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İşitme Kaybı Olan Çocuklarda Yürütücü İşlevler Araştırmaları Üzerine Bir Sistematik Derleme

Yıl 2022, Cilt: 23 Sayı: 1, 165 - 189, 01.03.2022
https://doi.org/10.21565/ozelegitimdergisi.739073

Öz

Giriş: İşitme kaybı olan (İK) çocukların dil gelişimini anlama çabasına son yıllarda bilişsel gelişimi anlama çalışmaları da eklenmiştir. Bu araştırmada temel bilişsel süreçlerden biri olan yürütücü işlevlere odaklanmış araştırmaları derleyerek İK çocuklarda yürütücü işlevlerin diğer bilişsel süreçlerle/becerilerle ilişkisi ve bu çocukların yürütücü işlevler performansı üzerine genel bir bakış açısı ortaya koymak amaçlanmıştır.
Yöntem: Sistematik derleme metodolojisi ile belirlenen dâhil etme ve dışlama ölçütleri doğrultusunda 15 araştırma derleme kapsamına alınmıştır.
Bulgular: Bulgular (a) yürütücü işlevler ile dil arasında karşılıklılık ilişkisi olduğuna, (b) İK çocukların yürütücü işlevler performansının işiten akranlarına göre daha zayıf olduğuna, (c) yürütücü işlevler performansında koklear implantlı ile işitme cihazlı çocuklar arasında ve anadili işaret dili olanlar ile işiten çocuklar arasında farklılık olmadığına, (d) kaynaştırma ortamındaki koklear implantlı çocukların işitme engelliler okulundakilere göre yürütücü işlevlerde daha başarılı olduklarına ve (e) erken eğitim programlarında bilişsel süreçlerin dil ile dengeli biçimde desteklenmesi gerektiğine işaret etmektedir.
Tartışma: İK çocukların yürütücü işlevler performansının işiten akranlarını geriden takip etmesi diğer bilişsel süreçleri inceleyen bazı araştırma bulgularıyla tutarlılık göstermektedir. Yürütücü işlevler ile diğer bilişsel süreçler/beceriler arasında ilişkiye dair bir yargıya varılamadığı, yürütücü işlevler ile dil arasındaki ilişkinin nedensellikten çok karşılıklılık içinde olduğu söylenebilir.
Sonuç ve Öneriler: Bulgular daha fazla araştırmaya ihtiyaç olduğunu göstermekte, yeni araştırmaların da erken eğitim programlarına katkı sağlayacağına inanılmaktadır. Dil gelişimi-bilişsel gelişim dengesinin gözetildiği erken eğitim programlarının İK çocuklar ile işiten akranları arasındaki yürütücü işlevler performans farkının en aza indirilmesinde etkili olabileceği ileri sürülebilir.

Kaynakça

  • Not: Derlemeye dahil edilen makaleler * ile gösterilmiştir.
  • *AuBuchon, A. M., Pisoni, D. B., & Kronenberger, W. G. (2015). Verbal processing speed and executive functioning in long-term cochlear implant users. Journal of Speech, Language, and Hearing Research, 58(1), 151-162.
  • Barbosa, A. C. C., Lukasova, K., Mecca, T. P., & Macedo, E. C. (2013). Intelligence assessment of deaf students with TONI 3. Psico-USF, Bragança Paulista, 18(2), 183-192. Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. NewYork: The Guilford Press.
  • Bharadwaj, S. V., & Mehta, J. A. (2016). An exploratory study of visual sequential processingin children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 85, 158-165.
  • *Beer, J., Kronenberger, W. G., Castellanos, I., Colson, B. G., Henning, S. C., & Pisoni, D. B. (2014). Executive functioning skills in preschool-age children with cochlear implants. Journal of Speech, Language, And Hearing Research, 57(4), 1521-1534.
  • *Beer, J., Kronenberger, W. G., & Pisoni, D. B. (2011). Executive function in everyday life: Implications for young cochlear implant users. Cochlear Implants International, 12(1), 89-S91.
  • Beer, J., Pisoni, D. B., Kronenberger, W. G., & Geers, A. E. (2010). New research findings executive functions of adolescents who use cochlear implants. The ASHA Leader, 15(15), 12-14. Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self‐regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326-339.
  • Bodrova, E., & Leong, D. J. (2013). Zihnin araçları: Erken çocukluk eğitiminde Vygotsky yaklaşımı [Tools of the mind: The Vygotskian approach to early choldhood education] (2. Baskı). (T. Güler, F. Şahin, A. Yılmaz, & E. Kalkan, Çev.). Ankara: Anı Yayıncılık. (Orijinal kitabın yayın tarihi 1996)
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  • Brown, P. M., & Nott, P. (2005). Family-centered practice in early intervention for oral language development: Philosophy, methods, and results. In P. E. Spencer, & M. Marschark (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 136-165). Cary, NC, USA: Oxford University Press. Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339-355.
  • Carlson, S. M. (2003). Executive function in context: Development, measurement, theory, and experience. Monographs of the Society for Research in Child Development, 68(3), 138-151.
  • Clark, M. D. (2001). Interdisciplinary perspectives on context, cognition, and deafness: An introduction. In M. D. Clark, M. Marschark, & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 1-5). Washington, DC: Gallaudet University Press.
  • Cleary, M., Pisoni, D. B., & Geers, A. E. (2001). Some measures of verbal and spatial working memory in eight-and nine-year-old hearing-impaired children with cochlear implants. Ear and Hearing, 22(5), 395-411.
  • Decker, K. B., & Vallotton, C. D. (2016). Early intervention for children with hearing loss: Information parents receive about supporting children’s language. Journal of Early Intervention, 38(3), 151-169. *De Villiers, P. A., & De Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology, 30(1), 188-209.
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Systematic Review of Studies on Executive Functions in Children with Hearing Loss

