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5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği

Yıl 2018, Cilt: 14 Sayı: 2, 187 - 214, 29.06.2018
https://doi.org/10.17244/eku.427280

Öz



Bu çalışmada 5-10 yaş grubundaki çocukların çalışma
belleği performansının belirlenmesine yönelik geliştirilmiş olan Çalışma
Belleği Ölçeği’nin geçerlik ve güvenirliğinin incelenmesi amaçlanmıştır. Ölçek
sözel/görsel kısa süreli bellek ve sözel/görsel çalışma belleği olarak toplam
dört boyutta dokuz alt ölçek ile değerlendirme yapmaktadır. İlişkisel tarama
modellerinden korelasyonel türde desenlenen bu çalışmanın örneklemini toplam
1494 çocuk oluşturmaktadır. Çocukların 634’ü iki aşamada gerçekleştirilen
deneme uygulamasında, 860’ı ise esas uygulamada yer almıştır. Tüm çocuklara
Çalışma Belleği Ölçeği uygulanmıştır. Ölçeğin uzman görüşleri ile kapsam
geçerliğine sahip olduğu belirlenmiş ve elde edilen veriler üzerinden yapı
geçerliğini belirlemek amacıyla açımlayıcı çalışmalardan Temel Bileşenler
Analizi (TBA) ile kümeleme analizi, doğrulayıcı çalışmalardan Doğrulayıcı
Faktör Analizi (DFA) yürütülmüştür. Ayırıcılık çalışmalarında nokta çift serili
korelasyon katsayısı ile maddelere ilişkin deneme toplam puan korelasyonları
hesaplanmış, ölçüt geçerliği çalışmaları için akademik başarı ölçekleri
kullanılmıştır. Çalışmanın güvenirliğine yönelik olarak test tekrar test
yöntemine dayalı güvenirliğini incelemek amacıyla Pearson Momentler Çarpımı Korelasyon
Katsayısı, test yarılama yöntemine dayalı Cronbach Alpha iç tutarlık katsayısı
hesaplanmıştır. Çalışmanın bulguları Çalışma Belleği Ölçeğinin geçerli ve
güvenilir bir araç olarak alanda kullanılabileceğini göstermiştir.




Kaynakça

  • Adams, W., & Sheslow, W. (2003). Wide range assessment of memory and learning (2nd ed.). Wilmington, DE: Wide Range. Akoğlu, G. (2011). Gelişimsel dil bozukluğu olan ve normal gelişim gösteren çocuklarda sözdizimini anlama becerileri ile sözel çalışma belleği ilişkisinin incelenmesi (Yayınlanmış Yüksek lisans tezi). Ankara Üniversitesi, Ankara.
  • Akoğlu, G. & Acarlar, F. (2014). Gelişimsel dil bozukluklarında söz dizimi anlama ve sözel çalışma belleği ilişkisinin incelenmesi. Türk Psikoloji Dergisi, 29 (73), 89-103.
  • Alloway, T. P., & Alloway R. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
  • Alloway, T. P., & Archibald, L. M. D. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal Of Learning Disabilities, 3, 251- 262.
  • Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2008). Evaluating the validity of the automated working memory assessment. Educational Psychology, 28(7), 725-734.
  • Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short‐term and working memory in children: Are they separable?. Child development, 77(6), 1698-1716.
  • Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of experimental child psychology, 87(2), 85-106.
  • Alp, E., & Özdemir, B. (2007). Çocuklarda akıcı zekanın (gf) bilgi işleme hızı, kısa süreli bellek ve çalışma belleği kapasitesi ile ilişkisi. Türk Psikoloji Dergisi, 22 (60), 1-15.
  • Altun, A., & Çevik, V. (2012). Çoklu ortam tabanlı bir görev ile çalışma belleğinin ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 1, 32-40.
  • Archibald, L. M., & Gathercole, S. E. (2006). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265-277.
  • Babayiğit, S., & Stainthorp, R. (2009). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Read Writ, 23, 539- 568.
  • Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 1, 169- 189.
  • Baddeley, A., & Wilson, B. A. (1994). When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia, 32(1), 53-68.
  • Baddeley, A. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology: Section A, 49(1), 5-28.
  • Baddaley, A. (2000). The episodic buffer: a new component of working memory. Trends in Cognitive Sciences, 11, 417- 422.
  • Baddaley, A. (2006). Working memory: An overview. S. Pickering (Ed.). Working memory and education. (p. 1-31). Academic Press.
  • Baddeley, A. (2007). Working memory, thought, and action (Vol. 45). OUP Oxford.Baddeley, A., Gathercole, S., ve Papagno, C. (1998). The phonological loop as a language learning device. Psychological review, 105(1), 158.
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47-89.
  • Baddaley, A., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 4, 485-493.
  • Baddaley, A., & Logie, R. H. (1999). Working memory: The multiple component model. A. Miyake ve P. Shah (Eds.). Models of Working Memory: Mechanisms Of Active Maintenance And Executive Control. (p. 28- 61). Cambridge University Press.
  • Berninger, V. W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. Academic Press.
  • Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273–293.
  • Ciappe, P., Hasher, L., & Siegel, L. (2000). Working memory, inhibitory control and reading disability. Memory and Cognition, 28(1), 8-17.
  • Clair-Thompson, L. H., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal Of Experımental Psychology, 59(4), 745–759.
  • Cohen, M. (1997). Children’s memory scale (CMS). San Antonio: The Psychological Corporation.
  • Crain, S., Shankweiler, D., Macaruso, P., & Bar-Shalom, E. (1990). Working memory and comprehension of spoken sentences: Investigations of children with reading disorder. In G. Vallar & T. ShaIlice (Eds.), Neuropsychological impairments of short-term memory. Cambridge, U. K.: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
  • Dehn, M. (2008). Working memory and academic learning: Assessment and intervention. New Jersey. John Wiley and Sons, İnc., Hoboken.
