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Developing a Test for Determining Verbal Short-Term Memories of Gifted Students

Yıl 2017, , 104 - 116, 23.06.2017
https://doi.org/10.17679/inuefd.292368

Öz

The main purpose
of this study is to develop a test for determining verbal short-term memories
of gifted students. In the study, there were 115 gifted students, 36 non
gifted students and  37 adults that were
studying a doctorate or master’s degree were participated in. In the study, a
test that consist of 9 stimuli were used. Nonparametric statistical analyses
were used in the study. Kruskal-Wallis analysis for group comparisons and
Mann-Whitney U analysis for follow-up analysis were utilized. Spearmen’s rho
correlation analysis was used for analyzing the data of the test-retest
application. According to findings of the study, the gifted students recalled
more words than their peers did in terms of words recalled both orderly and randomly.
Yet, they randomly recalled fewer words than the adults who were studying a
doctorate or master’s degree. On the other hand, the gifted students recalled
more words in an ordered way than the adults who were studying a doctorate and
master’s degree. Results of the test-retest indicated that there was a
relationship at a level of .63 between the values obtained from both ordered
and random recall tasks in terms of the two applications.

Kaynakça

  • Ackerman, P. L.,Beier, M. E., &Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131 (1), 30-60.
  • Alloway, T.P.&Alloway, R.G., (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106 (1), 20–29.
  • Alloway, T.P. &Elsworth, M. (2012). An investigation of cognitive skills and behavior in high ability students, Learning and Individual Differences, 22, 891–895.
  • Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22(8), 969-978.
  • Beckmann, B.,Holling, H., &Kuhn, J. T. (2007). Reliability of verbal–numerical working memory tasks. Personality and individual differences, 43(4), 703-714.
  • Borkowska, A.R. & Zawadzka, E. (2008). Verbal Working Memory in ADHD Children, Psychology of Language and Communication, 12(1), 71-84.
  • Conway, A.R.A.,Cowan, N., Bunting, M.F., Therriault, D.J. &Minkoff, S.R.B. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30, 163-183.
  • Coyle, T. R. (2001). IQ is related to the worst performance rule in a memory task involving children. Intelligence, 29(2), 117-129.
  • Dağlıoğlu, E.H. (2002). Anaokuluna Devam Eden Beş-Altı Yaş Grubu Çocuklar Arasından Matematik Alanında Üstün Yetenekli Olanların Belirlenmesi, Ankara, Hacettepe Üniversitesi Sağlık Bilimler Enstitüsü Doktora Tezi.
  • Dark, V.J. &Benbow, C.P. (1991) Differential enhancement of working memory with mathematical versus verbal precocity, Journal of Educational Psychology, 83(1), 48-60.
  • Friedman, N. P.,& Miyake, A. (2004). The reading span test and its predictive power for reading comprehensionability. Journal of Memory and Language, 51, 136–158.
  • Fry, A. F. & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children, Biological Psychology, 54, 1-34.
  • Fryand, F. &Hale,S. (1996). Processing speed, working memory, and fluid intelligence: evidence for a developmental cascade, The American Psychologist Society, 7, 237–241.
  • Gaultney, J. F.,Bjorklund, D. F., &Goldstein, D. (1996). To be young, gifted, and strategic: Advantages for memory performance. Journal of Experimental Child Psychology, 61(1), 43-66.
  • Goldman-Rakic, P.S. (1994). Working memory dysfunction in schizophrenia. Journal of Neuropsychiatry, 6, 348–357.
  • Hitch, G.J.,Towse, J.N., Hutton, U., (2001). What limit schildren’s working memory span? Theoretical accounts and applications for scholastic development. Journal of Experimental Psychology: General. 130 (2), 184–198.
  • Jiannong, S. (1990) Memory and organization of memory of gıifted and normal children, Acta Psychologica Sinica, 22 (2), 127-134.
  • Just, M. A. &Carpenter, P. A.(1992). A capacity theory of comprehension: individual differences in working memory, Psychological Review, 99 (1), 122–149.
  • Kail, R. (1991). Processing time decline sex ponentially during childhood and adolescence, Developmental Psychology, 27 (2), 259–266.
  • Keklik, S. (2010). Türkçede 0-6 Yaş Çocuklarına Öğretilmesi Gereken, En Sık Kullanılan 1200 Kelime, Türkiye Sosyal Araştırmalar Dergisi, 3, 11-34.
  • McAuley, T. & White, D.A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development, Journal of Experimental Child Psychology, 108, 453-468.
  • MacDonald, M. C.,Almor, A., Henderson, V. W., Kempler, D., & Andersen, E. S. (2001). Assessing working memory and language comprehension in Alzheimer’s disease. Brain & Language, 78, 17–42.
  • Miller, G.A. (1956). The magical number seven, plusorminus two: some limits on our capacity for processing information. Psychological Review, 63, 81-97.
  • Muir-Broaddus, J. E. (1990). Effects of giftedness and achievement on the training and transfer of a strategy for solving analogies. Unpublished doctoral dissertation, Florida Atlantic University, Boca Raton, Florida.
  • Šimelionienė, A. (2012). Factors affecting the achievements of intellectually gifted children, Unpublished Doctoral Dissertation, Vilnius University, Vilnius, Lithuania.
  • Sternberg, R. J.,&Grigorenko E. L. (Eds.). (2002). The general factor of intelligence: How general is it? Mahwah, USA: Lawrence ErlbaumAssociates.
  • Super, C. M. (1981). Behavioural development in infancy, Handbook of Cross Cultural Human Development, R. H. Munroe, R. L. Munroe, and B. B. Whiting, Eds., Garland, New York, NY, USA
  • Yang, Z.,Jutagir, D. R., Koyama, M. S., Craddock, R. C., Yan, C. G., Shehzad, Z.,Castellanos, F.X. Martino, A.D. & Milham, M. P. (2015). Intrinsic brain indices of verbal working memory capacity in children and adolescents. Develop Mental Cognitive Neuroscience, 15, 67-82.
  • Vock, M.,& Holling, H. (2008). The measurement of visuo\spatialand verbal\numerical working memory: Development of IRT\based scales. Intelligence, 36(2),161-182.

Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi

Yıl 2017, , 104 - 116, 23.06.2017
https://doi.org/10.17679/inuefd.292368

Öz

Bu çalışmanın temel amacı üstün yetenekli
öğrencilerin sözel kısa süreli hafızalarını belirlemeye yönelik bir testin
geliştirilmesidir. Çalışmaya 115 üstün yetenekli öğrenci, 36 üstün yetenekli
olduğu tanılanmamış öğrenci ve 37 lisansüstü eğitim yapan erişkin katılmıştır.
Çalışmada 9 uyarandan oluşan bir test kullanılmıştır. 9 uyaran sözel olarak
sunulduktan sonra öğrencilerin sıralı ve sırasız tekrarları kayıt altına
alınmıştır. Her bir tekrar için geçen süre de kronometre yardımıyla
kaydedilmiştir. Analizlerde gruplar arası karşılaştırmalar ile geçerlik
kanıtı, test-tekrar-test uygulaması ile güvenirlik kanıtı elde edilmeye
çalışılmıştır. Araştırmanın sonuçlarına göre üstün yetenekli öğrenciler hem
sıralı hem de sırasız hatırlanan kelime sayısı açısından akranlarından daha
fazla kelimeyi hatırlamaktadır. Fakat doktora ya da yüksek lisans yapan
erişkinlerden daha az sayıda kelimeyi sırasız olarak hatırlamaktadır. Aynı
zamanda sıralı olarak hatırlanan kelime sayısı açısından üstün yetenekli
öğrenciler doktora ya da yüksek lisans yapan erişkinlerden daha fazla sayıda
kelimeyi hatırlamaktadır. Test-tekrar-test sonuçları iki uygulama açısından
hem sıralı hem de sırasız hatırlama görevlerinden elde edilen değerler
arasında .63 düzeyinde bir ilişkinin olduğunu göstermiştir. Çalışma sonuçları
testten elde edilen verilerin geçerli ve güvenilir sonuçlar ürettiğini
göstermiştir.