Yıl 2022, Cilt: 23 Sayı: 1, 165 - 189, 01.03.2022
https://doi.org/10.21565/ozelegitimdergisi.739073

Öz

Introduction: The aim of this study is to provide a general perspective on the relationship between executive functions and other cognitive processes/skills in children with hearing loss (HL), and performance of these children by reviewing studies focusing on executive functions.
Method: 15 studies on executive functions in children with HL were reviewed.
Findings: The findings indicated that (a) there was an interdependence between executive functions and language, and in terms of executive functions (b) children with HL experienced more difficulties compared to hearing peers, (c) there was no difference between children with cochlear implants and hearing aids, and between native sign language users and hearing children, (d) children with cochlear implants in the inclusion were more successful than those at school for the deaf, and (e) cognitive processes in early education programs should be supported in a balanced manner with language.
Discussion: The finding that children with HL lag behind hearing peers is consistent with the findings of studies examining other cognitive processes. No definitive conclusion was reached regarding the relationship between executive functions and other cognitive processes/skills, although interdependence was found between executive functions and language.
Conclusion and Implications: Findings indicated that further research were needed on the topic and new research may contribute to early education programs. It can be argued that through early education programs, supporting cognitive as well as language development in a balanced manner may help children with HL close the gap with their hearing peers in executive function.

