil Modellerine yüklememelidirler; zira hakemlerin bu türden Yapay Zeka araçlarına içerik yüklemesi yazarların gizlilik ve mülkiyet haklarını ihlal eder.  </li><li>Bilimsel bir makalenin incelenmesi, yalnızca insanlara atfedilebilecek sorumluluktur. Hakem değerlendirmesi için gereken eleştirel düşünme ve orijinal değerlendirme bu teknolojinin kapsamı dışındadır ve teknolojinin makale hakkında yanlış, eksik veya önyargılı sonuçlar üretme riski vardır. Hakem raporu ve karar mektupları, hakemlerin ve editörlerin gönderilen içeriğe ilişkin kişisel değerlendirmelerini yansıtmalıdır. Hakem, raporunun içeriğinden sorumludur ve hesap vermekle sorumludur. </li><li>Yapay Zeka araçları, hakem değerlendirmesi ile bağlantılı olarak hakem değerlendirme raporu dilinin kalitesini artırmak için (çeviri veya dil düzenlemesi için) sınırlı bir şekilde kullanılabilir. Böyle bir kullanım olduğunda, hakem raporu iletirken, kullanımı beyan etmelidir. </li><li>Bir başvuruda üretken Yapay Zekanın uygunsuz veya açıklanmamış kullanımından şüphelenen hakemler, endişelerini dergi editörüne bildirmelidir. </li></ul>

Editörler dergiye gönderilen makalelerin değerlendirme sürecinde gizliliğinin korunmasını sağlamakla yükümlüdürler, değerlendirilen çalışmanın bu sürece dahil olan taraflar dışında paylaşılmaması veya kullanılmaması esastır <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>Editörler, yazarların gizlilik ve mülkiyet haklarını ihlal edebileceğinden, gönderilen bir makaleyi veya herhangi bir bölümünü gözden geçirme, değerlendirilme veya karar verme sürecine yardımcı olması için üretken Yapay Zeka  araçlarına veya Büyük Dil Modelleri'ne yüklememelidir. </li><li>Bilimsel bir makalenin editoryal değerlendirmesini yönetmek, yalnızca insanlara atfedilebilecek sorumluluklar anlamına gelir. Üretken Yapay Zeka veya Yapay Zeka destekli teknolojiler, editörler tarafından bir makalenin değerlendirme veya karar verme sürecine yardımcı olmak için kullanılmamalıdır, çünkü bu iş için gereken eleştirel düşünme ve orijinal değerlendirme bu teknolojinin kapsamı dışındadır ve teknolojinin makale hakkında yanlış, eksik veya önyargılı sonuçlar üretme riski vardır. Editör, editoryal süreçten, nihai karardan ve bunların yazarlara iletilmesinden sorumlu ve mesuldür.</li><li>Editörler, karar mektupları veya yayınlanmamış araştırmaların özetlerini oluşturmak için üretken Yapay Zeka aracı kullanmamalıdır. </li><li>Editörler, uygun hakemleri bulma konusunda yardımcı olması için üretken Yapay Zeka araçlarını kullanabilir.</li><li>Editörler, gönderilen bir makalede veya gönderilen bir hakem raporunda üretken Yapay Zeka kullanıldığından şüphelenirse konuyla ilgili editoryal bir değerlendirme yapmalı ve politikayı göz önünde bulundurmalıdır. </li></ul>

Psikoloji Çalışmaları - Studies in Pscyhology, yayın etiğinde en yüksek standartlara bağlıdır ve <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, <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>, <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a> ve <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> tarafından yayınlanan etik yayıncılık ilkelerini benimser; Principles of Transparency and Best Practice in Scholarly Publishing başlığı altında ifade edilen ilkeler için adres: <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>Gönderilen tüm makaleler orijinal, yayınlanmamış ve başka bir dergide değerlendirme sürecinde olmamalıdır. Her bir makale editörlerden biri ve en az iki hakem tarafından çift kör değerlendirmeden geçirilir. İntihal, duplikasyon, sahte yazarlık/inkar edilen yazarlık, araştrma/veri fabrikasyonu, makale dilimleme, dilimleyerek yayın, telif hakları ihlali ve çıkar çatışmasının gizlenmesi, etik dışı davranışlar olarak kabul edilir.Kabul edilen etik standartlara uygun olmayan tüm makaleler yayından çıkarılır. Buna yayından sonra tespit edilen olası kuraldışı, uygunsuzluklar içeren makaleler de dahildir.Ayrıca Türk Psikologlar Derneği Etik Yönetmeliği de dikkate alınır. Türk Psikologlar Derneği üyesi olan yazarlar aynı zamanda Türk Psikologlar Derneği Etik Kurulana karşı da sorumludur.

