Görme Yetersizliğinden Etkilenmiş Çocuklar ve Gören Çocukların Zihin Kuramı Becerileri ile Çalışma Belleğinin Karşılaştırılması

Abstract

Bu araştırmanın amacı 6-10 yaşları aralığında olan görme yetersizliğinden etkilenmiş çocuklar ve gören çocukların Zihin Kuramı becerileri ile sözel çalışma belleği performansları arasındaki ilişkiyi karşılaştırarak incelemektir. Araştırmanın katılımcıları görme yetersizliği olan 19 çocukla gören 21 çocuktur. Araştırmada katılımcıların Zihin Kuramı becerilerinden birinci derece yanlış kanı atfı, ikinci derece yanlış kanı atfı becerileri ile sözel çalışma belleği performansları değerlendirilmiştir. Araştırmada değerlendirme öncesinde görme yetersizliği olan ve gören katılımcıların sözel zekâ puanları eşleştirilmiştir. Birinci derece yanlış kanı atfı becerileri için üç görev, ikinci derece yanlış kanı atfı becerileri için üç görev uygulanmıştır. Sözel çalışma belleği performansının değerlendirilmesi için Çalışma Belleği Ölçeği katılımcılara uygulanmıştır. Araştırma bulguları, sözel zekâ puanları eşleştirilen görme yetersizliği olan çocukların ve gören çocukların Zihin Kuramı puanları arasında anlamlı bir fark olmadığını göstermiştir. Ayrıca görme yetersizliği olan çocukların gören çocuklara göre sözel çalışma belleği puanlarının daha yüksek olduğu sonuçlarına ulaşılmıştır. Araştırmada çocukların Zihin Kuramı becerileri ile çalışma belleği performansları arasında anlamlı bir ilişki bulunamamıştır. Araştırma bulguları tartışılmış, ileri araştırmalara yönelik önerilere yer verilmiştir.

Keywords

• Görme yetersizliği olan çocuklar
• Zihin Kuramı
• yanlış kanı affı
• çalışma belleği
• sözel zekâ

A Comparison of the Theory of Mind and Working Memory Performances of Children with Visual Impairments and Sighted Children

Abstract

The purpose of this study was to compare the Theory of Mind (ToM) skills and verbal working memory performances of children with visual impairments and sighted school-aged children aged who were between the age of 6 and 10. Participants of the study consisted of a total 40 children, children with visual impairments, and 21 sighted children. ToM skills of the participants including first-order false belief attribution, second-order belief attribution, and verbal working memory performances were examined in the study. Verbal intelligence scores of the participants were matched to each other. Each participant was assessed via three different first-order false belief attribution tasks and three second-order belief attribution tasks. In order to assess the verbal working memory performances of the participants, the Working Memory Scale was utilized. Study findings showed that there was no significant difference between the ToM scores of the children with visual impairments and the typically developing sighted children. In addition, the results indicated that children with visual impairments had higher verbal working memory scores than sighted children. Findings showed that there was no relationship between ToM skills and working memory performances of children. The research findings were discussed and suggestions for future research were recommended.

Keywords

• Children with visual impairments
• Theory of Mind
• false belief attribution
• working memory
• verbal intelligence

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