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3-5 Yaş Çocuklarının Yürütücü İşlev Performansları ve Dil Becerileri İle İlişkisi

Year 2016, Volume: 5 Issue: 2, 84 - 100, 01.06.2016

Zeynep Gültekin Ahçı

https://doi.org/10.30703/cije.321400
Cited By: 1

Abstract

Bu çalışmada 3-5 yaş çocuklarının ketleme ve bilişsel esneklik performanslarıyla çocukların yaşı, alıcı ve ifade edici dil düzeyleri arasındaki ilişkinin belirlenmesi amaçlanmıştır. Araştırma ilişkisel tarama modelinde olup, veriler kesitsel olarak toplanmıştır. Çalışma, Ankara’da kamuya bağlı iki okulöncesi eğitim kurumunda gerçekleştirilmiştir. Araştırma 3, 4 ve 5 yaş olmak üzere üç yaş grubu üzerinde yürütülmüştür. Uygulamalar 34 kız 36 erkek olmak üzere toplam 70 çocuk ile gerçekleştirilmiştir. Yürütücü işlevleri değerlendirmek için Gece/Gündüz görevi (GGG) ve Esnek Madde Seçimi Görevi (EMSG), dil düzeyini belirlemek içinse Türkçe İfade Edici ve Alıcı Dil Testi (TİFALDİ) uygulanmıştır. Veriler SPSS programı ile çözümlenmiştir. Veriler normal dağılım göstermediği için gruplararası karşılaştırmalarda Kruskal-Wallis ve Mann-Whitney U testi uygulanmıştır. İlişkisel analiz için ise Spearman Sıra Korelasyon Katsayısı uygulanmıştır. Bu araştırmadan elde edilen bulgular Esnek Madde Seçimi Görevinde performansın yaşa bağlı olarak geliştiği ve alıcı dil ile anlamlı ilişkisi olduğunu ortaya koymuştur.

