Normative and emotional responses in a peer conflict paradigm : a developmental study on 3- and 5- year old Turkish children

Köksal, Özgün
The purpose of the study is to investigate the development of normative understanding and its relation to emotional states. Two samples of late 3- and 5-year-old Turkish pre-school children were studied. We adopted a peer conflict paradigm in which we taught two children conflicting rules for playing a game and asked them to play the game together, later (incompatible condition). Since children had learned different rules we expected them to protest when their partners played the game with a different rule. Results revealed that both 3- and 5-year-old children were competent at understanding the normative force of the rules. Yet, they did this in a context-sensitive manner. While they protested their partner in the incompatible condition, they did not protest when their partner performed the same action in a different game context where both rules had been taught to children as two alternative ways of playing (compatible condition). Moreover, we investigated children’s emotional states – especially annoyance and anger – throughout their interactions. We found a different pattern between 3- and 5-year-olds: 3-year-olds were more annoyed and angry in the incompatible condition than compatible condition. On the other hand, 5-year-olds’ emotional state of being annoyed/angry was not found to be different in the compatible and incompatible condition. Summing up the evidence from normative and emotional responses, even though 5-year-olds protested significantly more in the incompatible than compatible condition, they were not more ‘annoyed and angry’. Furthermore, to investigate the possible related mechanisms of normative understanding, we conducted theory of mind and executive functioning tests and collected temperamental and emotion regulation characteristics by questionnaires completed by mothers. Yet, none of these variables were found to be related with normative responses of children when age was factored out in a linear regression model.


Academic achievement and peer relationship of children in care: the moderator role of temperament and social support
Erel Gözağaç, Sema; Kazak Berument, Sibel; Department of Psychology (2018)
The present study aimed to investigate whether children in care differ from home- reared children in academic achievement and peer relationships and to examine the factors underlying individual differences in these developmental outcomes. Perceived social support and negative affect were taken as moderators. The present study included 365 children; 142 of them were from residential care settings, and 223 of them were selected from the classrooms that these youngsters were attending. Child- Adolescent Social...
Socio-Spatial Politics of Otherness: The Desire to Construct a Counterhegemony
Yoltay, Ece (2019-03-01)
This study is based on an empirical research to understand the production of nongovernmental spatial practices and representations with a counterformation to an authority, as well as an ontological discussion on the relations between public space and power. In this respect, the study is constructed on an alternative spatial reading of counterspaces (LGBTI-friendly spaces, political spaces, and resistance spaces) in the capital of Turkey, Ankara, benefiting from Henri Lefebvre’s theory on the production of s...
Decisions and justifications of Turkish children about social exclusion/inclusion concerning gender, disadvantaged groups and aggressiveness in relation to age and prosocial behaviour
Gönül, Buse; Şahin Acar, Başak; Department of Psychology (2014)
The main aim of the current study is to explore children’s decision and justification patterns on social exclusion and inclusion, across gender, disadvantaged groups, and aggressiveness themes in different social contexts. In order to have a complementary insight about the issue, the predictive role of individual factors, as age and prosocial behavior were also examined. 150 children from two age groups of 10 and 13 completed a questionnaire, including three tasks as; forced-choice questions about daily int...
The Understanding of nomativity and free will in games: a developmental study on 2- and 3- year old Turkish children
Tunçgenç, Bahar; Hohenberger, Annette Edeltraud; Department of Cognitive Sciences (2012)
This study investigated the understanding of normativity and free will from a developmental perspective. Being a new field of investigation, there is not much research conducted which points to different aspects of normativity. Current study, therefore, aimed to assess Turkish children’s normative development on a sample of 2 and 3 years old in the context of games. It was expected, first, that children would show more protest when there is a norm violation. Moreover, older children would show more normativ...
Social, cognitive and emotional strategies in the grief process
Aksöz Efe, İdil; Erdur Baker, Özgür; Department of Educational Sciences (2015)
The purpose of this study is to examine the influence of meta-mood processes, emotion regulation strategies, ruminative responses and perceptions of social constraints of bereaved individuals on their grief process. The sample of the study consisted of 708 bereaved adults, who had an experience of loss in the last five years. The Two-Track Model of Bereavement Questionnaire, Social Constraints Scale, Trait Meta-Mood Scale, Ruminative Responses Scale and Emotion Regulation Questionnaire were administered in ...
Citation Formats
Ö. Köksal, “ Normative and emotional responses in a peer conflict paradigm : a developmental study on 3- and 5- year old Turkish children,” M.S. - Master of Science, Middle East Technical University, 2012.