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GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME

Year 2018, , 29 - 43, 13.04.2018
https://doi.org/10.30794/pausbed.414613

Abstract












Görme yetersizliği olan bireyler, temel kavramları
öğrenirken pek çok duyudan (dokunma, işitme, koklama ve tatma) yararlanarak
bilgiye erişirler. Bu bireylerde, yetersizlikle beraber bilişsel işleyişte farklılıklar
meydana gelebilmektedir. Görme duyusunun yokluğuna bağlı olarak bilişsel
düzeyde meydan gelen işleyiş farklılıkları, dış dünyadan bilgiyi alma noktasında
diğer duyuları üst düzey performans sergilemeye zorlar. Bu durum beyinde ilgili
duyuyla ilgili cross-modal plasticity olarak ifade edilen bilişsel farkındalığın
oluşmasına neden olur. Bu nedenle görme yetersizliği olan bireylerin
bilişsel becerileri ve psikolojik deneyimleri
üzerine yapılacak akademik çalışmalarla eğitim-öğretim süreçlerine aktif
katılımları sağlanabilir. Ayrıca görme y
etersizliği olan
bireylerin eğitimine yönelik ihtiyaçlar ve analizler yapılırken bireylerin ve
ebeveynlerinin duygu durumlarına ilişkin farkındalığa sahip olunması, yapılacak
düzenlemelere olumlu yönde katkı sağlayacaktır.



References

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Canadian Journal of Ophthalmology, 13, 15-21. Bailes S.M. ve Lambert R.M. (1986). “Cognitive aspects of haptic form recognition by blind and sighted subjects”. British Journal of Psychology 77/4, 451-458. Barraga, N. (1970). Teacher’s guide for development of visual learning abilities and utilization of low vision. The University of Texas at Austin, American Printing House for the Blind. Louisville, KY. Behrens, R. (1984). Design in the visual arts. Englewood Cliffs, NJ: Prentice-Hall, Inc. Bertolo, H. (2005). “Visual imagery without visual perception?”, Psicológica, 26, 173-188. Bishop, V. (1996). Teaching visually impaired children. Springfield, EL: Charles C. Thomas. Brown, P. B., Koerber, H. R. ve Millecchia, R. (2004). “From innervation density to tactile acuity: 1. Spatial representation”, Brain Research, 1011, 14–32 Brownell, C. (1986). “Convergent developments: Cognitive developmental correlates of growth in infant/toddler peer skills”, Child Development, 57, 275-286. Burlingham, D. (1972) Psychoanalytic Studies of the Sighted and the Blind. New York: National Universities Press Burmedi, D., Becker, S., Heyl, V., Wahl, H.W. ve Himmelsbach, I. (2002). “Emotional and social consequences of age-related low vision: A narrative review”, Visual Impairment Research, 4, 47-71. Bøttcher, L. (2013). “Disability as a risk factor? Development of psychopathology in children with disabilities”, Research in Developmental Disabilities, 34/10, 3607-3617. Cattaneo Z. ve Vecchi T. (2011). Blind vision: Neuroscience of visual impairment, MIT Press, Cambridge Cho, H.J. ve Palmer, S.B. (2008). “Fostering self-determination in infants and toddlers with visual impairments or blindness”, Young Exceptional Children, 11/4, 26-34. Cornoldi, C., Cortesi, A. ve Preti, D. (1991). “Individual differences in the capicity limitations of visuo-spatial short-term memory; research on sighted and totally congenitally blind people”, Memory & Cognition, 19, 459–468. Cüceloğlu, D. (1991). 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Year 2018, , 29 - 43, 13.04.2018
https://doi.org/10.30794/pausbed.414613