Keywords

Okulöncesi ketleme bilişsel esneklik yürütücü işlevler dil

References

  • Albertson, K. ve Shore, C. (2008). Holding in mind conflicting information: Pretending, working memory, and executive control. Journal of Cognition and Development, 9(4), 390-410. and children’s theory of mind. Child Development, 72(4), 1032-153.
  • Bennett, J. ve Müller, U. (2010). The development of flexibility and abstraction in preschool children. Merrill-Palmer Quarterly, 56(4), 455-473.
  • Bennett, J. ve Müller, U. (2010). The development of flexibility and abstraction in preschool children. Merrill-Palmer Quarterly, 56(4), 455-473.
  • Berument, S. K. ve Güven, A. G. (2010). Türkçe İfade Edici ve Alıcı Dİl Testi: Alıcı Dil Kelime Alt Testi (TİFALDİ-AD) Kullanma Kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C. ve Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821-843.
  • Blair, C. (2003). Behavioral inhibition and behavioral activation in young children: Relations with self-regulation and adaptation to preschool in children attending headstart. Developmental Psychobiology, 42, 301-311.
  • Blaye, A. ve Jacques, S. (2009). Categorical flexibility in preschoolers: Contributions of conceptual knowledge and executive control. Developmental Science, 12(6), 863-873.
  • Blaye, A., ve Chevalier, N. (2011). The role of goal representation in preschoolers’ flexibility and inhibition. Journal of Experimental Child Psychology, 108, 469-483.
  • Brocki, K. C. ve Bohlin, G. (2006). Developmental change in the relation between executive functions and symptoms of ADHD and co-occurring behaviour problems. Infant and Child Development, 15, 19-40.
  • Carlson, S. M. ve Moses, L. J. (2001). Individual differences in inhibitory control
  • Carlson, S. M., Mandell, D. J. ve Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105-1112.
  • Carlson, S. M., Moses, L. J. ve Claxton, L. J. (2004) Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87, 299-319.
  • Deak, G. O. (2000). The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple word meanings. Journal of Cognition and Development, 1(2), 157-191.
  • Diamond, A. (2006). The early development of executive functions. E. Bialystok ve F. I. M. Craik (Ed.). Lifespan Cognition: Mechanisms of Change (s. 70-95). Oxford, UK: Oxford University Press.
  • Diamond, A., Kirkham, N. Z., ve Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352-362.
  • Eslinger, P. J., Flaherty-Craig, C. V. ve Benton, A. L. (2004). Developmental outcomes after early prefrontal cortex damage. Brain and Cognition, 55, 84-103.
  • Espy KA. (1997). The Shape School: Assessing executive function in preschool children. Developmental Neuropsychology, 13(4), 495-499.
  • Espy, K. A., Bull, R., Martin, J. ve Stroup, W. (2006). Measuring the development of executive control with the shape school. Psychological Assessment, 18(4), 373-381.
  • Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A. and Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children, Developmental Neuropsychology, 26(1), 465-486.
  • Frye, D., Zelazo, P. D. ve Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483-527.
  • Gerstadt, C. L., Hong, Y. J. ve Diamond, A. (1994). The relationship between cognition and action: Performance of children between 3½ - 7 years old on a Stroop-like day-night task. Cognition, 53, 129-153.
  • Güven, A. G. ve Berument, S. K. (2010). Türkçe İfade Edici ve Alıcı Dil Testi: İfade Edici Dil Kelime Alt Testi (TİFALDİ-İD) kullanma kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Hala, S., Hug, S. ve Henderson, A. (2003). Executive function and false-belief understanding in preschool children: Two tasks are harder than one. Journal of Cognition and Development, 4(3), 275 - 298.
  • Hongwanishkul, D., Happaney, K. R., Lee, W. S., C. ve Zelazo, P. D. (2005) Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617-644.
  • Hughes, C. ve Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43(6), 1447-1459.
  • Jacques, S. ve Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20(3), 573-591.
  • Jacques, S., Zelazo, P. D., Kirkham, N. Z. ve Semcesen, T. K. (1999). Rule selection versus rule execution in preschoolers: An Error-Detection Approach. Developmental Psychology, 35(3), 770-780.
  • Jahromi, L. B. Ve Stifter, C. A. (2008). Individual differences in preschoolers’ self-regulation and theory of mind. Merrill-Palmer Quarterly, 54, 125-150.
  • Karbach, J. & Kray, J. (2007). Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood. Journal of Cognition and Development, 8, 205-236.
  • Kirkham, N. Z., Cruess, L. ve Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6(5), 449–476
  • Lee, D., Riccio, C., A.& Hynd, G., W. (2004). The role of executive functions in attention deficit hyperactivity disorder: Testing predictions from two models. Canadian Journal of School Psychology, 19, 167-189.
  • Lewis, E. E., Dozier, M., Ackerman, J. ve Sepulveda-Kozakowski, S. (2007). The effect of placement instability on adopted children’s inhibitory control abilities and oppositional behavior. Developmental Psychology, 43, 1415-1427.
  • Lezak, M. D. (1982): The problem of assessing executive functions. International Journal of Psychology, 17(1-4), 281-297.
  • Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York, NY: Basic Books.
  • Montgomery, D. E., Anderson, M. ve Uhl, E. (2008). Interference control in preschoolers: factors influencing performance on the day–night task. Infant and Child Development, 17(5), 457–470.
  • Nilsen, E. S., ve Graham, S. (2009). The relations between children’s communicative perspective-taking and executive functioning. Cognitive Psychology, 58, 220-249.
  • Oh, S. & Lewis, C. (2008). Korean preschoolers' advanced inhibitory control and its relation to other executive skills and mental state understanding. Child Development, 79(1), 80-99.
  • Rhoades, B. L., Greenberg, M. T. ve Domitrovich, C. E. (2009). The contribution of inhibitory control to preschoolers’ social-emotional competence. Journal of Applied Developmental Psychology, 30, 310-320.
  • Sabbagh, M. A., Xu, F., Carlson, F. M., Moses, L. J. ve Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of U.S. and Chinese preschoolers. Psychological Science, 17(1), 74-81.
  • Sarkis, S., M., Sarkis, E., H., Marshall, D. & Archer, J. (2005). Self-regulation and inhibition in comorbid ADHD children: An evaluation of executive functions. Journal of Attention Disorders, 8, 96-108.
  • Simpson, A. ve Riggs, K. J. (2005a). Factors responsible for performance on the day-night task: Response set or semantics? Developmental Science, 8(4), 360-371.
  • Simpson, A. ve Riggs, K. J. (2005b). Inhibitory and working memory demands of the day-night task in children. British Journal of Developmental Psychology, 23(3), 471-486.
  • Simpson, A., Riggs, K. J., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D. ve Diamond, A. (2012). Refining the understanding of inhibitory processes: How response prepotency is created and overcome. Developmental Science, 15(1), 62-73.
  • Smidts, D. P., Jacobs, R. ve Anderson, V. (2004). The Object Classification Task for Children (OCTC): A measure of concept generation and mental flexibility in early childhood. Developmental Neuropsychology, 26(1), 385-401.
  • Zelazo, P. D., Frye, D. ve Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37-63.