Etik

Psikoloji Çalışmaları - Studies in Pscyhology araştırma etiğinde en yüksek standartları gözetir ve aşağıda tanımlanan uluslararası araştırma etiği ilkelerini benimser. Makalelerin etik kurallara uygunluğu yazarların sorumluluğundadır.<ul><li>Araştırmanın tasarlanması, tasarımın gözden geçirilmesi ve araştırmanın yürütülmesinde, bütünlük, kalite ve şeffaflık ilkeleri sağlanmalıdır.</li><li>Araştırma ekibi ve katılımcılar, araştırmanın amacı, yöntemleri ve öngörülen olası kullanımları; araştırmaya katılımın gerektirdikleri ve varsa riskleri hakkında tam olarak bilgilendirilmelidir.</li><li>Araştırma katılımcılarının sağladığı bilgilerin gizliliği ve yanıt verenlerin gizliliği sağlanmalıdır.</li><li>Araştırma katılımcıların özerkliğini ve saygınlığını koruyacak şekilde tasarlanmalıdır.</li><li>Araştırma katılımcıları gönüllü olarak araştırmada yer almalı, herhangi bir zorlama altında olmamalıdırlar.</li><li>Katılımcıların zarar görmesinden kaçınılmalıdır. Araştırma, katılımcıları riske sokmayacak şekilde planlanmalıdır.</li><li>Araştırma bağımsızlığıyla ilgili açık ve net olunmalı; çıkar çatışması varsa belirtilmelidir.</li><li>İnsan denekler ile yapılan deneysel çalışmalarda, araştırmaya katılmaya karar veren katılımcıların yazılı bilgilendirilmiş onayı alınmalıdır. Çocukların ve vesayet altındakilerin veya tasdiklenmiş akıl hastalığı bulunanların yasal vasisinin onayı alınmalıdır.</li><li>Çalışma herhangi bir kurum ya da kuruluşta gerçekleştirilecekse bu kurum ya da kuruluştan çalışma yapılacağına dair onay alınmalıdır.</li><li>İnsan öğesi bulunan çalışmalarda, “yöntem” bölümünde katılımcılardan “bilgilendirilmiş onam” alındığının ve çalışmanın yapıldığı kurumdan etik kurul onayı alındığının belirtilmesi gerekir.</li></ul>

<div>Makalelerin bilimsel ve etik kurallara uygunluğu yazar(ların) sorumluluğundadır. Yazar(lar) makaleyi gönderdikleri zaman orijinal olduğu; daha önce başka bir yerde yayınlanmadığı; başka bir yer veya bir dilde yayınlanmak üzere değerlendirme sürecinde olmadığı konusunda teminat vermiş sayılırlar.Telif gerektiren materyaller (örneğin tablolar, şekiller veya büyük alıntılar) gerekli izin ve teşekkürle kullanılmalıdır. Gerekli izinlerin alınıp alınmadığından yazar(lar) sorumludur. Uygulamadaki telif kanunları ve anlaşmaları gözetilmelidir.“Yazar” yayınlanan bir araştırmanın fikri çerçevesini ortaya koyan, çalışmayı planlayan, verilerin elde edilmesine, analizine ya da yorumlanmasına belirgin katkı yapan; yazının yazılması ya da bunun içerik açısından eleştirel biçimde gözden geçirilmesinde görev yapan kimse(ler)dir. Gönderilen makalede tüm yazarların akademik ve bilimsel olarak doğrudan katkısı olmalıdır. Yazar olarak gösterilen tüm bireyler sayılan tüm ölçütleri karşılamalıdır veya yukarıdaki ölçütleri karşılayan her birey yazar olarak gösterilebilir.Fon sağlanması, veri toplanması ya da araştırma grubunun yöneticiliği tek başına yazarlık hakkı kazandırmaz. Yazarlık için yeterli ölçütleri karşılamayan ancak çalışmaya katkısı olan kişilere (teknik destek, materyal veya finansman sağlama, genel rehberlik vb.) istenirse dipnotta yer alacak şekilde teşekkür edilir.Yazarların isim sıralaması ortak verilen bir karar olmalıdır. Tüm yazarlar yazar sıralamasını temliknamede imzalı olarak belirtmek zorundadırlar. Belirtilmediği durumda soyadına göre alfabetik sıra kullanılır. Bütün yazarlar araştırma sonucunu ya da bilimsel kararı etkileyebilecek finansal ilişkileri ve çıkar çatışmasını açıklamalıdır.Yazar(lar) editör tarafından gönderilen hakem raporları doğrultusunda gereken düzenlemeleri incelemek ve dikkate almak ile yükümlüdür. Yeniden düzenlenmiş makaleyi ve yapılan/yapılmayan düzenlemeleri gerekçelerini de yazarak bir liste halinde editöre göndermelidir.Bir yazar kendi yayınlanmış yazısında belirgin bir hata ya da yanlışlık tespit ederse, bu yanlışlıklara ilişkin düzeltme ya da geri çekme için editör ile hemen temasa geçme ve işbirliği yapma sorumluluğunu taşır. </div>