Abstract

References

  • Adelson, E. ve Fraiberg, S. (1974). “Gross motor development in infants blind from birth”, Child Development, 45, 114-126. Anderson, E.D., Dunlea, A. ve Kekelis, L.S. (1984) "Blind children's language: resolving some differences." Journal of Child Language, 11, 45-64 Alary, F., Duquette, M., Goldstein, R., Elaine C.C., Voss, P., La Buissonniere-Ariza, V. ve Lepore, F. (2009). “Tactile acuity in the blind: A closer look reveals superiority over the sighted in some but not all cutaneous tasks”, Neuropsychologia, 47/10, 2037–2043. Amedi, A., Raz, N., Pianka, P., Malach, R. ve Zohary, E. (2003). “Early ‘visual’ cortex activation correlates with superior verbal-memory performance in the blind”, Nature Neuroscience, 6, 758–766. Arditi A., Holtzman J.D. ve Kosslyn S.M. (1988). “Mental imagery and sensory experience in congenital blindness”, Neuropsychologia, 26/1, 1-12 Ash, D. D., Keegan, D. L. ve Greenough, T. (1978). “Factors in adjustment to blindness”. Canadian Journal of Ophthalmology, 13, 15-21. Bailes S.M. ve Lambert R.M. (1986). “Cognitive aspects of haptic form recognition by blind and sighted subjects”. British Journal of Psychology 77/4, 451-458. Barraga, N. (1970). Teacher’s guide for development of visual learning abilities and utilization of low vision. The University of Texas at Austin, American Printing House for the Blind. Louisville, KY. Behrens, R. (1984). Design in the visual arts. Englewood Cliffs, NJ: Prentice-Hall, Inc. Bertolo, H. (2005). “Visual imagery without visual perception?”, Psicológica, 26, 173-188. Bishop, V. (1996). Teaching visually impaired children. Springfield, EL: Charles C. Thomas. Brown, P. B., Koerber, H. R. ve Millecchia, R. (2004). “From innervation density to tactile acuity: 1. Spatial representation”, Brain Research, 1011, 14–32 Brownell, C. (1986). “Convergent developments: Cognitive developmental correlates of growth in infant/toddler peer skills”, Child Development, 57, 275-286. Burlingham, D. (1972) Psychoanalytic Studies of the Sighted and the Blind. New York: National Universities Press Burmedi, D., Becker, S., Heyl, V., Wahl, H.W. ve Himmelsbach, I. (2002). “Emotional and social consequences of age-related low vision: A narrative review”, Visual Impairment Research, 4, 47-71. Bøttcher, L. (2013). “Disability as a risk factor? Development of psychopathology in children with disabilities”, Research in Developmental Disabilities, 34/10, 3607-3617. Cattaneo Z. ve Vecchi T. (2011). Blind vision: Neuroscience of visual impairment, MIT Press, Cambridge Cho, H.J. ve Palmer, S.B. (2008). “Fostering self-determination in infants and toddlers with visual impairments or blindness”, Young Exceptional Children, 11/4, 26-34. Cornoldi, C., Cortesi, A. ve Preti, D. (1991). “Individual differences in the capicity limitations of visuo-spatial short-term memory; research on sighted and totally congenitally blind people”, Memory & Cognition, 19, 459–468. Cüceloğlu, D. (1991). 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(2003) “Tactile acuity is enhanced in blindness”, Journal of Neuroscience, 23/8, 3439-3445. Gougoux, F., Lepore, F., Lassonde, M., Voss, P., Zatorre, R. J. ve Belin, P. (2004). “Neuropsychology: Pitch discrimination in the early blind”, Nature, 430, 309 Grigorieva, G.V. (2001). “Development of the leading forms of communication in preschool children with visual impairments”. Defectology, 2, 76-80 Groenveld, M. (1993) “Effects of visual disability on behaviour and the family”, The management of visual impairment in childhood (Ed, A.R. Fielder, A.B., Best ve M.C. Bax), Cambridge University Press, London. Fraiberg, S. (1997) Insights from the blind. New York: Basic Books. Fraser, C.F. (1917). “Psychology of the blind”, The American Journal of Psychology, 28/2, 229-237. Hertrich I., Dietrich S., Moos A., Trouvain J. ve Ackermann H. (2009). “Enhanced speech perception capabilities in a blind listener are associated with activation of fusiform gyrus and primary visual cortex”, Neurocase, 15, 163–170 Howard, V. F., Williams, B. ve Lepper, C. E. (2011). Özel Gereksinimi Olan Küçük Çocuklar: Eğitimciler, Aileler ve Hizmet Verenler İçin Bir Başlangıç. (Çev: Gönül Akçamete), Nobel Yayıncılık, Ankara. Hötting, K. ve Röder, B. (2009). “Auditory and auditory-tactile processing in congenitally blind humans”, Hearing Research, 258, 165–174 Hötting, K., Rösler, F. ve Röder, B. (2004). “Altered auditory-tactile interactions in congenitally blind humans: An event-related potential study”, Experimental Brain Research, 159, 370–381. Jan, J.E., Freeman, R.D., Scott, E.P. (1977) Visual Impairment in Children and Adolescents. New York: Grune & Stratton. Johansson, R.S. ve Birznieks, I. (2004). “First spikes in ensembles of human tactile afferents code complex spatial fingertip events”, Nature Neuroscience, 7, 170 –177 Jonides, J., Kahn, R. ve Rozin, P. (1975). “Imagery instructions improve memory in blind subjects”, Bulletin of The Psychononlic Society, 5/5, 424-426. Kamalova, L.A. ve Vasilyeva, N.N. (2016). “Formation of communication skills in preschool children with visual impairments as an important factor of their socialization”. The International Journal of Environmental and Science Education, 11/8, 1933-1941. Katsuba, N.A. (2014). “We develop communication skills in preschool children”. Preschool Pedagogy, 8, 63-64 Kızılaslan, A. ve Sözbilir, M. (2017a). Herkes İçin bilim: görme engelli öğrenciler için örnek uygulamalar. Konya: Çizgi Kitabevi. Kızılaslan, A. ve Sözbilir, M. (2017b). “Görme yetersizliği olan öğrencilere yönelik geliştirilen fen etkinliklerin değerlendirilmesi: ısı ve sıcaklık”. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 18/2, 914-942. Kızılaslan A. ve Zorluoğlu, L. (2015). “Görme engelli bireylerin geleceğe yönelik kaygıları”. Akademik Sosyal Araştırmalar Dergisi, 3/16, 357-368. Kreiman G., Koch C. ve Fried I. (2000). “Imagery neurons in the human brain”. Nature 408, 357-361. Kurtzer-White, E. ve Luterman, D. (2003). “Families and children with hearing loss: Grief and coping”, Mental Retardation and Developmental Disabilities, 9, 232-235. Landau, B. (1997) "Language and Experience in Blind Children: Retrospective and Prospective". Blindness and Psychological Development in Young Children, (Ed: V. Lewis, G.M. ve Collis). Leceister: BPS Books. Lee, H-J. ve Telch, M.J. (2008). “Attentional biases in social anxiety: An investigation using the inattentional blindness paradigm”, Behaviour Research and Therapy, 46, 819–835. Legge G.E., Madison C., Vaughn B.N., Cheong A.M.Y. ve Miller J.C. 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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Aydın Kızılaslan