3-5 Year Olds’ Executive Function Performances and Its Relationship with Language Abilities

Year 2016, Volume: 5 Issue: 2, 84 - 100, 01.06.2016

Zeynep Gültekin Ahçı

https://doi.org/10.30703/cije.321400
Cited By: 1

Abstract

The aim of the study was to examine
inhibition and cognitive flexibility performances of 3-5 year old children in
relation with age and receptive and expressive language skills. It was a
correlational study and the data were gathered cross-sectionally. The study was
conducted in two public preschools in Ankara. Three age groups, 3, 4 and 5
year-olds, were included in the study. Seventy children (34 girls and 36 boys)
were tested. In order to assess executive functions, Day/Night Task, Flexible
Item Selection Task and for language skills, Turkish Expressive and Receptive
Language Test were administered to children. SPSS program was used for data
analysis. The data were non-normally distributed. Therefore, intergroup
comparisons were analyzed with Kruskal-Wallis and Mann-Whitney U tests. As to
the tests of correlation, Spearman Rho was adopted. The results revealed that
the performance in Flexible Item Selection Task increased with age and it had
significant relationship with receptive language skill. 

Keywords

Preschool inhibition cognitive flexibility executive function language

References

  • Albertson, K. ve Shore, C. (2008). Holding in mind conflicting information: Pretending, working memory, and executive control. Journal of Cognition and Development, 9(4), 390-410. and children’s theory of mind. Child Development, 72(4), 1032-153.
  • Bennett, J. ve Müller, U. (2010). The development of flexibility and abstraction in preschool children. Merrill-Palmer Quarterly, 56(4), 455-473.
  • Bennett, J. ve Müller, U. (2010). The development of flexibility and abstraction in preschool children. Merrill-Palmer Quarterly, 56(4), 455-473.
  • Berument, S. K. ve Güven, A. G. (2010). Türkçe İfade Edici ve Alıcı Dİl Testi: Alıcı Dil Kelime Alt Testi (TİFALDİ-AD) Kullanma Kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C. ve Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821-843.
  • Blair, C. (2003). Behavioral inhibition and behavioral activation in young children: Relations with self-regulation and adaptation to preschool in children attending headstart. Developmental Psychobiology, 42, 301-311.
  • Blaye, A. ve Jacques, S. (2009). Categorical flexibility in preschoolers: Contributions of conceptual knowledge and executive control. Developmental Science, 12(6), 863-873.
  • Blaye, A., ve Chevalier, N. (2011). The role of goal representation in preschoolers’ flexibility and inhibition. Journal of Experimental Child Psychology, 108, 469-483.
  • Brocki, K. C. ve Bohlin, G. (2006). Developmental change in the relation between executive functions and symptoms of ADHD and co-occurring behaviour problems. Infant and Child Development, 15, 19-40.
  • Carlson, S. M. ve Moses, L. J. (2001). Individual differences in inhibitory control
  • Carlson, S. M., Mandell, D. J. ve Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40(6), 1105-1112.
  • Carlson, S. M., Moses, L. J. ve Claxton, L. J. (2004) Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. Journal of Experimental Child Psychology, 87, 299-319.
  • Deak, G. O. (2000). The growth of flexible problem solving: Preschool children use changing verbal cues to infer multiple word meanings. Journal of Cognition and Development, 1(2), 157-191.
  • Diamond, A. (2006). The early development of executive functions. E. Bialystok ve F. I. M. Craik (Ed.). Lifespan Cognition: Mechanisms of Change (s. 70-95). Oxford, UK: Oxford University Press.
  • Diamond, A., Kirkham, N. Z., ve Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352-362.
  • Eslinger, P. J., Flaherty-Craig, C. V. ve Benton, A. L. (2004). Developmental outcomes after early prefrontal cortex damage. Brain and Cognition, 55, 84-103.
  • Espy KA. (1997). The Shape School: Assessing executive function in preschool children. Developmental Neuropsychology, 13(4), 495-499.
  • Espy, K. A., Bull, R., Martin, J. ve Stroup, W. (2006). Measuring the development of executive control with the shape school. Psychological Assessment, 18(4), 373-381.
  • Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A. and Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children, Developmental Neuropsychology, 26(1), 465-486.
  • Frye, D., Zelazo, P. D. ve Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483-527.
  • Gerstadt, C. L., Hong, Y. J. ve Diamond, A. (1994). The relationship between cognition and action: Performance of children between 3½ - 7 years old on a Stroop-like day-night task. Cognition, 53, 129-153.