<div>Editör(ler) makaleleri, yazarlara veya konuya dair her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlamakla yükümlüdürler.Editör(ler) gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalacağını garanti ederler. Editör(ler) yayına kabul edilmeyen makaleleri, makale hakkında verilen kararı ve karara mesnet teşkil eden raporları yazar(lar) ve Psikoloji Çalışmaları kurulları harici kimselere açıklamamak ve saklı tutmak ile yükümlüdür.Editör(ler) hakem atama konusunda tam yetkiye sahiptir ve Dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür. Yazarlar ve hakemler arasında çıkar çatışmasına izin vermez.Editör(ler), gönderilen makale genel olarak bilimsel ve biçimsel esaslara uygun ise, yurtiçinden ve/veya yurtdışından en az iki hakemin değerlendirmesine sunar. Hakemler arasında karar hakkında görüş uyuşmazlığı var ise üçüncü bir hakeme gönderir. Hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir. Birbiri ile uyumsuz düzenleme önerileri söz konusu olur ise yazar(lar)ın gerekçeli açıklamalarını da göz önüne alarak nihai kararı verme yetkisine sahiptir.Hakemler makaleleri her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Değerlendirmelerinin sonucunda nesnel bir yargıya varmalı ve bunu gerekçeleriyle açıklamalıdırlar. Raporlarının yazar(lar) için geliştirici olacak değerlendirmeler ve eleştiriler içermesine özen göstermelidirler.Gönderilmiş yazılara ilişkin tüm bilginin gizli tutulmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlarHakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Hakemler başka kişilerle makaleleri tartışamazlar. Hakemlerin kendileri için makalelerin kopyalarını çıkarmalarına izin verilmez ve editörün izni olmadan değerlendirme için gelen makaleleri başkasına veremezler.Hakem raporları yazar ve editörün izni olmadan basılamaz ve açıklanamaz.Bazı durumlarda editörün kararıyla, ilgili hakemlerin makaleye ait değerlendirmeler aynı makaleyi değerlendiren diğer hakemlere gönderilerek hakemlerin bu süreçte aydınlatılması sağlanabilir. Bu durumda hakemlerin isimlerinin korunmasına özen gösterilir. </div>

Daha önce yayınlanmamış ya da yayınlanmak üzere başka bir dergide halen değerlendirmede olmayan ve her bir yazar tarafından onaylanan makaleler değerlendirilmek üzere kabul edilir. Gönderilen ve ön kontrolü geçen makaleler iThenticate yazılımı kullanılarak intihal için taranır. İntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir. Seçilen makaleler en az iki ulusal/uluslararası hakeme çift taraflı kör hakemlik ile değerlendirmeye gönderilir; yayın kararı, hakemlerin talepleri doğrultusunda yazarların gerçekleştirdiği düzenlemelerin ve hakem sürecinin sonrasında baş editör tarafından verilir.

