KaydedilenlerDerginizi ekleyin

Dergiler / Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi / 2020 / Cilt: 10 - Sayı: 2

Development of Executive Functions in Pre-schoolers

Okul Öncesi Dönemde Yönetici İşlevler Gelişimi

Zehra ERTUĞRUL-YAŞAR
Sema KARAKELLE
Sayfa
393–413
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The findings also showed how components of EF develop during the preschool years both cross-sectionally and longitudinally.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this study was to investigate the development and developmental trajectories of the three most frequently postulated executive function (EF) components.
📊
Temel Bulgular & Veri:Expressive and receptive language tasks and age-appropriate working memory, inhibition, and shifting tasks were conducted with 70 pre-schoolers (36 girls and 34 boys) aged between 36 and 65 months.
💡
Sonuç & Katkı:The findings also showed how components of EF develop during the preschool years both cross-sectionally and longitudinally.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Özet

The aim of this study was to investigate the development and developmental trajectories of the three most frequently postulated executive function (EF) components. In addition, we explored the developmental relation between early expressive and receptive language skills and EF longitudinally. Expressive and receptive language tasks and age-appropriate working memory, inhibition, and shifting tasks were conducted with 70 pre-schoolers (36 girls and 34 boys) aged between 36 and 65 months. Measures were taken two times at 6 month intervals within a longitudinal design. The findings of the present study revealed that different aspects of language had predictive relations with shifting and working memory components of EF 6 months later. The findings also showed how components of EF develop during the preschool years both cross-sectionally and longitudinally.

Abstract

Bu çalışmanın amacı, yönetici işlevlerin üç bileşeninin gelişimini ve gelişim örüntülerini ve bu bileşenlerin dil becerisinin alıcı ve ifade edici yönleri ile olan ilişkisini boylamasına araştırmaktır. Alıcı ve ifade edici dil görevleri ve yaşa uygun çalışma belleği, ketleme ve kurulumu değiştirme (shifting) görevleri 36-65 ay arasında değişen 70 okul öncesi çocuğa (36 kız ve 34 erkek) uygulanmıştır. Boylamsal bir desende 6 aylık aralıklarla iki kez ölçüm alınmıştır. Bu çalışmanın bulguları, dilin farklı yönlerinin 6 ay sonraki kaydırma ve çalışma belleği bileşenleriyle yordayıcı ilişkilere sahip olduğunu ortaya koymuştur. Ayrıca bulgular yönetici işlevlerin farklı bileşenlerinin okul öncesi yıllarda hem kesitsel hem de boylamsal olarak nasıl geliştiğini göstermiştir.

🔖

Bu Makaleye Atıf Yap

ERTUĞRUL-YAŞAR, Z., KARAKELLE, S. (2020). Development of Executive Functions in Pre-schoolers. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, Cilt: 10 - Sayı: 2, 393–413. https://ajindex.com/articles/198622

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (5)

  1. Berument, S. K. and Güven, A. G. (2010). Turkish Expressive and Receptive Language Test: Receptive Vocabulary Sub-Scale (TIFALDI-RT). Ankara:
  2. Turkish Psychological Society. Best, J. R., Miller, P. H. and Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180-200. Doi: 10.1016/j.dr.2009.05.002. Best, J. R., Miller, P. H. and Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learn Individual Differences, 21, 327-336. Doi:10.1016/j.lindif.2011.01.007. Blair, C. and Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-63. Doi:10.1111/j.1467-8624.2007.01019.x Bohlmann, N.L., Maier, M.F., and Palacios, N. (2015). Bidirectionality in self-regultion and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development, 86, 1094-1111.
  3. Bull, R. and Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273-293. Doi: 10.1207/S15326942DN1903_3. Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595-616. Doi:10.1207/s15326942dn2802_3. Case, R. (1985). Intellectual development: Birth to adulthood. New York: Academic Press. Doi:10.1111/j.2044-8279.1986.tb02666.x Clark, C. A., Pritchard, V. E. and Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176-1191. Doi: 10.1037/a0019672. De Ribaupierre, A. and Bailleux, C. (1994). Developmental change in a spatial task of attentional capacity: An essay toward an integration of two working memory models. International Journal of Behavioral Development, 17, 5-35. Doi: 10.1177/016502549401700102. Diamond, A. (2006). The early development of executive functions. In E. Bialystock & F. I. M. Craik, (Eds.), The early development of executive functions. Lifespan cognition: Mechanisms of change (pp. 70-95).
  4. Oxford, England: Oxford University Press.
  5. Doebel, S. and Zelazo, P. D. (2013). Bottom-up and top-down dynamics in young children’s executive function: Labels aid 3-year-olds’ performance on the Dimensional Change Card Sort. Cog