[Is "social heritage" hereditary?].
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Previous studies have indicated structural language differences favoring the noninstitutionalized retarded when compared to matched institutionalized retarded children. In this study, a sociological and psychological deficit hypothesis for institutional retardates was explored by using a verbal content analysis system. Unstructured speech samples from 20 institutionalized and 20 noninstitutionalized retarded children were employed using the computerized General Inquirer System and the Harvard III Psychosociological Dictionary. Differences were found between the groups but all except two were negated or attenuated by additional extended manual analysis treatments. The findings of this study do not support a psychological or sociological deficit hypothesis for institutionalized educable retardates as measured by this content analysis system.
The present study, using a sample of Turkish children, aimed to test two attachment-theory predictions: (a) institution-reared children who were separated from their parents at an early age are less likely to have secure attachment schemata than children from two-parent families, and (b) depressive schemata are positively related to insecure attachment schemata and negatively related to secure attachment schemata. Following a systems-theory perspective, we also predicted that the relationship between depression and attachment styles would be stronger for institution-reared children than for children from two-parent families. Hazan and Shaver's (1987) attachment-style items and the Beck Depression Inventory were administered to 20 institution-reared and 20 parent-reared boys by a female interviewer. The results supported the first two predictions of the study.
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