The longitudinal investigation of social cognition of infants in institutional care: Turkish Care Types Study.

Gölcük, Merve
Kazak Berument, Sibel
Ertekin, Zeynep
Institutionalization is seen as a risk factor for intellectual, social, perceptual, physical and emotional development (MacLean, 2003). Although the care quality of institutions has an impact on child development, children’s innate characteristics like temperament may influence the susceptibility of those children to these conditions or contexts (Belsky, 1997; 2005; Ellis & Boyce, 2011). Therefore, the first aim of the current study was to compare the growth rate of gaze following and joint attention developments between institutionally reared and biological-family reared infants. The second aim of the study was to test the moderating role of temperamental characteristics in the growth rates of gaze following and joint attention across groups.Children were tested at three waves with four-month intervals. Data were collected from 75 infants reared in institutions, 65 infants reared by their biological families. The age of the infants ranged between 9 to 18 months (M= 12.24, SD=2.70) at wave one. In order to assess temperamental characteristics (perceptual sensitivity, soothability, and falling reactivity/rate of recovery from distress), caregivers completed Infants’ Behavior Questionnaire-standard form (IBQ: Gartstein & Rothbart, 2003) at wave 1. Joint attention (Mundy, Block, Delgado, Pomares, van Hecke, & Parlade, 2007) and gaze following (Theuring, Gredebäck, & Hauf, 2007) of children were measured at three waves. Gaze following scored for “gaze direction” and “proportional fixation of the target toy”. Joint attention was scored for initiating joint attention (IJA) while the toy is active, initiating joint attention while the toy is inactive, and responding joint attention (RJA).Hierarchical Linear Modeling (HLM) was performed and time was centered at around wave 1. Table 1 summarizes the HLM results of joint attention. Linearity is checked for the data and IJA was found linear but RJA was found quadratic. Time 1 results for IJA-toy is active showed that biological family group was marginally better at IJA compared to institutionalized children (p = .08). When the toy is inactive, children having lower levels of soothability showed better IJA. A two-way interaction between biological family group and frustration was found significant (p = .002). Children with low frustration who come from the biological group showed better performance at IJA compared to children staying in institutions (t = 2.82, p = .01). Children with high frustration did not show any difference at IJA across the two groups (t = -1.20, p = .23). Further, Time 1 results of RJA showed that older children (p = .03) and children with high perceptual sensitivity (p < .05) showed high performance at RJA. Linear change of biological group*frustration was marginally significant in IJA-toy is active over time (p < .10). Simple slope analysis showed that (Sibley, 2008) children with low levels of frustration and staying in institutions had a better growth rate in developing IJA over time (see Figure 1). Data analysis of gaze following task is in progress will be presented. Table 1. Fixed and Randon effects Estimates of Predictors of Joint Attention


A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education
Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01)
This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
The Role of emotions and emotion regulation in the system justification process
Solak, Nevin; Sümer, Nebi; Jost, John T.; Department of Psychology (2015)
The studies of emotions and emotion regulation from the social psychological perspective have been dominated by two general approaches, namely, individual and group-based research perspectives (e.g., Frijda, 1986; Gross, 2014; Halperin, 2014; Smith, Seger, & Mackie, 2007). Considering that emotions cannot only be limited to the individual- and the group-level contexts, the system-level dynamics (Stangor & Jost, 1997) should be examined to better understand their impacts on both individual and society. Drawi...
The development of narrative skills in Turkish-speaking children: A complexity approach
Ögel Balaban, Hale; Hohenberger, Annette (Public Library of Science (PLoS), 2020-5-6)
The present study examines the development of plot, evaluative and syntactic complexity in children's narratives and its relationship with gender, ToM, executive function and linguistic recursive ability. One hundred and five Turkish-speaking children distributed across 4 age groups (four-, five-, seven-eight-, and ten-eleven-year-olds) and 15 adults participated in (a) Elicitation of Narratives Task, (b) Emotional Stroop Task, (c) First- or Second-Order ToM Task (depending on their age), (d) Real-Apparent ...
The effects of self-control and social influence on academic dishonesty: an experimental and correlational investigation
Coşkan, Canan; Öner Özkan, Bengi; Department of Psychology (2010)
The present study aimed to integrate situational and dispositional perspectives on the investigation of unethical and dishonest behavior through an experimental and a correlational study. More explicitly, the current study explored the effects of state self-control and social influence on cheating, and investigated the trait self control and conformity as predictors of academic dishonesty. Two preliminary studies were conducted. First, a pilot study with 230 undergraduate students was conducted to assess th...
The Relationship between working memory, English (L2) and academic achievement in12-14 year-old Turkish students : the effect of age and gender
Çalışkanel, Gamze; Cedden, Gülay; Department of English Literature (2013)
The aim of this thesis is to investigate the relationship between working memory, English as a second language and academic achievement of secondary school students between the ages of 12-14. The study also examines the effects of age and gender factors on working memory capacity and its relation with academic attainments. Data were collected from 12-14 year-old children (N=54) in two state secondary schools in Kırşehir, Turkey. Verbal working memory was assessed by a reading span (RS) test and a backward d...
Citation Formats
M. Gölcük, S. Kazak Berument, and Z. Ertekin, “The longitudinal investigation of social cognition of infants in institutional care: Turkish Care Types Study.,” Maryland, Amerika Birleşik Devletleri, 2019, p. 315, Accessed: 00, 2021. [Online]. Available: