Date of July 15th 2016 has distinct place into history of Turkish Republic and individuals witnessed the event. Such events like July 15th 2016 influencing the nation turn into memories that remember with confusion and intense emotions. These memories code as flashbulb in minds. The goal of the project is that seeing the effect of flashbulb over Turkish society and detecting the influential factors (level of stress/anxiety, personality characteristics, whether an individual went outside or stayed at home during the event night, etc.) of the flashbulb. This research goals to examine finding to possible differences among three conducting interviews (July 22nd 2016, October 15th 2016, and July 15th 2017).​
​​​Collective Memory
Throughout the history of Turkish Republic, the events which deeply affect society and make the feelings such as astonishment, joy, sorrow awaken are encoded and they are remembered with intense emotions. The memories that are shared by societies is called collective memory. The aim of this study which is conducted with the collaboration of Boğaziçi University is acquiring information about which events are perceived as important by people who live in Turkey and obtaining data how memories of these events are (positive/negative etc.) encoded.​


​​​Digital False Memory
Non-believed memory (NBM) is a recently investigated phenomenon that is characterized by a dissociation between memory and belief, whereby an event may be recollected in vivid detail and with memory-like qualities, but the belief that it actually happened has been degraded or relinquished (Mazzoni, Scoboria & Harvey, 2010). My current study is aiming to examine the possibility of inducing NBM, its behavioral consequences and the role of "belief period" in the creation and/or maintenance of NBM memory traces. 
​​​Death Perception
Founded under the roof of İstanbul Şehir University Cognitive Psychology Lab and Development & Psychopathology Lab, Child and Concept Team aims to do research about abstract and concreate concepts’ development in children and contribute to the accumulated knowledge in the area. The team has an ongoing research focusing on the concept development about life circle, death, continuation of biological functions) at children aged between 4-9. The research is supervised by the head of the Psychology Department Assist. Prof. Reyyan Bilge and Assist. Prof. Fatıma Tuba Yaylacı also supports the study.
​​​Tunnel Memory for Traumatic Events
This research investigates the way people remember trauma-like events. Tunnel memory accounts suggest that traumatic events, or events with high negative valance, are remembered from a focused, narrower perspective. In other words, people lose the information in periphery when they recall negative events. One suggested explanation for its underlying mechanism is that people focus their attention to the central items when they experience (or observe) a negative event thereby missing the information in the periphery. This might be because of the arousal elicited by the event's negativity. In our research, we tested the arousal hypothesis for the tunnel memory for trauma-like events by using physiological measures such as skin-conductance responses (SCR) and heart-rate variability (HRV) as well as behavioral measures. The behavioral findings were presented at the 57th Annual Meeting of the Psychonomic Society in November, 2016, Boston, MA.​ For ​poster, click here


​​​STEM - Education and Spatial Knowledge
We all process simple or complex spatial information in a way. However, some people use spatial information, understand where we are located within the vast area of space or perceive the relationship between objects and environments better than others. Why do people process the same spatial information differently?
Dr. Bilge, with this research, aims to investigate overarching questions such as commonly used mechanisms across small- and large-scale spatial information processing. Findings on representation of spatial knowledge; whether it be survey-centered or landmark-centered, relations between habitual spatial thinking and cognitive strategies, change in strategies for different stimuli, and effect of extensive training on habitual thinking styles will provide valuable information to the existing literature, and will be applicable to other areas such education. Changes in habitual thinking styles, as predicted, will be beneficial for science, technology, engineering, and math (STEM) education in the long run, thus will help shape the future of the country in career opportunities and economic development.​