Long-term effects of early intervention: Turkish low-income mothers and children

By Ç. Kâğıtçıbaşı, D. Sunar, S. Bekman. 2001

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Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later (2009, methodology): “…of trained mothers may have better social adjustment because they experienced more positive mother–child relationships than the children of non-trained mothers (Kagitcibasi et al., 2001), thus developing more adaptive mental models of interpersonal relationships (Johnson, Dweck, & Chen, 2007).”
Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, background): “Many use IQ tests, standardized achievement tests, and even grades as interchangeable measures of “cognitive (14)See, for example, Kemple and Willner (2008) and Roder and Elliot (2011).”
The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention (2005, methodology): “Baker, Piotrkowski, and Brooks-Gunn (1998) provided two comparisons based on a US Hippy programme, Kagitcibasi et al. (2001) provided three comparisons based on a Turkish Hippy adaptation, and Van Tuijl, Leseman, and Rispens (2001) provided two comparisons based on a redesign of a former Dutch…”
Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success (2014, background): “Kautz and Zanoni (2014) use early measures of behavior in school to predict graduation and college attendance.”