Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1926

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Citation - WoS: 30
Citation - Scopus: 27
Drivers of Cultural Success: the Case of Sensory Metaphors
(Amer Psychological Assoc, 2015) Berger, Jonah; Akpınar, Ezgi
Why do some cultural items catch on and become more popular than others? Language is one of the basic foundations of culture. But what leads some phrases to become more culturally successful? There are multiple ways to convey the same thing and phrases with similar meanings often act as substitutes, competing for usage. A not so friendly person, for example, can be described as unfriendly or cold. We study how the senses shape cultural success, suggesting that compared with their semantic equivalents (e.g., unfriendly person), phrases which relate to senses in metaphoric ways (e.g., cold person) should be more culturally successful. Data from 5 million books over 200 years support this prediction: Sensory metaphors are used more frequently over time than are their semantic equivalents. Experimental evidence demonstrates that sensory metaphors are more memorable because they relate more to the senses and have more associative cues. These findings shed light on how senses shape language and the psychological foundations of culture more broadly.
Citation - WoS: 17
Citation - Scopus: 19
Stay Motivated and Carry On: a Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates
(Amer Psychological Assoc, 2024) Fong, Carlton J.; Altan, Servet; Gonzales, Cassandra; Kirmizi, Mehmet; Adelugba, Semilore F.; Kim, Yeo-eun
Motivational regulation, or the way learners purposefully initiate, maintain, or supplement their willingness for task engagement and completion, has been an important area of research in educational psychology. However, despite the surge of research on this topic, it remains unclear how specific motivational regulation strategies relate to learners' academic performance, motivation, and other forms of self-regulation. Based on findings from 55 studies (67 unique samples), we found a range of positive correlations among 10 types and subtypes of motivational regulation strategies and the following variables: academic achievement (rs = .01-.15), motivation (effort, rs = .11-.52; value perceptions, rs = .21-.35; and competence beliefs, rs = .22-.40), and self-regulation (cognitive, rs = .28-.51; behavioral, rs = .10-.33). Moderator results indicated that the magnitudes of associations among motivational regulation strategies and achievement and self-regulation varied by grade level and geographic region. Intercorrelations among motivational regulation strategies indicated wide-ranging degrees of overlap across strategies. Using meta-analytic structural equation modeling, we explored how motivational regulation strategies indirectly related to achievement through motivational beliefs and how self-regulatory factors were precursors to motivational regulation. Our meta-analytic findings shed light upon which motivational regulation strategies might be most adaptive for academic achievement, motivation, and self-regulation, and identified for whom and under what circumstances specific strategies can be most adaptively used.
Citation - WoS: 18
Citation - Scopus: 20
Working Memory Regulates Trait Anxiety-Related Threat Processing Biases
(Amer Psychological Assoc, 2017) Booth, Robert W; Sharma, Dinkar; Mackintosh, Bundy
High trait anxious individuals tend to show biased processing of threat. Correlational evidence suggests that executive control could be used to regulate such threat-processing. On this basis, we hypothesized that trait anxiety-related cognitive biases regarding threat should be exaggerated when executive control is experimentally impaired by loading working memory. In Study 1, 68 undergraduates read ambiguous vignettes under high and low working memory load; later, their interpretations of these vignettes were assessed via a recognition test. Trait anxiety predicted biased interpretation of social threat vignettes under high working memory load, but not under low working memory load. In Study 2, 53 undergraduates completed a dot probe task with fear-conditioned Japanese characters serving as threat stimuli. Trait anxiety predicted attentional bias to the threat stimuli but, again, this only occurred under high working memory load. Interestingly however, actual eye movements toward the threat stimuli were only associated with state anxiety, and this was not moderated by working memory load, suggesting that executive control regulates biased threat-processing downstream of initial input processes such as orienting. These results suggest that cognitive loads can exacerbate trait anxiety-related cognitive biases, and therefore represent a useful tool for assessing cognitive biases in future research. More importantly, since biased threat-processing has been implicated in the etiology and maintenance of anxiety, poor executive control may be a risk factor for anxiety disorders.

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