Hakemlik Hakkında

Editör(ler) makaleleri, yazarlara veya konuya dair her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlamakla yükümlüdürler.Editör(ler) gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalacağını garanti ederler. Editör(ler) yayına kabul edilmeyen makaleleri, makale hakkında verilen kararı ve karara mesnet teşkil eden raporları yazar(lar) ve Psikoloji Çalışmaları kurulları harici kimselere açıklamamak ve saklı tutmak ile yükümlüdür.Editör(ler) hakem atama konusunda tam yetkiye sahiptir ve Dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür. Yazarlar ve hakemler arasında çıkar çatışmasına izin vermez.Editör(ler), gönderilen makale genel olarak bilimsel ve biçimsel esaslara uygun ise, yurtiçinden ve/veya yurtdışından en az iki hakemin değerlendirmesine sunar. Hakemler arasında karar hakkında görüş uyuşmazlığı var ise üçüncü bir hakeme gönderir. Hakemler gerek gördüğü takdirde yazıda istenen değişiklikler yazarlar tarafından yapıldıktan sonra yayınlanmasına onay verir. Birbiri ile uyumsuz düzenleme önerileri söz konusu olur ise yazar(lar)ın gerekçeli açıklamalarını da göz önüne alarak nihai kararı verme yetkisine sahiptir.Hakemler makaleleri her türlü toplumsal ayrımcılık ve önyargılardan uzak olarak ele alırlar. Değerlendirmelerinin sonucunda nesnel bir yargıya varmalı ve bunu gerekçeleriyle açıklamalıdırlar. Raporlarının yazar(lar) için geliştirici olacak değerlendirmeler ve eleştiriler içermesine özen göstermelidirler.Gönderilmiş yazılara ilişkin tüm bilginin gizli tutulmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar.Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Hakemler başka kişilerle makaleleri tartışamazlar. Hakemlerin kendileri için makalelerin kopyalarını çıkarmalarına izin verilmez ve editörün izni olmadan değerlendirme için gelen makaleleri başkasına veremezler.Hakem raporları yazar ve editörün izni olmadan basılamaz ve açıklanamaz.Bazı durumlarda editörün kararıyla, ilgili hakemlerin makaleye ait değerlendirmeler aynı makaleyi değerlendiren diğer hakemlere gönderilerek hakemlerin bu süreçte aydınlatılması sağlanabilir. Bu durumda hakemlerin isimlerinin korunmasına özen gösterilir.

Daha önce yayınlanmamış ya da yayınlanmak üzere başka bir dergide halen değerlendirmede olmayan ve her bir yazar tarafından onaylanan makaleler değerlendirilmek üzere kabul edilir. Gönderilen ve ön kontrolü geçen makaleler iThenticate yazılımı kullanılarak intihal için taranır. İntihal kontrolünden sonra, uygun olan makaleler baş editör tarafından orijinallik, metodoloji, işlenen konunun önemi ve dergi kapsamı ile uyumluluğu açısından değerlendirilir.Baş Editör, makaleleri, yazarların etnik kökeninden, cinsiyetinden, uyruğundan, dini inancından ve siyasi felsefesinden bağımsız olarak değerlendirir. Yayına gönderilen makalelerin adil bir şekilde çift taraflı kör hakem değerlendirmesinden geçmelerini sağlar.Seçilen makaleler en az iki ulusal/uluslararası hakeme değerlendirmeye gönderilir; yayın kararı, hakemlerin talepleri doğrultusunda yazarların gerçekleştirdiği düzenlemelerin ve hakem sürecinin sonrasında baş editör tarafından verilir.Baş editör; yazarlar, editörler ve hakemler arasında çıkar çatışmasına izin vermez. Hakem atama konusunda tam yetkiye sahiptir ve dergide yayınlanacak makalelerle ilgili nihai kararı vermekle yükümlüdür.Hakemlerin değerlendirmeleri objektif olmalıdır. Hakem süreci sırasında hakemlerin aşağıdaki hususları dikkate alarak değerlendirmelerini yapmaları beklenir.-Makale yeni ve önemli bir bilgi içeriyor mu?-Öz, makalenin içeriğini net ve düzgün bir şekilde tanımlıyor mu?-Yöntem bütünlüklü ve anlaşılır şekilde tanımlanmış mı?-Yapılan yorum ve varılan sonuçlar bulgularla kanıtlanıyor mu?-Alandaki diğer çalışmalara yeterli referans verilmiş mi?-Dil kalitesi yeterli mi?Hakemler, gönderilen makalelere ilişkin tüm bilginin, makale yayınlanana kadar gizli kalmasını sağlamalı ve yazar tarafında herhangi bir telif hakkı ihlali ve intihal fark ederlerse editöre raporlamalıdırlar. Hakem, makale konusu hakkında kendini vasıflı hissetmiyor ya da zamanında geri dönüş sağlaması mümkün görünmüyorsa, editöre bu durumu bildirmeli ve hakem sürecine kendisini dahil etmemesini istemelidir.Değerlendirme sürecinde editör hakemlere gözden geçirme için gönderilen makalelerin, yazarların özel mülkü olduğunu ve bunun imtiyazlı bir iletişim olduğunu açıkça belirtir. Hakemler ve yayın kurulu üyeleri başka kişilerle makaleleri tartışamazlar. Hakemlerin kimliğinin gizli kalmasına özen gösterilmelidir.