Kaynakça

  • Not: Derlemeye dahil edilen makaleler * ile gösterilmiştir.
  • *AuBuchon, A. M., Pisoni, D. B., & Kronenberger, W. G. (2015). Verbal processing speed and executive functioning in long-term cochlear implant users. Journal of Speech, Language, and Hearing Research, 58(1), 151-162.
  • Barbosa, A. C. C., Lukasova, K., Mecca, T. P., & Macedo, E. C. (2013). Intelligence assessment of deaf students with TONI 3. Psico-USF, Bragança Paulista, 18(2), 183-192. Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. NewYork: The Guilford Press.
  • Bharadwaj, S. V., & Mehta, J. A. (2016). An exploratory study of visual sequential processingin children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 85, 158-165.
  • *Beer, J., Kronenberger, W. G., Castellanos, I., Colson, B. G., Henning, S. C., & Pisoni, D. B. (2014). Executive functioning skills in preschool-age children with cochlear implants. Journal of Speech, Language, And Hearing Research, 57(4), 1521-1534.
  • *Beer, J., Kronenberger, W. G., & Pisoni, D. B. (2011). Executive function in everyday life: Implications for young cochlear implant users. Cochlear Implants International, 12(1), 89-S91.
  • Beer, J., Pisoni, D. B., Kronenberger, W. G., & Geers, A. E. (2010). New research findings executive functions of adolescents who use cochlear implants. The ASHA Leader, 15(15), 12-14. Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self‐regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326-339.
  • Bodrova, E., & Leong, D. J. (2013). Zihnin araçları: Erken çocukluk eğitiminde Vygotsky yaklaşımı [Tools of the mind: The Vygotskian approach to early choldhood education] (2. Baskı). (T. Güler, F. Şahin, A. Yılmaz, & E. Kalkan, Çev.). Ankara: Anı Yayıncılık. (Orijinal kitabın yayın tarihi 1996)
  • Braden, J. P. (2001). The clinical assessment of deaf people’s cognitive abilities. In M. D. Clark, M. Marschark, & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 14-37). Washington, DC: Gallaudet University Press.
  • Brown, P. M., & Nott, P. (2005). Family-centered practice in early intervention for oral language development: Philosophy, methods, and results. In P. E. Spencer, & M. Marschark (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 136-165). Cary, NC, USA: Oxford University Press. Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339-355.
  • Carlson, S. M. (2003). Executive function in context: Development, measurement, theory, and experience. Monographs of the Society for Research in Child Development, 68(3), 138-151.
  • Clark, M. D. (2001). Interdisciplinary perspectives on context, cognition, and deafness: An introduction. In M. D. Clark, M. Marschark, & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 1-5). Washington, DC: Gallaudet University Press.
  • Cleary, M., Pisoni, D. B., & Geers, A. E. (2001). Some measures of verbal and spatial working memory in eight-and nine-year-old hearing-impaired children with cochlear implants. Ear and Hearing, 22(5), 395-411.
  • Decker, K. B., & Vallotton, C. D. (2016). Early intervention for children with hearing loss: Information parents receive about supporting children’s language. Journal of Early Intervention, 38(3), 151-169. *De Villiers, P. A., & De Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology, 30(1), 188-209.
  • *Daza, M. T., Phillips-Silver, J., Del Mar Ruiz-Cuadra, M., & López-López, F. (2014). Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children. Research in Developmental Disabilities, 35(12), 3526-3533.
  • Doğan, M., & Hasanoglu, G. (2016). Content analysis of memory and memory-related research studies on children with hearing loss. Educational Research and Reviews, 11(16), 1542-1559.
  • Edwards, L., & Crocker, S. (2008). Psychological processes in deaf children with complex needs: An evidence-based practical guide. London: Jessica Kingsley Publishers.
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  • Estabrooks, W. (Ed.). (2006). Auditory-verbal therapy and practice. Washington: Alex Graham Bell Assn. for Deaf.
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  • Geers, A., Brenner, C., & Davidson, L. (2003). Factors associated with development of speech perception skills in children implanted by age five. Ear and Hearing, 24(1), 24-35.
  • Glanemann, R., Reichmut, K., Matulat, P., & Zehnhoff-Dinnesen, A. (2013). Muenster parental programme empowers in communicating with their infant with hearing loss. International Journal of Pediatric Otorhinolaryngology, 77(12), 20023-2029.
  • Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building and evidence-based practice (6th Ed.). China: Elsevier.
  • *Hall, M. L., Eigsti, I. M., Bortfeld, H., & Lillo-Martin, D. (2016). Auditory deprivation does not impair executive function, but language deprivation might: Evidence from a parent-report measure in deaf native signing children. The Journal of Deaf Studies and Deaf Education, 22(1), 9-21.
  • Harris, M. S., Kronenberger, W. G., Gao, S., Hoen, H. M., Miyamoto, R. T., & Pisoni, D. B. (2013). Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants. Ear and Hearing, 34(2), 179-192.
