Dikkat Eksikliği ve Hiperaktivite Bozukluğunda Mekansal Belleğin A-B A-C Paradigması ile Araştırılması

Abstract

Bu çalışmada, A-B A-C paradigması kullanılarak

DEHB'li çocukların nesne yerlerini

hatırlamada bozucu etki (ilklik etkisi) bakımından

DEHB tanısı almayan çocuklardan

farklılaşıp farklılaşmadığının araştırılması

amaçlanmıştır. Mekânsal bellek testi olarak

kullanılan A-B A-C yer öğrenme görevinde,

katılımcılardan ardışık iki sunum halinde verilen

7 (A) yerin her biriyle eşleşmiş ikişer nesne

(B ve C nesneleri) olmak üzere, toplamda

14 nesnenin yerini hatırlamaları istenmiştir.

Analiz sonuçları, DEHB grubunun kontrol

grubuna benzer bir şekilde B nesnelerini,

C nesnelerine göre daha fazla hatırladığını

(ilklik etkisi) göstermiştir. Doğru hatırlanan

B nesne sayısı bakımından gruplar arasında

anlamlı fark bulunmasa da, doğru hatırlanan

C nesne sayısı bakımından gruplar arasındaki

farkın anlamlılık düzeyine yaklaştığı

gözlenmiştir. Nesne yerlerini hatırlarken her

iki grupta da ilklik etkisi görülmesi, Aracı

Süreçler Kuramı'na göre B nesnelerini aracı

olarak kullanmayı gerektiren bir öğrenme

stratejisinin benimsendiğini göstermektedir.

Bulgular, DEHB'li çocukların mekânsal bellek

becerilerinin uygun öğrenme stratejisi desteği

ile geliştirilebileceğini düşündürmektedir.

Anahtar kelimeler: Mekânsal bellek,

dikkat eksikliği ve hiperaktivite bozukluğu,

eşlemeli-çağrışımsal öğrenme

Keywords

• Mekânsal bellek,dikkat eksikliği ve hiperaktivite bozukluğu,eşlemeli-çağrışımsal öğrenme

An Investigation into Spatial Memory of ADHD Children by Using an A-B A-C Paradigm

Abstract

The present study aimed to examine priori-

ty effect on object-location memory in children

with ADHD, in comparison to children without

ADHD, by using an A-B A-C paradigm. An

A-B A-C paired position learning task was

administered to both ADHD and non-ADHD

children. The children learned positions of

14 different objects (7 B- and 7 C-objects)

around 7 referent objects (A-objects) in two

successive presentations (first Bs followed by

Cs) and then they were given A object positions

and asked to recall positions of B and C. The

results revealed a significant priority effect on

object location memory of the ADHD group,

similar to that of the control group. B positions

were recalled better than C positions by both

groups. The number of B objects correctly

recalled did not differ significantly between the

two groups. On the other hand, the difference

in recall of C objects approached, but did

not reach, the significance level. According

to the mediational theory, priority effect is

a result of a learning strategy that involves

retainment of B during A-C learning, therefore

the effect observed in performances of the

ADHD and non-ADHD children indicated

that both groups used the strategy. This sug¬

gests that spatial memory abilities of children

with ADHD may be improved with the use of

appropriate learning strategies.

Keywords

• Spatial memory,attention deficit and hyperactivity disorder,paired-associate learning

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