Kaynakça

  • Ackerman, P. L.,Beier, M. E., &Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131 (1), 30-60.
  • Alloway, T.P.&Alloway, R.G., (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106 (1), 20–29.
  • Alloway, T.P. &Elsworth, M. (2012). An investigation of cognitive skills and behavior in high ability students, Learning and Individual Differences, 22, 891–895.
  • Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22(8), 969-978.
  • Beckmann, B.,Holling, H., &Kuhn, J. T. (2007). Reliability of verbal–numerical working memory tasks. Personality and individual differences, 43(4), 703-714.
  • Borkowska, A.R. & Zawadzka, E. (2008). Verbal Working Memory in ADHD Children, Psychology of Language and Communication, 12(1), 71-84.
  • Conway, A.R.A.,Cowan, N., Bunting, M.F., Therriault, D.J. &Minkoff, S.R.B. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30, 163-183.
  • Coyle, T. R. (2001). IQ is related to the worst performance rule in a memory task involving children. Intelligence, 29(2), 117-129.
  • Dağlıoğlu, E.H. (2002). Anaokuluna Devam Eden Beş-Altı Yaş Grubu Çocuklar Arasından Matematik Alanında Üstün Yetenekli Olanların Belirlenmesi, Ankara, Hacettepe Üniversitesi Sağlık Bilimler Enstitüsü Doktora Tezi.
  • Dark, V.J. &Benbow, C.P. (1991) Differential enhancement of working memory with mathematical versus verbal precocity, Journal of Educational Psychology, 83(1), 48-60.
  • Friedman, N. P.,& Miyake, A. (2004). The reading span test and its predictive power for reading comprehensionability. Journal of Memory and Language, 51, 136–158.
  • Fry, A. F. & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children, Biological Psychology, 54, 1-34.
  • Fryand, F. &Hale,S. (1996). Processing speed, working memory, and fluid intelligence: evidence for a developmental cascade, The American Psychologist Society, 7, 237–241.
  • Gaultney, J. F.,Bjorklund, D. F., &Goldstein, D. (1996). To be young, gifted, and strategic: Advantages for memory performance. Journal of Experimental Child Psychology, 61(1), 43-66.
  • Goldman-Rakic, P.S. (1994). Working memory dysfunction in schizophrenia. Journal of Neuropsychiatry, 6, 348–357.
  • Hitch, G.J.,Towse, J.N., Hutton, U., (2001). What limit schildren’s working memory span? Theoretical accounts and applications for scholastic development. Journal of Experimental Psychology: General. 130 (2), 184–198.
  • Jiannong, S. (1990) Memory and organization of memory of gıifted and normal children, Acta Psychologica Sinica, 22 (2), 127-134.
  • Just, M. A. &Carpenter, P. A.(1992). A capacity theory of comprehension: individual differences in working memory, Psychological Review, 99 (1), 122–149.
  • Kail, R. (1991). Processing time decline sex ponentially during childhood and adolescence, Developmental Psychology, 27 (2), 259–266.
  • Keklik, S. (2010). Türkçede 0-6 Yaş Çocuklarına Öğretilmesi Gereken, En Sık Kullanılan 1200 Kelime, Türkiye Sosyal Araştırmalar Dergisi, 3, 11-34.
  • McAuley, T. & White, D.A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development, Journal of Experimental Child Psychology, 108, 453-468.
  • MacDonald, M. C.,Almor, A., Henderson, V. W., Kempler, D., & Andersen, E. S. (2001). Assessing working memory and language comprehension in Alzheimer’s disease. Brain & Language, 78, 17–42.
  • Miller, G.A. (1956). The magical number seven, plusorminus two: some limits on our capacity for processing information. Psychological Review, 63, 81-97.
  • Muir-Broaddus, J. E. (1990). Effects of giftedness and achievement on the training and transfer of a strategy for solving analogies. Unpublished doctoral dissertation, Florida Atlantic University, Boca Raton, Florida.
  • Šimelionienė, A. (2012). Factors affecting the achievements of intellectually gifted children, Unpublished Doctoral Dissertation, Vilnius University, Vilnius, Lithuania.
  • Sternberg, R. J.,&Grigorenko E. L. (Eds.). (2002). The general factor of intelligence: How general is it? Mahwah, USA: Lawrence ErlbaumAssociates.
  • Super, C. M. (1981). Behavioural development in infancy, Handbook of Cross Cultural Human Development, R. H. Munroe, R. L. Munroe, and B. B. Whiting, Eds., Garland, New York, NY, USA
  • Yang, Z.,Jutagir, D. R., Koyama, M. S., Craddock, R. C., Yan, C. G., Shehzad, Z.,Castellanos, F.X. Martino, A.D. & Milham, M. P. (2015). Intrinsic brain indices of verbal working memory capacity in children and adolescents. Develop Mental Cognitive Neuroscience, 15, 67-82.
  • Vock, M.,& Holling, H. (2008). The measurement of visuo\spatialand verbal\numerical working memory: Development of IRT\based scales. Intelligence, 36(2),161-182.
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Mustafa Köksal

Gamze Akkaya Bu kişi benim

Yayımlanma Tarihi 23 Haziran 2017
Yayımlandığı Sayı Yıl 2017

Kaynak Göster

APA Köksal, M., & Akkaya, G. (2017). Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 104-116. https://doi.org/10.17679/inuefd.292368
AMA Köksal M, Akkaya G. Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi. INUEFD. Ağustos 2017;18(2):104-116. doi:10.17679/inuefd.292368
Chicago Köksal, Mustafa, ve Gamze Akkaya. “Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 18, sy. 2 (Ağustos 2017): 104-16. https://doi.org/10.17679/inuefd.292368.
EndNote Köksal M, Akkaya G (01 Ağustos 2017) Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi 18 2 104–116.
IEEE M. Köksal ve G. Akkaya, “Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi”, INUEFD, c. 18, sy. 2, ss. 104–116, 2017, doi: 10.17679/inuefd.292368.
ISNAD Köksal, Mustafa - Akkaya, Gamze. “Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 18/2 (Ağustos 2017), 104-116. https://doi.org/10.17679/inuefd.292368.
JAMA Köksal M, Akkaya G. Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi. INUEFD. 2017;18:104–116.
MLA Köksal, Mustafa ve Gamze Akkaya. “Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 18, sy. 2, 2017, ss. 104-16, doi:10.17679/inuefd.292368.
Vancouver Köksal M, Akkaya G. Üstün Yetenekli Öğrencilerin Sözel Kısa Süreli Hafızalarının İncelenmesi. INUEFD. 2017;18(2):104-16.

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