  • *Hintermair, M. (2013). Executive functions and behavioral problems in deaf and hard-of-hearing students at general and special schools. Journal of deaf studies and deaf education, 18(3), 344-359.
  • Huber, M., Kipman, U., & Pletzer, B. (2014). Reading instead of reasoning? Predictors of arithmetic skills in children with cochlear implants. International Journal of Pediatric Otorhinolaryngology 78(7), 1147-1152.
  • Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. New York: Springer.
  • Howard, V. F., Williams, B., & Lepper, C. E. (2011). Özel gereksinimi olan küçük çocuklar: Eğitimciler, aileler ve hizmet verenler için bir başlangıç [Very young children with special needs: A foundation for educators, families, and service providers] (4. baskı). (G. Akçamete, Çev.). Ankara: Nobel Yayıncılık. (Orijinal kitabın yayın tarihi 2010)
  • Hughes, C., Graham, A., & Grayson, A. (2004). Executive function in childhood: Development and disorder. In J. Oates, & A. Grayson (Eds.), Cognitive and language development in children (pp. 205–230). Blackwell: Open University Press.
  • Ingvalson, E. M., Young, N. M., & Wong, P. C. (2014). Auditory–cognitive training improves language performance in prelingually deafened cochlear implant recipients. International Journal of Pediatric Otorhinolaryngology, 78(10), 1624–1631.
  • Joint Committee on Infant Hearing. (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for early ıntervention after confirmation that a child ıs deaf or hard of hearing. Pediatrics, 131(4), 1324-1349.
  • Karaçam, Z. (2014). Sistematik derleme metodolojisi: sistematik derleme hazırlamak için bir rehber [Systematic review methodology: A guide for preparation of systematic review]. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33.
  • Karchmer, M. A., & Mitchell, R. E. (2011). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark, & P. E. Spencer (Eds.), The oxford handbook of eaf studies, language, and education (2nd ed., pp. 21-37). Oxford University Press. Retrieved from https://books.google.com.tr/books?hl=tr&lr=&id=8PhwXf9uj1IC&oi=fnd&pg=PA21&dq=demographic+of+deaf+children+&ots=ZBGN6h5GvJ&sig=EBTxYlLbyStZOYXOt5MAyarpuCg&redir_esc=y#v=onepage&q=demographic%20of%20deaf%20children&f=false
  • Kargın, T. (2004). Kaynaştırma: Tanımı, gelişimi ve ilkeleri [Inclusion: Definition, development and principles]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(2), 1-13.
  • Kronenberger, W. G., Pisoni, D. B., Harris, M. S., Hoen, H. M., Xu, H., & Miyamoto, R. T. (2013). Profiles of verbal working memory growth predict speech and language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 56(3), 805-825.
  • Kronenberger, W. G., Pisoni, D. B., Henning, S. C., & Colson, B. G. (2013). Executive functioning skills in long-term users of cochlear implants: A case control study. Journal of Pediatric Psychology, 38(8), 902-914.
  • Laugen, N. J., Jacobsen, K. H., Rieffe, C., & Wichstrøm, L. (2016). Predictors of psychosocial outcomes in hard-of-hearing preschool children. The Journal of Deaf Studies and Deaf Education, 21(3), 259–267.
  • Leigh, G. (2008). Changing parameters in deafness and deaf education: Greater opportunity but continuing diversity. In M. Marschark, & P. C. Hauser (Eds.), Deaf cognition: Foundations and Outcomes (pp. 24-51). U.S.A: Oxford University Press.
  • Lyxell, B., Wass, M., Sahlén, B., Samuelsson, C., Asker‐Árnason, L. E. N. A., Ibertsson, T., … & Hällgren, M. (2009). Cognitive development, reading and prosodic skills in children with cochlear implants. Scandinavian Journal of Psychology, 50(5), 463-474.
  • Marschark, M. (2001). Context, cognition, and deafness: Planning the research agenda. In M. D. Clark, M. Marschark, & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 179-198). Washington, DC: Gallaudet University Press.
  • Marschark, M. (2003). Cognitive functioning in deaf adults and children. In M. Marschark, & P. E. Spencer (Eds.)., Deaf studies, language and education (pp. 464-477). New York: Oxford University Press.
  • Marschark, M. (2006). Intellectual functioning of deaf adults and children: Answers and questions. European Journal of Cognitive Psychology, 18(1), 70-89.
  • Marschark, M., & Hauser, P. C. (2008). Cognitive underpinnings of learning by deaf and hard-of-hearing students: Differences, diversity, and directions. In M. Marschark, & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 3-23). USA: Oxford University Press.
  • Marschark, M., & Knoors, H. (2012). Educating deaf children: Language, cognition, and learning. Deafness & Education International, 14(3), 136-160.
  • Marschark, M., & Mayer, T. S. (1998). Mental representation and memory in deaf adults and children. In M. Marschark, & D. Clark (Eds.), Psychological perspectives on deafness (pp. 53-77). Hillsdale, N.J.: L. Erlbaum Associates. Retrieved from https://books.google.com.tr/books?hl=tr&lr=&id=cLBQAwAAQBAJ&oi=fnd&pg=PP1&dq=%22Psychological+perspectives+on+deafness%22+&ots=ljddG9upqY&sig=meucVJlMELwMpgZmAWjMjNvCw8o&redir_esc=y#v=onepage&q=%22Psychological%20perspectives%20on%20deafness%22&f=false