  • Dehn, M. (2010). Long- term memory problems in children and adolescens: Assessment, intervention and effective instruction. New Jersey. John Wiley and Sons, İnc., Hoboken.
  • De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with reading disabilities and/or mathematical disabilities. Journal of learning disabilities, 46(5), 461-472.
  • Doğan, M. (2011). İşitme kayıplı çocukların ve normal işiten çocukların çalışma belleği ve kısa süreli bellek yönünden incelenmesi (Doktora tezi). Anadolu Üniversitesi, Eskişehir.
  • Engle, R. W. (1996). Working memory and retrieval: An inhibition-resource approach. In J. T. E. Richardson, R. W. Engle, L. Hasher, R. H. Logie, E. R. Stoltzfus, & R. T. Zacks (Eds.), Working memory and human cognition (pp. 89-119). New York: Oxford University Press.
  • Engle, R. W. (2002). Working memory capacity as executive attention. Current directions in psychological science, 11(1), 19-23.
  • Gathercole, S. E. (1999). Cognitive approaches to the development of short-term memory. Trends in cognitive sciences, 3(11), 410-419.
  • Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2006). Working memory in children with reading disabilities. Journal of experimental child Psychology, 93(3), 265-281.
  • Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122.
  • Gathercole, S. E., & Pickering, S. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177-194.
  • Gathercole, S. E., Pickering, S., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18,1–16.
  • Geary, D. C., Hoard, M. K., Byrd‐Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child development, 78(4), 1343-1359.
  • Harrison, T. L., Shipstead, Z., & Engle, R. W. (2015). Why is working memory capacity related to matrix reasoning tasks?. Memory ve cognition, 43(3), 389-396.
  • Holmes, J., & Adams, J. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 3, 339–366.
  • Hu, Y., Hitch, G. J., Baddaley, A.D., Zhang, M., & Allen, R. J. (2014) Executive and perceptual attention play different roles in visual working memory: Evidence from suffix and strategy effects. Journal of Experimental Psychology, 4, 1665- 1678.
  • Jerman, O., Reynolds, C., & Swanson, H. L. (2012). Does growth in working memory span or executive processes predict growth in reading and math in children with reading disabilities?. Learning Disability Quarterly, 35(3), 144-157.
  • Kafadar, H. (2004). Akıcı zekanın performans zeka, sözel zeka, yönetici işlevler, çalışma belleği, seçici dikkat ve kısa süreli bellek süreçlerinden yordanması (Doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Karakelle, S., & Ertuğrul, Z. (2012). Zihin kuramı ile çalışma belleği, dil becerisi ve yönetici işlevler arasındaki bağlantılar küçük (36-48ay) ve büyük (53-72ay) çocuklarda farklılık gösterebilir mi? Türk Psikoloji Dergisi, 27 (70), 1-21.
  • Kesikçi, H., & Amado, S. (2005). Okuma güçlüğü olan çocukların fonolojik bellek, kısa süreli bellek ve WISC-R ölçeği puanlarına ait bir inceleme. Türk Psikoloji Dergisi, 20 (55), 99-110.
  • Kroesbergen, E. H., Van’t Noordende, J. E., & Kolkman, M. E. (2012). Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology, 1, 23–37.
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  • Pimperton, H., & Nation, K. (2014). Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory. Journal of learning disabilities, 47(3), 199-207.
  • Rajendran, G., Alloway, T. P., & Archibald, L. (2009). Working memory in children with developmental disorders. Journal of Learning Disabilities, 42(4), 372-382.
  • Reynolds, C. R., & Voress, J. K. (2007). Ölçek of Memory and Learning (2nd ed.). Austin: TX: PRO-ED.
  • Ricker, T. J., & Cowan, N. (2014). Differences between presentation methods in working memory procedures: A matter of working memory consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 417.
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Validity and Reliability of the Working Memory Scale for Children Aged 5-10 Years

