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Görme Yetersizliği Olan Bireylerde Dokunsal İşleyen Bellek Stratejileri

Year 2021, Volume: 2 Issue: 2, 171 - 184, 22.09.2021

Aydın Kızılaslan Halime Miray Sümer Dodur

Abstract

Bellek genellikle, duyusal işlemci, kısa süreli (veya işleyen) bellek ve uzun süreli bellekten oluşan açık ve örtülü işleve sahip bir bilgi işleme sistemi olarak kabul edilmektedir. Duyusal işlemci, dış dünyadan gelen bilgilerin kimyasal ve fiziksel uyaranlar şeklinde algılanmasına ve çeşitli odak seviyelerine düzenlenmesinde önemli roller üstlenir. İşleyen bellek, algı, dikkat, bellek ve merkezi yönetici gibi eşit derecede ve karmaşık bileşenlerle birlikte çalışan dinamik bir süreçtir. Bilgileri geçici olarak tutabilen ve sınırlı kapasiteye sahip bir bellek sistemi olan işleyen bellek, karar verme ve davranışın yönlendirilmesi görevlerini yürütür. İşleyen belleğin bir bileşeni olan dokunsal (tactile) işleyen bellek, bireyin fiziksel ve sosyal ortama uyum sağlayarak duyusal bellekten gelen dokunsal bilgileri geçici olarak depolamasını ve işlemesini destekleyen sürekli bir süreç olarak tanımlar. Etkinliklerde dokunsal stratejiler (algısal, bilişsel, sosyal bilişsel) kullanılarak işleyen belleğin çalışma kapasitesi arttırılarak bireyin tanıdık olmayan, yeni veya karmaşık bir görevleri yerine getirirken sınırlı olan dikkat kapasitesini etkili kullanması sağlanabilir. Bu dokunsal stratejiler, görme yetisi olmayan bireylerin bilgileri etkili bir şekilde işleyerek uzun süreli bellekte bilginin kalıcılığını arttıran ve bu bilgileri istenildiği zaman kolayca çağrılmasını sağlayan stratejilerdir. Bu çalışmada bilgi işleme kuramında bellek sisteminin bir bileşeni olan işleyen belleğin alt bileşenleri ve görevleri incelenerek görme yetisi olmayan bireylere uygulanabilecek ve işleyen bellek kapasitesini arttırabilecek dokunsal stratejilere değinilecektir.

Keywords

İşleyen bellek Dokunsal işleyen bellek Kör bireyler Dokunsal stratejiler

References

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  • Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic achievement. Journal of Experimental Child Psychology, 106, 20-29.
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  • Archibald, L. M., & Gathercole, S. E. (2007). The complexities of complex span: Storage and processing deficits in Specific Language Impairment. Journal of Memory & Language, 57, 177–194.
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  • Bosse, M. L., & Valdois, S. (2009). Influence of the visual attention span on child reading performance: a cross– sectional study. J. Read. Res. 32, 230–253. doi: 10.1111/j.1467-9817.2008.01387.x
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  • Dehn, M. J. (2014). Interventions for students with memory difficulties. In J. T. Mascolo, V. C. Alfonso, & D. P. Flanagan (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners (pp. 357-386). Hoboken, NJ: Wiley.
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  • Gathercole, S. E., Durling, M., Evans, S., Jeffcock, E., & Stone, S. (2008). Working memory abilities and children's performance in laboratory analogues of classroom activities. Applied Cognitive Psychology, 22, 1019–1037
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  • Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual–information processing, and academic performance among seventh–grade school children: a more significant relationship than we thought? Am. J. Occup. Ther. 59, 377–389. doi: 10.5014/ajot.59.4.377
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  • Holmes, J., Gathercole, S.E., & Dunning, D.L. (2010). Poor working memory: Impact and interventions. Advances in Child Development and Behavior, 39(1), 1-43. doi: 10.1016/b978-0-12-374748-8.00001-9
  • Jaeggi, S. M., Buschkuel, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America, 105, 6829–6833
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  • Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.
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  • Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: Cambridge University Press
  • Montgomery, J. (2000). Relation of working memory to offline and real-time sentence processing in children with specific language impairment. Applied Psycholinguistics, 21, 117–148.
  • Mundy, P. (2018). A review of joint attention and social-cognitive brain systems in typical development and autism spectrum disorder. European Journal of Neuroscience, 47, 497-514.
  • Mundy, P., & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16(5), 269-274.
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  • Nafstad, A. V., & Rødbroe, I. (2015). Communicative relations: Interventions that create communication with persons with congenital deafblindness. Aalborg: Materialecenteret.
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  • Olausson, H., Lamarre, Y., Backlund, H., Morin, C., Wallin, B., Starch, G., & Bushnell, M. (2002). Unmyelinated tactile afferents signal touch and project to insular cortex. Nat. Neurosci. 5, 900-904.
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Tactile Working Memory Strategies in Individuals with Visual Impairment