  • May-Mederake, B. (2012). Early intervention and assessment of speech and language development in young children with cochlear implants. International Journal Paediatric Otorhinolaryngology, 76(7), 1-8.
  • *Meristo, M., & Hjelmquist, E. (2009). Executive functions and theory-of-mind among deaf children: Different routes to understanding other minds? Journal of Cognition and Development, 10(1-2), 67-91.
  • Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practicesin family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. The Journal of Deaf Studies And Deaf Education, 18(4), 429-445.
  • *Nazarzadeh, F., Fazlali, N., Mozaffari, N., & Mashhadi, A. (2014). The relationship of theory of mind and executive functions in normal, deaf and cochlear-implanted children. Bimonthly Audiology-Tehran University of Medical Sciences, 23(3), 82-89.
  • Netten, A. P., Rieffe, C., Theunissen, S. C., Soede, W., Dirks, E., Korver, A. M., ... & DECIBEL Collaborative Study Group. (2015). Early identification: Language skills and social functioning in deaf and hard of hearing preschool children. International Journal of Pediatric Otorhinolaryngology, 79(12), 2221-2226.
  • Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N. Y., Quittner, A. L., ... & CDaCI Investigative Team. (2010). Spoken language development in children following cochlear implantation. Jama, 303(15), 1498-1506.
  • Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In R. J. Davidson, G. E. Schwartz, & D. Shapiro (Eds.), Consciousness and self-regulation: Advances in research and theory (pp. 1-18). New York, NY: Plenum. Retrieved from http://www.dtic.mil/dtic/tr/fulltext/u2/a094713.pdf
  • *Oberg, E., & Lukomski, J. (2011). Executive functioning and the impact of a hearing loss: Performance-based measures and the Behavior Rating Inventory of Executive Function (BRIEF). Child Neuropsychology, 17(6), 521-545.
  • Phillips, J., Wiley, S., Barnard, H., & Meinzen-Derr, J. (2014). Comparison of two nonverbal intelligence tests among children who are deaf or hard-of-hearing. Research in Developmental Disabilities, 35(2), 463-471.
  • Pisoni, D. B., & Cleary, M. (2004). Learning, memory, and cognitive processes in deaf children following cochlear implantation. In F. G. Zeng, A. N. Popper, & R. Fay (Eds.), Cochlear implants: Auditory prostheses and electric hearing (pp. 377-426). Springer, New York, NY.
  • Pisoni, D. B., Conway, C. M., Kronenberger, W. G., Horn, D. L., Karpicke, J., & Henning, S. C. (2008). Efficacy and effectiveness of children of cochlear ımplants in deaf children. In M. Marschark, & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press.
  • Pisoni, D., Kronenberger, W., Roman, A., & Geers, A. (2011). Article 7: Measures of digit span and verbal rehearsal speed in deaf children following more than 10 years of cochlear implantation. Ear and Hearing, 32(1), 60s-74s.
  • *Sipal, R. F., & Bayhan, P. (2010). Assessing the link between executive functions and aggressive behaviours of children who are deaf: Impact of early special education. Electronic Journal of Research in Educational Psychology, 8(3), 991-1014.
  • Sugaya, A., Fukushima., K., Kasai, N., Kataoka, Y., Maeda, Y., Nagayasu, R., … & Nishizaki, K. (2015). Impact of early intervention on comprehensive language and academic achievement in Japanese hearing impaired children with cochlear implants. International Journal of Pediatric Otorhinolaryngoly, 79(12), 2142-2146.
  • *Surowiecki, V. N., Maruff, P., Busby, P. A., Sarant, J., Blamey, P. J., & Clark, G. M. (2002). Cognitive processing in children using cochlear implants: the relationship between visual memory, attention, and executive functions and developing language skills. Annals of Otology, Rhinology & Laryngology, 111(5_suppl), 119-126.
  • *Remine, M. D., Care, E., & Brown, P. M. (2008). Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English. Journal of Deaf Studies and Deaf Education, 13(4), 531-545.
  • Turan, Z. (2019). Supervision on early intervision practices for teachers of the deaf. Educational Research and Reviews, 14(11), 388-396.
  • Turan, Z., Koca, A., & Uzuner, Y. (2019). İşitme kayıplı çocuğu olan bir annenin aile eğitimi sürecinin incelenmesi [Evaluation of the early intervention process of the mother of a child with hearing loss]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 93-117.
  • Vygotsky, L. S. (1998). Düşünce ve dil [Thought and language] (2. Baskı). (S. Koray, Çev.). İstanbul: Toplumsal Dönüşüm. (Orijinal kitabın yayın tarihi 1954)
  • *Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73(3), 768-778.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Emel Ertürk Mustul 0000-0001-6641-6146

Murat Doğan 0000-0003-4942-3760

Yayımlanma Tarihi 1 Mart 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 1

Kaynak Göster

APA Ertürk Mustul, E., & Doğan, M. (2022). İşitme Kaybı Olan Çocuklarda Yürütücü İşlevler Araştırmaları Üzerine Bir Sistematik Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 165-189. https://doi.org/10.21565/ozelegitimdergisi.739073




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