Yıl 2018, Cilt: 14 Sayı: 2, 187 - 214, 29.06.2018
https://doi.org/10.17244/eku.427280

Öz

In
this study, it was aimed to examine the reliability and validity of the Working
Memory Scale developed to determine the performance of working memory for
children in the age group of 5-10 years. The scale evaluates with nine subtests
in total four dimensions as verbal / visual short-term memory and verbal /
visual working memory. A correlational model from relational screening models
was used in the study. A total of 1494 children constituted the sample, 634 of
whom were involved in the two trial stages and 860 were involved in the main
application. All children were administered the Working Memory Scale.  Content validity of the scale was examined by
means of expert opinions. To determine the construct validity a principal
content analysis, a cluster analysis and a confirmatory factor analysis were
performed.  For the discriminant validity,
point-biserial correlation coefficients and the item-total score correlations
were calculated. Academic Achievement Scales were used for criterion validity.
In order to determine the test-retest reliability, a Pearson product-moment
correlation coefficient was calculated while a Cronbach’s alpha internal
consistency coefficient was calculated for the split-half reliability. The
findings of the study show that the Working Memory Scale can be used in the
field as a valid and reliable tool.

Kaynakça

  • Adams, W., & Sheslow, W. (2003). Wide range assessment of memory and learning (2nd ed.). Wilmington, DE: Wide Range. Akoğlu, G. (2011). Gelişimsel dil bozukluğu olan ve normal gelişim gösteren çocuklarda sözdizimini anlama becerileri ile sözel çalışma belleği ilişkisinin incelenmesi (Yayınlanmış Yüksek lisans tezi). Ankara Üniversitesi, Ankara.
  • Akoğlu, G. & Acarlar, F. (2014). Gelişimsel dil bozukluklarında söz dizimi anlama ve sözel çalışma belleği ilişkisinin incelenmesi. Türk Psikoloji Dergisi, 29 (73), 89-103.
  • Alloway, T. P., & Alloway R. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
  • Alloway, T. P., & Archibald, L. M. D. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal Of Learning Disabilities, 3, 251- 262.
  • Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2008). Evaluating the validity of the automated working memory assessment. Educational Psychology, 28(7), 725-734.
  • Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short‐term and working memory in children: Are they separable?. Child development, 77(6), 1698-1716.
  • Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of experimental child psychology, 87(2), 85-106.
  • Alp, E., & Özdemir, B. (2007). Çocuklarda akıcı zekanın (gf) bilgi işleme hızı, kısa süreli bellek ve çalışma belleği kapasitesi ile ilişkisi. Türk Psikoloji Dergisi, 22 (60), 1-15.
  • Altun, A., & Çevik, V. (2012). Çoklu ortam tabanlı bir görev ile çalışma belleğinin ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 1, 32-40.
  • Archibald, L. M., & Gathercole, S. E. (2006). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265-277.
  • Babayiğit, S., & Stainthorp, R. (2009). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Read Writ, 23, 539- 568.
  • Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 1, 169- 189.
  • Baddeley, A., & Wilson, B. A. (1994). When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia, 32(1), 53-68.
  • Baddeley, A. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology: Section A, 49(1), 5-28.
  • Baddaley, A. (2000). The episodic buffer: a new component of working memory. Trends in Cognitive Sciences, 11, 417- 422.
  • Baddaley, A. (2006). Working memory: An overview. S. Pickering (Ed.). Working memory and education. (p. 1-31). Academic Press.
  • Baddeley, A. (2007). Working memory, thought, and action (Vol. 45). OUP Oxford.Baddeley, A., Gathercole, S., ve Papagno, C. (1998). The phonological loop as a language learning device. Psychological review, 105(1), 158.
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47-89.
  • Baddaley, A., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 4, 485-493.
  • Baddaley, A., & Logie, R. H. (1999). Working memory: The multiple component model. A. Miyake ve P. Shah (Eds.). Models of Working Memory: Mechanisms Of Active Maintenance And Executive Control. (p. 28- 61). Cambridge University Press.
  • Berninger, V. W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. Academic Press.
  • Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273–293.
  • Ciappe, P., Hasher, L., & Siegel, L. (2000). Working memory, inhibitory control and reading disability. Memory and Cognition, 28(1), 8-17.