Year 2021, Volume: 2 Issue: 2, 171 - 184, 22.09.2021

Aydın Kızılaslan Halime Miray Sümer Dodur

Abstract

References

  • Acheson, D.J., MacDonald, M.C., & Postle, B.R, (2010). The interaction of concreteness and phonological similarity in verbal working memory. Journal of Experimental Psychogy: Learning, Memory and Cognitio 36, 17-36.
  • Ackerman, P.T., & Dykman, R.A., (1993). Phonological processes, confrontation naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
  • Adams, E. J., Nguyen, A. T., & Cowan, N. (2018). Theories of working memory: differences in definition, degree of modularity, role of attention, and purpose. Language, Speech, and Hearing Services in Schools, 49(3), 340–355.
  • Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic achievement. Journal of Experimental Child Psychology, 106, 20-29.
  • Alloway, T. P., & Gathercole, S. E. (2006). Working memory and neurodevelopmental conditions. Hove, England: Psychology Press
  • Archibald, L. M., & Gathercole, S. E. (2007). The complexities of complex span: Storage and processing deficits in Specific Language Impairment. Journal of Memory & Language, 57, 177–194.
  • Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. doi: 10.1038/nrn1201
  • Baddeley, A. D. (2006). Working memory: An overview. In S. J. Pickering (Ed.), Working memory and education (pp. 1–31). Burlington, MA: Academic Press.
  • Boehme, R., Hauser, S., Gerling, G., Heilig, M., & Olausson, H. (2019). Distinction of self-produced touch and social touch at cortical and spinal cord levels. Proceedings of the National Academy of Sciences, 10, 1-10
  • Bosse, M. L., & Valdois, S. (2009). Influence of the visual attention span on child reading performance: a cross– sectional study. J. Read. Res. 32, 230–253. doi: 10.1111/j.1467-9817.2008.01387.x
  • Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements on national curriculum tests: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59, 745–759.
  • Dahlin, K.I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479-491.
  • Dahlin, E., Nyberg, L., Backman, L., & Neely, A. S. (2008). Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance. Psychology and Aging, 23, 720–730.
  • Damen, S. (2015). A matter of meaning: The effect of social partner support on the intersubjective behaviors of individuals with congenital deafblindness. ’s-Hertogenbosch: BOXPress
  • De Beni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related to reading comprehension ability. Learning and Individual Differences, 12, 131–145.
  • Dehn, M. J. (2011). Helping students remember: Exercises and strategies to strengthen memory. Hoboken, NJ: Wiley
  • Dehn, M. J. (2014). Interventions for students with memory difficulties. In J. T. Mascolo, V. C. Alfonso, & D. P. Flanagan (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners (pp. 357-386). Hoboken, NJ: Wiley.
  • Dunlosky, J., & Kane, M. J. (2007). The contributions of strategy use to working memory span: A comparison of strategy assessment methods. Quarterly Journal of Experimental Psychology, 60, 1227–1245.
  • Edwards, T. (2015). Bridging the gap between Deafblind minds: interactional and social foundations of intention attribution in the Seattle Deafblind community. Front. Psychol. 6. doi:10.3389/fpsyg.2015.01497
  • Elliott, J. G., Gathercole, S. E., Alloway, T.P., Holmes, J., & Kirkwood, H. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties and improve long-term academic achievement. Journal of Cognitive Education and Psychology, 9(3), 227–250. doi.org/10.1891/1945-8959.9.3.227
  • Engel, P. M. J., Santos, F., & Gathercole, S. E. (2008). Are working memory measures free of socio-economic influence? Journal of Speech, Language and Hearing Research, 51, 1580–1587.
  • Esmaeili, V., & Diamond, M.E. (2019). Neuronal correlates of tactile working memory in prefrontal and vibrissal somatosensory cortex. Cell Reports, 27(11). 3167-3181. doi.org/10.1016/j.celrep.2019.05.034
  • Fivush, R., & Reese, E. (1992). The social construction of autobiographical memory. In M. A. Conway, D. Rubin, H. Spinnler, & W. Wagenaar (Eds.), Theoretical perspectives on autobiographical memory. Dordrecht: Kluwer Academic.
  • Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. London, UK: Sage Publishing.
  • Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20, 109–122.
  • Gathercole, S. E., Durling, M., Evans, S., Jeffcock, E., & Stone, S. (2008). Working memory abilities and children's performance in laboratory analogues of classroom activities. Applied Cognitive Psychology, 22, 1019–1037
  • Goldstein, E. (2011). Cognitive psychology: Connecting mind, research and everyday experience (3rd.ed). Australia: Wadsworth Cengage Learning.
  • Goldstand, S., Koslowe, K. C., & Parush, S. (2005). Vision, visual–information processing, and academic performance among seventh–grade school children: a more significant relationship than we thought? Am. J. Occup. Ther. 59, 377–389. doi: 10.5014/ajot.59.4.377
  • Green, M.F., Bearden, C.E. & Cannon, T.D. (2012). Social cognition in schizophrenia, part 1: performance across phase of illness. Schizophr Bull 38, 854–864.