Makale gönderimi online olarak ve <a href="https://iupress.istanbul.edu.tr/tr/journal/sp/home" target="_blank">https://iupress.istanbul.edu.tr/tr/journal/sp/home</a><a href="http://istanbul.edu.tr:8080/tr/journal/sp/home" target="_blank"> </a>üzerinden yapılmalıdır. Gönderilen yazılar, yazının yayınlanmak üzere gönderildiğini ifade eden, makale türünü belirten ve makaleyle ilgili bilgileri içeren (bkz: Son Kontrol Listesi) bir mektup; yazının elektronik formunu içeren Microsoft Word 2003 ve üzerindeki versiyonları ile yazılmış elektronik dosya, Etik Kurul Onay Belgesi ve tüm yazarların imzaladığı <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a> eklenerek gönderilmelidir.1.    Web sayfası üzerinden başvuruyu gerçekleştiren yazar, değerlendirme ve yayın süreci boyunca iletişim kurulacak kişidir.2.    Makale taslağının hazırlanışı için MS Office Word programı ve .doc ya da .docx dosya formatı kullanılmalıdır. Tüm taslak; A4 sayfa boyutlarında, kenar boşlukları 3’er cm, yazı tipi 12 punto büyüklüğünde Times New Roman ve çift satır aralığı olacak şekilde düzenlenmelidir.3.   Makale taslağı yazar(lar)a dair hiçbir kişisel bilgi bulunmamasına özen gösterilerek- şu sırayla hazırlanmalıdır:3.1.    İlk sayfada 250-300 kelimelik bir makale özeti ve özetin altında 3-6 adet anahtar kelime olmalıdır.3.2.    İkinci sayfada 250-330 kelimelik İngilizce özet (abstract) ve özetin altında 3-6 adet anahtar kelime (keywords) yer almalıdır.3.3.    Üçüncü sayfada 1500-2000 kelimelik İngilizce genişletilmiş özet yer almalıdır. İngilizce genişletilmiş özet Türkçe makaleler için zorunludur. İngilizce makaleler için genişletilmiş özet istenmez.3.4.    Geniş özeti takiben yeni sayfadan itibaren makalenin ana metni, makalenin başlığıyla başlamalıdır. Başlığın altına parantez içinde kısa başlık yazılmalıdır.3.5.    Tüm makale özetler, ekler ve kaynakça hariç en fazla 8000 kelimeden oluşmalıdır. Eğer makale birden fazla çalışmayı içeriyorsa kelime sayısı artabilir.3.6.    Araştırma makaleleri giriş, yöntem, bulgular ve tartışma bölümlerini içermelidir. Giriş bölümüne ayrıca giriş başlığı yazılmasına gerek bulunmamaktadır. Derleme makalelerde konunun çerçevesini çizen bir giriş bölümü (giriş başlığı yazılmaksızın) ve bir tartışma bölümü yer almalıdır.3.7.    Bunların dışında yazar(lar), metnin akışında uygun gördükleri gibi başlık ve alt başlıklar oluşturabilir. Başlıklandırmada numara ya da harf sistemi kullanılmamalı, bunun yerine APA 7 versiyonundaki başlıklandırma sisteminden yararlanılmalıdır.3.8.    Ana metin içinde şekil ve tabloların yer alması gereken yerler, şekil ve tablo numaraları belirtilerek işaretlenmelidir (“Şekil 3. Buraya Yerleştirilmelidir” gibi). Tablolar APA 7 formatına göre hazırlanmalıdır.3.9.    Ana metinden sonra kaynakça kısmı ayrı bir sayfada başlamalıdır. Kaynakça, APA 7 formatı uyarınca düzenlenmeli ve dikkatlice kontrol edilmelidir. Kaynaklar, yazar soy ismine göre alfabetik sırayla sıralanmalıdır. Kaynakçada geçen her kaynak ana metinde, ana metinde geçen her atıf kaynakçada yer almalıdır.3.10.    Kaynakçadan sonra her biri ayrı bir sayfada olmak üzere sırasıyla şekil ve tablolar -başlıkları ve varsa açıklamalarıyla birlikte- yer almalıdır.4.    Makale taslağında Word programının “yazım denetimi” dışında -özellikle otomatik numaralandırma gibi- hiçbir otomatik metin düzenleme özelliği kullanılmamalıdır.5.    Makalelerin hakem sürecinden geçtikten sonraki nihai hali yayınlanmak üzere yukarıda açıklandığı gibi düzenlenmelidir. Özetten önce, bir <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B7C9B810EAAB4553A6A56D7BF29CB3FA" target="_blank">kapak sayfasına</a> makalenin başlığı, yazar(lar)ın ismi(isimleri), unvanları, kurum bilgileri, telefon, faks numaraları, e-mail adresleri eklenmelidir. 6.    Yayın evinden gelen yayın öncesi onay kopyası, iletişilen yazarla paylaşılır ve belirtilen süre içinde kontrol edilip dizgi hataları varsa rapor edilmesi istenir. Yazar(lar)ın kontrol ettiği bu kopya, dizgi hataları varsa düzeltildikten sonra editoryal ekibin son onayından geçerek yayınlanır.7.    Psikolojide ya da yakın alanlarda akademik çalışmalar yapmış tüm öğretim üyeleri Psikoloji Çalışmaları’nın hakemi olabilir. Hakemlik başvurusu için akademik özgeçmişinizi, baş editöre (<a href="mailto:sp@istanbul.edu.tr" target="_blank">sp@istanbul.edu.tr</a>) gönderebilirsiniz.