  • Clair-Thompson, L. H., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal Of Experımental Psychology, 59(4), 745–759.
  • Cohen, M. (1997). Children’s memory scale (CMS). San Antonio: The Psychological Corporation.
  • Crain, S., Shankweiler, D., Macaruso, P., & Bar-Shalom, E. (1990). Working memory and comprehension of spoken sentences: Investigations of children with reading disorder. In G. Vallar & T. ShaIlice (Eds.), Neuropsychological impairments of short-term memory. Cambridge, U. K.: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
  • Dehn, M. (2008). Working memory and academic learning: Assessment and intervention. New Jersey. John Wiley and Sons, İnc., Hoboken.
  • Dehn, M. (2010). Long- term memory problems in children and adolescens: Assessment, intervention and effective instruction. New Jersey. John Wiley and Sons, İnc., Hoboken.
  • De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with reading disabilities and/or mathematical disabilities. Journal of learning disabilities, 46(5), 461-472.
  • Doğan, M. (2011). İşitme kayıplı çocukların ve normal işiten çocukların çalışma belleği ve kısa süreli bellek yönünden incelenmesi (Doktora tezi). Anadolu Üniversitesi, Eskişehir.
  • Engle, R. W. (1996). Working memory and retrieval: An inhibition-resource approach. In J. T. E. Richardson, R. W. Engle, L. Hasher, R. H. Logie, E. R. Stoltzfus, & R. T. Zacks (Eds.), Working memory and human cognition (pp. 89-119). New York: Oxford University Press.
  • Engle, R. W. (2002). Working memory capacity as executive attention. Current directions in psychological science, 11(1), 19-23.
  • Gathercole, S. E. (1999). Cognitive approaches to the development of short-term memory. Trends in cognitive sciences, 3(11), 410-419.
  • Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2006). Working memory in children with reading disabilities. Journal of experimental child Psychology, 93(3), 265-281.
  • Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20(3), 109-122.
  • Gathercole, S. E., & Pickering, S. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177-194.
  • Gathercole, S. E., Pickering, S., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18,1–16.
  • Geary, D. C., Hoard, M. K., Byrd‐Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child development, 78(4), 1343-1359.
  • Harrison, T. L., Shipstead, Z., & Engle, R. W. (2015). Why is working memory capacity related to matrix reasoning tasks?. Memory ve cognition, 43(3), 389-396.
  • Holmes, J., & Adams, J. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 3, 339–366.
  • Hu, Y., Hitch, G. J., Baddaley, A.D., Zhang, M., & Allen, R. J. (2014) Executive and perceptual attention play different roles in visual working memory: Evidence from suffix and strategy effects. Journal of Experimental Psychology, 4, 1665- 1678.
  • Jerman, O., Reynolds, C., & Swanson, H. L. (2012). Does growth in working memory span or executive processes predict growth in reading and math in children with reading disabilities?. Learning Disability Quarterly, 35(3), 144-157.
  • Kafadar, H. (2004). Akıcı zekanın performans zeka, sözel zeka, yönetici işlevler, çalışma belleği, seçici dikkat ve kısa süreli bellek süreçlerinden yordanması (Doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Karakelle, S., & Ertuğrul, Z. (2012). Zihin kuramı ile çalışma belleği, dil becerisi ve yönetici işlevler arasındaki bağlantılar küçük (36-48ay) ve büyük (53-72ay) çocuklarda farklılık gösterebilir mi? Türk Psikoloji Dergisi, 27 (70), 1-21.
  • Kesikçi, H., & Amado, S. (2005). Okuma güçlüğü olan çocukların fonolojik bellek, kısa süreli bellek ve WISC-R ölçeği puanlarına ait bir inceleme. Türk Psikoloji Dergisi, 20 (55), 99-110.
  • Kroesbergen, E. H., Van’t Noordende, J. E., & Kolkman, M. E. (2012). Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology, 1, 23–37.
  • Mammarella, I. C., Lucangeli, D., & Cornoldi, C. (2010). Spatial working memory and arithmetic deficits in children with nonverbal learning difficulties. Journal of Learning Disabilities, 43(5), 455-468.
  • Marton, K., & Eichorn, N. (2014). Interaction between working memory and long-term memory: A study in children with and without language impairment. Zeitschrift Für Pyschologie, 2, 90- 99.
  • Nyman, A., Taskinen, T., Grönroos, M., Haataja, L., Lähdetie, J., & Korhonen, T. (2010). Elements of working memory as predictors of goal-setting skills in children with attention-deficit/hyperactivity disorder. Journal of Learning Disabilities, 43(6), 553-562.
  • Özgür Yılmaz, Ç. (2016). 5-10 yaş grubu çocuklara yönelik çalışma belleği ölçeğinin geçerlik-güvenirlik çalışması (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Ankara.