  • Güven, A. G. ve Berument, S. K. (2010). Türkçe İfade Edici ve Alıcı Dil Testi: İfade Edici Dil Kelime Alt Testi (TİFALDİ-İD) kullanma kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Hala, S., Hug, S. ve Henderson, A. (2003). Executive function and false-belief understanding in preschool children: Two tasks are harder than one. Journal of Cognition and Development, 4(3), 275 - 298.
  • Hongwanishkul, D., Happaney, K. R., Lee, W. S., C. ve Zelazo, P. D. (2005) Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28(2), 617-644.
  • Hughes, C. ve Ensor, R. (2007). Executive function and theory of mind: Predictive relations from ages 2 to 4. Developmental Psychology, 43(6), 1447-1459.
  • Jacques, S. ve Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20(3), 573-591.
  • Jacques, S., Zelazo, P. D., Kirkham, N. Z. ve Semcesen, T. K. (1999). Rule selection versus rule execution in preschoolers: An Error-Detection Approach. Developmental Psychology, 35(3), 770-780.
  • Jahromi, L. B. Ve Stifter, C. A. (2008). Individual differences in preschoolers’ self-regulation and theory of mind. Merrill-Palmer Quarterly, 54, 125-150.
  • Karbach, J. & Kray, J. (2007). Developmental changes in switching between mental task sets: The influence of verbal labeling in childhood. Journal of Cognition and Development, 8, 205-236.
  • Kirkham, N. Z., Cruess, L. ve Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6(5), 449–476
  • Lee, D., Riccio, C., A.& Hynd, G., W. (2004). The role of executive functions in attention deficit hyperactivity disorder: Testing predictions from two models. Canadian Journal of School Psychology, 19, 167-189.
  • Lewis, E. E., Dozier, M., Ackerman, J. ve Sepulveda-Kozakowski, S. (2007). The effect of placement instability on adopted children’s inhibitory control abilities and oppositional behavior. Developmental Psychology, 43, 1415-1427.
  • Lezak, M. D. (1982): The problem of assessing executive functions. International Journal of Psychology, 17(1-4), 281-297.
  • Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York, NY: Basic Books.
  • Montgomery, D. E., Anderson, M. ve Uhl, E. (2008). Interference control in preschoolers: factors influencing performance on the day–night task. Infant and Child Development, 17(5), 457–470.
  • Nilsen, E. S., ve Graham, S. (2009). The relations between children’s communicative perspective-taking and executive functioning. Cognitive Psychology, 58, 220-249.
  • Oh, S. & Lewis, C. (2008). Korean preschoolers' advanced inhibitory control and its relation to other executive skills and mental state understanding. Child Development, 79(1), 80-99.
  • Rhoades, B. L., Greenberg, M. T. ve Domitrovich, C. E. (2009). The contribution of inhibitory control to preschoolers’ social-emotional competence. Journal of Applied Developmental Psychology, 30, 310-320.
  • Sabbagh, M. A., Xu, F., Carlson, F. M., Moses, L. J. ve Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of U.S. and Chinese preschoolers. Psychological Science, 17(1), 74-81.
  • Sarkis, S., M., Sarkis, E., H., Marshall, D. & Archer, J. (2005). Self-regulation and inhibition in comorbid ADHD children: An evaluation of executive functions. Journal of Attention Disorders, 8, 96-108.
  • Simpson, A. ve Riggs, K. J. (2005a). Factors responsible for performance on the day-night task: Response set or semantics? Developmental Science, 8(4), 360-371.
  • Simpson, A. ve Riggs, K. J. (2005b). Inhibitory and working memory demands of the day-night task in children. British Journal of Developmental Psychology, 23(3), 471-486.
  • Simpson, A., Riggs, K. J., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D. ve Diamond, A. (2012). Refining the understanding of inhibitory processes: How response prepotency is created and overcome. Developmental Science, 15(1), 62-73.
  • Smidts, D. P., Jacobs, R. ve Anderson, V. (2004). The Object Classification Task for Children (OCTC): A measure of concept generation and mental flexibility in early childhood. Developmental Neuropsychology, 26(1), 385-401.
  • Zelazo, P. D., Frye, D. ve Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37-63.
There are 45 citations in total.

Details

Primary Language Turkish
Other ID JA29AH65BZ
Journal Section Articles
Authors

Zeynep Gültekin Ahçı

Publication Date June 1, 2016
Published in Issue Year 2016Volume: 5 Issue: 2

Cite

APA Ahçı, Z. G. (2016). 3-5 Yaş Çocuklarının Yürütücü İşlev Performansları ve Dil Becerileri İle İlişkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 5(2), 84-100. https://doi.org/10.30703/cije.321400

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