Yazım Kuralları

Makaleyi göndermeden önce Yazarlara Bilgi’yi lütfen okuyun ve aşağıdakilerin eksik olmadığından emin olun:Editöre mektup<ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin türü</li> <li style="text-align: left;">Başka bir dergiye gönderilmemiş olduğu bilgisi</li> <li style="text-align: left;">Sponsor veya ticari bir firma ile ilişkisi (varsa belirtiniz)</li> <li style="text-align: left;">Kaynakların APA 7’ye göre belirtildiği</li> <li style="text-align: left;">İngilizce yönünden kontrolünün yapıldığı</li> <li style="text-align: left;">Yazarlara Bilgide detaylı olarak anlatılan dergi politikalarının gözden geçirildiği</li> </ul> </ul><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a>Daha önce basılmış material (yazı-resim-tablo) kullanılmış ise izin belgesi<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B7C9B810EAAB4553A6A56D7BF29CB3FA" target="_blank">Makale kapak sayfası</a><ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin kategorisi</li> <li style="text-align: left;">Makalenin Tükçe ve İngilizce başlığı</li> <li style="text-align: left;">Yazarların ismi soyadı, unvanları ve bağlı oldukları kurumlar (üniversite ve fakülte bilgisinden sonar şehir ve ülke bilgisi de yer almalıdır), e-posta adresleri</li> <li style="text-align: left;">Sorumlu yazarın e-posta adresi, açık yazışma adresi, iş telefonu, GSM, faks nosu</li> <li style="text-align: left;">Tüm yazarların ORCID’leri</li> </ul> </ul>Makalenin ana metni<ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin Türkçe ve İngilizce başlığı</li> <li style="text-align: left;">Özetler 250-300 kelime Türkçe ve 250-300 kelime İngilizce</li> <li style="text-align: left;">Anahtar Kelimeler: 3-6 arası Türkçe ve 3-6 arası İngilizce</li> <li style="text-align: left;">Makale Türkçe ise, İngilizce genişletilmiş özet (Extended Abstract) 1500-2000 kelime</li> <li style="text-align: left;">Makale ana metin bölümleri</li> <li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li> <li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li> <li style="text-align: left;">Teşekkür (varsa belirtiniz)</li> <li style="text-align: left;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li> </ul> </ul>Makale Gönderme<ul type="disc"> <li style="text-align: left;">Makalenin gönderileceği DergiPark sayfası adresi: <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;">Yapılan başvurularda, çalışmanın sorumlu yazarının (corresponding author) hesabı kullanılmalıdır. Sorumlu yazarın dışındaki yazarların ya da çalışmada yazar olarak yer almayan bir başkasının hesabı kullanılmamalıdır. Başvuru ile ilgili bütün yazışmalar DergiPark sistemi üzerinden gönderilen elektronik posta ile sorumlu yazara iletilmektedir.</li> <li style="text-align: left;">Makale ana metninin dosyasını (Main Document)  yüklerken, çift taraflı kör hakem süreci gereği, bu dosyanın yazar kimliğini deşifre eden hiçbir unsur barındırmadığından emin olun. Makale ana metni dosyası (Main Document) başlık sayfasını (Title Page) içermemeli; yazar adı geçen ya da yazar adlarını ifşa edebilecek bölümler içermemeli (Örneğin: Teşekkür, her sayfada tekrar eden ve yazar adlarını içerebilen başlık).</li> </ul>Ayrı Ayrı Yüklemeniz gereken dosyalar<ul type="disc"> <li style="text-align: left;">Telif Hakkı Anlaşması Formu</li> <li style="text-align: left;">Resim, Tablo vb başka kaynaktan alındıysa izin belgesi</li> <li style="text-align: left;">Makale Kapak Sayfası</li><ul><li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li><li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li><li style="text-align: left;">Teşekkür (varsa belirtiniz)</li><li style="text-align: left;">Notlar: Makaleye konu olan çalışmanın daha önce bir kongrede sunulması ya da bir tez çalışmasından üretilmesi durumunda bu bilgi verilir.</li></ul> <li style="text-align: left;">Makale Ana Metni Dosyası  (Bu dosya aşağıdaki unsurları içermelidir)</li> </ul><ul type="disc"> <ul type="circle"> <li style="text-align: left;">Makalenin Türkçe ve İngilizce başlığı</li> <li style="text-align: left;">Özetler 250-300 kelime Türkçe ve 250-300 kelime İngilizce</li> <li style="text-align: left;">Anahtar Kelimeler: 3-6 arası Türkçe ve 3-6 arası İngilizce</li> <li style="text-align: left;">Makale Türkçe ise, İngilizce genişletilmiş Özet (Extended Abstract)  1500-2000 kelime</li> <li style="text-align: left;">Makale ana metin bölümleri</li> <li style="text-align: left;">Finansal Destek (varsa belirtiniz)</li> <li style="text-align: left;">Çıkar Çatışması (varsa belirtiniz)</li> <li style="text-align: left;">Kaynaklar</li> <li style="text-align: left;">Tablolar-Resimler, Şekiller (başlık, tanım ve alt yazılarıyla)</li><li style="text-align: left;">Varsa etik kurul onay formu</li></ul></ul><ul type="disc"> </ul>