Mustafa Sözbilir This is me

Publication Date April 13, 2018
Acceptance Date December 22, 2017
Published in Issue Year 2018

Cite

APA Kızılaslan, A., & Sözbilir, M. (2018). GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(31), 29-43. https://doi.org/10.30794/pausbed.414613
AMA Kızılaslan A, Sözbilir M. GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME. PAUSBED. April 2018;(31):29-43. doi:10.30794/pausbed.414613
Chicago Kızılaslan, Aydın, and Mustafa Sözbilir. “GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 31 (April 2018): 29-43. https://doi.org/10.30794/pausbed.414613.
EndNote Kızılaslan A, Sözbilir M (April 1, 2018) GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 31 29–43.
IEEE A. Kızılaslan and M. Sözbilir, “GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME”, PAUSBED, no. 31, pp. 29–43, April 2018, doi: 10.30794/pausbed.414613.
ISNAD Kızılaslan, Aydın - Sözbilir, Mustafa. “GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 31 (April 2018), 29-43. https://doi.org/10.30794/pausbed.414613.
JAMA Kızılaslan A, Sözbilir M. GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME. PAUSBED. 2018;:29–43.
MLA Kızılaslan, Aydın and Mustafa Sözbilir. “GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 31, 2018, pp. 29-43, doi:10.30794/pausbed.414613.
Vancouver Kızılaslan A, Sözbilir M. GÖRME YETERSİZLİĞİ OLAN ÖĞRENCİLERİN BİLİŞSEL BECERİLERİ VE PSİKOLOJİK DENEYİMLERİ ÜZERİNE BİR DERLEME. PAUSBED. 2018(31):29-43.