  • Guo, D., Zhai, S., Mowei, S., & Zaifeng, G. (2018). Development of social working memory in preschoolers and its relation to theory of mind. Child Development, 9(7), 1-14
  • Healey, M. L., & Grossman, M. (2018). Cognitive and affective perspective-taking: Evidence for shared and dissociable anatomical substrates. Frontiers in neurology, 9, 491.
  • Holmes, J., Gathercole, S.E., & Dunning, D.L. (2010). Poor working memory: Impact and interventions. Advances in Child Development and Behavior, 39(1), 1-43. doi: 10.1016/b978-0-12-374748-8.00001-9
  • Jaeggi, S. M., Buschkuel, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America, 105, 6829–6833
  • Klingberg, T. (2009). The overflowing brain: Information overload and the limits of working memory. New York: Oxford University Press.
  • Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Increased brain activity in frontal and parietal cortex underlies the development of visuospatial working memory capacity during childhood. Journal of Cognitive Neuroscience, 14, 1–10.
  • Kızılaslan, A., & Sözbilir, M. (2018). Görme yetersizliği olan öğrencilerin bilişsel becerileri ve psikolojik deneyimleri üzerine bir derleme. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. doi: 10.30794/pausbed.414613
  • Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.
  • McCreery, R., Spratford, M., Kirby, B., & Brennan, M. (2017). Individual differences in Language and Working memory affect children’s speech recognition in noise. Journal of Audiology, 56(5), 306-31
  • McNamara, D. S., & Scott, J. L. (2001). Working memory capacity and strategy use. Memory and Cognition, 29, 10–17.
  • Milton J. D. (2008). Working Memory and Academic Learning: Assessment and Intervention. NewYork: John Wiley and Sons.
  • Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York: Cambridge University Press
  • Montgomery, J. (2000). Relation of working memory to offline and real-time sentence processing in children with specific language impairment. Applied Psycholinguistics, 21, 117–148.
  • Mundy, P. (2018). A review of joint attention and social-cognitive brain systems in typical development and autism spectrum disorder. European Journal of Neuroscience, 47, 497-514.
  • Mundy, P., & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16(5), 269-274.
  • Nafstad, A., & Rødbroe, I. (1999). Co-creating communication: Perspectives on diagnostic education for individuals who are congenitally deafblind and individuals whose impairments may have similar effect. Dronninglund, Danmark: Forlaget Nord-Press.
  • Nafstad, A. V., & Rødbroe, I. (2015). Communicative relations: Interventions that create communication with persons with congenital deafblindness. Aalborg: Materialecenteret.
  • Naya, Y., Yoshida, M., & Miyashita, Y. (2003). Forward processing of long-term associative memory in monkey inferotemporal cortex. J. Neurosci., 23,2861–2871.
  • Nelson, K., & Fivush, R. (2004). The emergence of autobiographical memory: A social cultural developmental theory. Psychological Review, 111(2), 486–511.
  • Olausson, H., Lamarre, Y., Backlund, H., Morin, C., Wallin, B., Starch, G., & Bushnell, M. (2002). Unmyelinated tactile afferents signal touch and project to insular cortex. Nat. Neurosci. 5, 900-904.
  • Olesen, P., Westerberg, H., & Klingberg, T. (2004). Increased prefrontal and parietal brain activity after training of working memory. Nature Neuroscience, 7, 75–79.
  • Ottem, E., Lian, A., & Karlsen, P. (2007). Reasons for the growth of traditional memory span across age. European Journal of Cognitive Psychology, 19, 233–270.
  • Parsons, B., Magill, T., Boucher, A., Zhang, M., Zogbo, K., Bérubé, S. & Faubert, J. (2014). Enhancing Cognitive Function Using Perceptual-Cognitive Training. Clinical EEG and Neuroscience, 47(1), 1–11.
  • Pawling, R., Trotter, P., McGlone, F., & Walker, S. (2017). A positive touch: C-tactile afferent targeted skin stimulation carries an appetitive motivational value. Biological Psychology, 120, 186-194.
  • Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology & Psychiatry & Allied Disciplines, 37, 57–87.
  • Pickering, S. J., & Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24, 393–408.
  • Poizner, H., Bellugi, U., & Tweeney, R. (1981). Processing of formational, semantic and iconic information in American Sign Language. Journal of experimental psychology: human perception and performance, 7, 430-440.
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  • Raanes, E., & Berge, S. (2017). Sign language interpreters’ use of haptic signs in interpreted meetings with deafblind persons. Journal of Pragmatics. Volume 107, 91-104.
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There are 72 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Review
Authors

Aydın Kızılaslan 0000-0003-3033-9358

Halime Miray Sümer Dodur 0000-0002-1470-8195

Publication Date September 22, 2021
Published in Issue Year 2021 Volume: 2 Issue: 2

Cite

APA Kızılaslan, A., & Sümer Dodur, H. M. (2021). Görme Yetersizliği Olan Bireylerde Dokunsal İşleyen Bellek Stratejileri. Eğitim Bilim Ve Araştırma Dergisi, 2(2), 171-184.
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