  • Peng, P., & Fuchs, D. (2017). A Randomized control trial of working memory training with and without strategy ınstruction: Effects on young children’s working memory and comprehension. Journal of Learning Disabilities, 50(1), 62-80.
  • Passolunghi, M. C., & Siegel, L. S. (2004). Working memory and access to numerical information in children with disability in mathematics. Journal of Experimental Child Psychology, 88, 348–367.
  • Pickering, S. J., Gathercole, S. E., Hall, M., & Lloyd, S. A. (2001). Development of memory for pattern and path: Further evidence for the fractionation of visuo-spatial memory. The Quarterly Journal of Experimental Psychology: Section A, 54(2), 397-420.
  • Pimperton, H., & Nation, K. (2014). Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory. Journal of learning disabilities, 47(3), 199-207.
  • Rajendran, G., Alloway, T. P., & Archibald, L. (2009). Working memory in children with developmental disorders. Journal of Learning Disabilities, 42(4), 372-382.
  • Reynolds, C. R., & Voress, J. K. (2007). Ölçek of Memory and Learning (2nd ed.). Austin: TX: PRO-ED.
  • Ricker, T. J., & Cowan, N. (2014). Differences between presentation methods in working memory procedures: A matter of working memory consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 417.
  • Sayar, F., & Turan, F. (2012). Okuma gelişiminde üst dil farkındalığı, ses bilgisel süreçler ve bellek süreçlerinin etkisi: Kısa süreli bellek ve çalışma belleği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13 (2), 49-64.
  • Schweppe, J., & Rummer, R. (2014). Attention, working memory, and long-term memory in multimedia learning: an integrated perspective based on process models of working memory. Educational Psychology Review, 26(2), 285-306.
  • Service, E. (1992). Phonology, Working Memory, and Foreignlanguage Learning. The Quarterly Journal Of Experımental Psychology, 45a (1) 21-50.
  • Swanson, H. L. (1995). Effects of dynamic ölçeğing on the classification of learning disabilities: The predictive and discriminant validity of the Swanson-Cognitive Processing Ölçek (S-CPT). Journal of Psychoeducational Assessment, 13(3), 204-229.
  • Swanson, H. L. (2000). Are working memory deficits in readers with learning disabilities hard to change. Journal of Learning Disabilities, 6, 551- 566.
  • Swanson, H. L. (2001). Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to higher-order processing. The Elementary School Journal, 101(3), 331-348.
  • Swanson, H. L. (2006). Working memory and dynamic ölçeğing in children with learning disabilities. S. Pickering (Ed.). Working memory and education. (p. 125- 156). Academic Press.
  • Swanson, H. L. (2011). Dynamic ölçeğing, working memory, and reading comprehension growth in children with reading disabilities. Journal of Learning Disabilities, 44(4), 358-371.
  • Swanson, H. L., Kehler, P., & Jerman, O. (2010). Working memory, strategy knowledge, and strategy instruction in children with reading disabilities. Journal of Learning Disabilities, 43(1), 24- 47.
  • Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of experimental child psychology, 79(3), 294-321.
  • Tercan, E., Ergin, H., & Amado, S. (2012). Okuma güçlüğü yaşayan çocuklarda çalışma belleğinin fonolojik depo açısından incelenmesi. Türk Psikoloji Dergisi, 27(69), 65-75.
  • Torn, A., & Page, M. (2009). Interactions between short-term and long-term memory in the verbal domain. New York. Psychology Press.
  • Turgut, M. F., & Baykul, Y. (2010). Eğitimde ölçme ve değerlendirme. Ankara: Pegem Akademi.
  • Urbina, S. (2004). Essentials of pyschological ölçeğing. New Jersey: John Wiley ve Sons, Inc., Hoboken.
  • Wechsler, D. (1997). WMS-III: Wechsler memory scale administration and scoring manual. Psychological Corporation.
  • Yalın, A., & Karakaş, S. (1994). Görsel İşitsel Sayı Dizisi Ölçeği A formunun bir Türk çocuk örnekleminde güvenirlik, geçerlik ve standardizasyon çalışması. Türk Psikoloji Dergisi, 9(32), 6-14.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Cevriye Ergül 0000-0001-6793-6469

Çağla Özgür Yılmaz Bu kişi benim 0000-0002-1279-8967

Ergül Demir 0000-0002-3708-8013

Yayımlanma Tarihi 29 Haziran 2018
Gönderilme Tarihi 25 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 2

Kaynak Göster

APA Ergül, C., Özgür Yılmaz, Ç., & Demir, E. (2018). 5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği. Eğitimde Kuram Ve Uygulama, 14(2), 187-214. https://doi.org/10.17244/eku.427280

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Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği
Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
Uğur HASSAMANCIOĞLU
https://doi.org/10.21565/ozelegitimdergisi.742658