Referans Stili ve FormatıPsikoloji Çalışmaları-Studies in Pscyhology, metin içi alıntılama ve kaynak gösterme için APA (American Psychological Association) kaynak sitilinin 7. edisyonunu benimser. APA 7. Edisyon hakkında bilgi için:-    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>Kaynakların doğruluğundan yazar(lar) sorumludur. Tüm kaynaklar metinde belirtilmelidir. Kaynaklar aşağıdaki örneklerdeki gibi gösterilmelidir.Metin İçinde Kaynak GöstermeKaynaklar metinde parantez içinde yazarların soyadı ve yayın tarihi yazılarak belirtilmelidir. Birden fazla kaynak gösterilecekse kaynaklar arasında (;) işareti kullanılmalıdır. Kaynaklar alfabetik olarak sıralanmalıdır.Örnekler:Birden fazla kaynak;(Esin ve ark., 2002; Karasar 1995)Tek yazarlı kaynak;(Akyolcu, 2007)İki yazarlı kaynak;(Sayıner ve Demirci, 2007, s. 72)Üç, dört ve beş yazarlı kaynak;Üç ve daha çok yazarlı kaynaklarda ilk kullanımda da geçerli olmak üzere; (Ailen ve ark., 2000) Kaynaklar Bölümünde Kaynak GöstermeKullanılan tüm kaynaklar metnin sonunda ayrı bir bölüm halinde yazar soyadlarına göre alfabetik olarak numaralandırılmadan verilmelidir.Kaynak yazımı ile ilgili örnekler aşağıda verilmiştir.Kitapa) Dergimize Gönderilen Makale Türkçe Dilinde Yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (<a href="http://8.bs/" target="_blank" style="font-style: italic;">8. bs</a>). 3A Eğitim Danışmanlık Ltd.<div>Kamien, R. ve Kamien, A. (2014). Music: An appreciation. McGraw-Hill Education.</div>b) Türkçeye Çevrilmiş Kitap:Mucchielli, A. (1991). Zihniyetler (A. Kotil, Çev.). İletişim Yayınları. (Orijinal eserin basım tarihi 1990, 7. Baskı)c) Editörlü KitapÖren, T., Üney, T. ve Çölkesen, R. (Ed.). (2006). Türkiye bilişim ansiklopedisi. Papatya Yayıncılık.d) Çok Yazarlı Türkçe KitapTonta, Y., Bitirim, Y. ve Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme. Total Bilişim.e) Dergimize Gönderilen makale İngilizce dilinde yazıldıysa Kitap Referansı:Karasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. 3A Eğitim Danışmanlık Ltd.Kamien, R., &amp; Kamien, A. (2014). Music: An appreciation. McGraw-Hill Education.f) Dergimize gönderilen makale Türkçe dilinde yazıldıysa Kitap İçerisinde Bölüm:Bassett, C. (2006). Cultural studies and new media. G. Hall ve C. Birchall (Ed.), New cultural studies: Adventures in theory içinde (s. 220–237). Edinburgh University Press.g)  Dergimize gönderilen makale İngilizce dilinde yazıldıysa Kitap İçerisinde BölümBassett, 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.Erkmen, 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) Yayımcının ve Yazarın Kurum Olduğu YayınTürk Standartları Enstitüsü. (1974). Adlandırma ilkeleri. Yazar.Makalea) Dergimize Gönderilen Makale Türkçe Dilinde Yazıldıysa Makale Referansı:Mutlu, B. ve Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri. İstanbul Üniversitesi Florence Nightingale Hemşirelik Dergisi, 15(60), 179–182.b) Dergimize Gönderilen Makale İngilizce Dilinde Yazıldıysa Makale Referansı:de 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) Yirmiden Fazla Yazarlı MakaleKalnay, 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) DOI’si Olmayan Online Edinilmiş MakaleAl, U. ve Doğan, G. (2012). Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü tezlerinin atıf analizi. Türk Kütüphaneciliği, 26, 349–369. Erişim adresi: http://www.tk.org.tr/e) DOI’si Olan MakaleTurner, 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 Olarak Yayımlanmış MakaleSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/a45d7867g) Popüler Dergi MakalesiSemercioğlu, C. (2015, Haziran). Sıradanlığın rayihası. Sabit Fikir, 52, 38–39.Tez, Sunum, Bildiria) Türkçe TezlerSarı, E. (2008). Kültür kimlik ve politika: Mardin’de kültürlerarasılık. (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi.b)Ticari Veritabanında Yer Alan Yüksek Lisans Ya da Doktora TeziVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses. (UMI No. 9943436)c) Kurumsal Veritabanında Yer Alan İngilizce Yüksek Lisans/Doktora TeziYaylalı-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) Web’de Yer Alan İngilizce Yüksek Lisans/Doktora TeziTonta, 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) Dissertations Abstracts International’da Yer Alan Yüksek Lisans/Doktora TeziAppelbaum, 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) Sempozyum KatkısıKrinsky-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 American Psychological Association meeting, Orlando, FL.g) Online Olarak Erişilen Konferans Bildiri ÖzetiÇınar, M., Doğan, D. ve Seferoğlu, S. S. (2015, Şubat). Eğitimde dijital araçlar: Google sınıf uygulaması üzerine bir değerlendirme [Öz]. Akademik Bilişim Konferansında sunulan bildiri, Anadolu Üniversitesi, Eskişehir. Erişim adresi: http://ab2015.anadolu.edu.tr /index.php?menu=5&amp;submenu=27h) Düzenli Olarak Online Yayımlanan BildirilerHerculano-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) Kitap Şeklinde Yayımlanan BildirilerSchneider, 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 içinde (s. 134–140). Cham, İsviçre: Springer.http://dx.doi.org/10.1007/978-3-319-03919-0j) Kongre BildirisiÇepni, S., Bacanak A. ve Özsevgeç T. (2001, Haziran). Fen bilgisi öğretmen adaylarının fen branşlarına karşı tutumları ile fen branşlarındaki başarılarının ilişkisi. X. [Sözlü Sunum] Ulusal Eğitim Bilimleri Kongresi Abant İzzet Baysal Üniversitesi, Bolu.Diğer Kaynaklara) Gazete YazısıToker, Ç. (2015, 26 Haziran). ‘Unutma’ notları. Cumhuriyet, s. 13.b) Online Gazete YazısıTamer, M. (2015, 26 Haziran). E-ticaret hamle yapmak için tüketiciyi bekliyor. Milliyet. Erişim adresi: http://www.milliyet.com.trc) 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 Ansiklopedi/SözlükBilgi mimarisi. (2014, 20 Aralık). Vikipedi içinde. Erişim adresi: http://tr.wikipedia.org/wiki/Bilgi_mimarisiMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastRadyo ODTÜ (Yapımcı). (2015, 13 Nisan). Modern sabahlar [Sesli Podcast Bölümü]. http://www.radyoodtu.com.tr/f) Bir Televizyon Dizisinden Tek Bir BölümShore, D. (Senarist), Jackson, M. (Senarist) ve Bookstaver, S. (Yönetmen). (2012). Runaways [Televizyon dizisi bölümü]. D. Shore (Baş yapımcı), House M.D. içinde. New York, NY: Fox Broadcasting.g) Müzik KaydıSay, F. (2009). Galata Kulesi. İstanbul senfonisi [CD] içinde. İstanbul: Ak Müzik.

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<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/E51F3CD5466F4402BCA88F30B3132DB4" target="_blank">Telif Hakkı Anlaşması Formu</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B7C9B810EAAB4553A6A56D7BF29CB3FA" target="_blank">Makale kapak sayfası</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/B7DB8E8AEB6B495EB0134E1E8EAA7BD5" target="_blank">Yazar Formu</a>

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