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5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği

Year 2018, Volume: 14 Issue: 2, 187 - 214, 29.06.2018

Cevriye Ergül Çağla Özgür Yılmaz Ergül Demir

https://doi.org/10.17244/eku.427280
Cited By: 15

Abstract



Bu çalışmada 5-10 yaş grubundaki çocukların çalışma
belleği performansının belirlenmesine yönelik geliştirilmiş olan Çalışma
Belleği Ölçeği’nin geçerlik ve güvenirliğinin incelenmesi amaçlanmıştır. Ölçek
sözel/görsel kısa süreli bellek ve sözel/görsel çalışma belleği olarak toplam
dört boyutta dokuz alt ölçek ile değerlendirme yapmaktadır. İlişkisel tarama
modellerinden korelasyonel türde desenlenen bu çalışmanın örneklemini toplam
1494 çocuk oluşturmaktadır. Çocukların 634’ü iki aşamada gerçekleştirilen
deneme uygulamasında, 860’ı ise esas uygulamada yer almıştır. Tüm çocuklara
Çalışma Belleği Ölçeği uygulanmıştır. Ölçeğin uzman görüşleri ile kapsam
geçerliğine sahip olduğu belirlenmiş ve elde edilen veriler üzerinden yapı
geçerliğini belirlemek amacıyla açımlayıcı çalışmalardan Temel Bileşenler
Analizi (TBA) ile kümeleme analizi, doğrulayıcı çalışmalardan Doğrulayıcı
Faktör Analizi (DFA) yürütülmüştür. Ayırıcılık çalışmalarında nokta çift serili
korelasyon katsayısı ile maddelere ilişkin deneme toplam puan korelasyonları
hesaplanmış, ölçüt geçerliği çalışmaları için akademik başarı ölçekleri
kullanılmıştır. Çalışmanın güvenirliğine yönelik olarak test tekrar test
yöntemine dayalı güvenirliğini incelemek amacıyla Pearson Momentler Çarpımı Korelasyon
Katsayısı, test yarılama yöntemine dayalı Cronbach Alpha iç tutarlık katsayısı
hesaplanmıştır. Çalışmanın bulguları Çalışma Belleği Ölçeğinin geçerli ve
güvenilir bir araç olarak alanda kullanılabileceğini göstermiştir.




Keywords

Çalışma Belleği Geçerlik Güvenirlik Ölçek

References

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  • Akoğlu, G. & Acarlar, F. (2014). Gelişimsel dil bozukluklarında söz dizimi anlama ve sözel çalışma belleği ilişkisinin incelenmesi. Türk Psikoloji Dergisi, 29 (73), 89-103.
  • Alloway, T. P., & Alloway R. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
  • Alloway, T. P., & Archibald, L. M. D. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal Of Learning Disabilities, 3, 251- 262.
  • Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2008). Evaluating the validity of the automated working memory assessment. Educational Psychology, 28(7), 725-734.
  • Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short‐term and working memory in children: Are they separable?. Child development, 77(6), 1698-1716.
  • Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of experimental child psychology, 87(2), 85-106.
  • Alp, E., & Özdemir, B. (2007). Çocuklarda akıcı zekanın (gf) bilgi işleme hızı, kısa süreli bellek ve çalışma belleği kapasitesi ile ilişkisi. Türk Psikoloji Dergisi, 22 (60), 1-15.
  • Altun, A., & Çevik, V. (2012). Çoklu ortam tabanlı bir görev ile çalışma belleğinin ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 1, 32-40.
  • Archibald, L. M., & Gathercole, S. E. (2006). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265-277.
  • Babayiğit, S., & Stainthorp, R. (2009). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Read Writ, 23, 539- 568.
  • Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 1, 169- 189.
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  • Baddeley, A. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology: Section A, 49(1), 5-28.
  • Baddaley, A. (2000). The episodic buffer: a new component of working memory. Trends in Cognitive Sciences, 11, 417- 422.
  • Baddaley, A. (2006). Working memory: An overview. S. Pickering (Ed.). Working memory and education. (p. 1-31). Academic Press.
  • Baddeley, A. (2007). Working memory, thought, and action (Vol. 45). OUP Oxford.Baddeley, A., Gathercole, S., ve Papagno, C. (1998). The phonological loop as a language learning device. Psychological review, 105(1), 158.
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  • Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2006). Working memory in children with reading disabilities. Journal of experimental child Psychology, 93(3), 265-281.
  • 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(3), 109-122.
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Validity and Reliability of the Working Memory Scale for Children Aged 5-10 Years

Year 2018, Volume: 14 Issue: 2, 187 - 214, 29.06.2018

Cevriye Ergül Çağla Özgür Yılmaz Ergül Demir

https://doi.org/10.17244/eku.427280
Cited By: 15

Abstract

In
this study, it was aimed to examine the reliability and validity of the Working
Memory Scale developed to determine the performance of working memory for
children in the age group of 5-10 years. The scale evaluates with nine subtests
in total four dimensions as verbal / visual short-term memory and verbal /
visual working memory. A correlational model from relational screening models
was used in the study. A total of 1494 children constituted the sample, 634 of
whom were involved in the two trial stages and 860 were involved in the main
application. All children were administered the Working Memory Scale.  Content validity of the scale was examined by
means of expert opinions. To determine the construct validity a principal
content analysis, a cluster analysis and a confirmatory factor analysis were
performed.  For the discriminant validity,
point-biserial correlation coefficients and the item-total score correlations
were calculated. Academic Achievement Scales were used for criterion validity.
In order to determine the test-retest reliability, a Pearson product-moment
correlation coefficient was calculated while a Cronbach’s alpha internal
consistency coefficient was calculated for the split-half reliability. The
findings of the study show that the Working Memory Scale can be used in the
field as a valid and reliable tool.

Keywords

Reliability Scale Validity Working memory

References

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  • Akoğlu, G. & Acarlar, F. (2014). Gelişimsel dil bozukluklarında söz dizimi anlama ve sözel çalışma belleği ilişkisinin incelenmesi. Türk Psikoloji Dergisi, 29 (73), 89-103.
  • Alloway, T. P., & Alloway R. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
  • Alloway, T. P., & Archibald, L. M. D. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal Of Learning Disabilities, 3, 251- 262.
  • Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2008). Evaluating the validity of the automated working memory assessment. Educational Psychology, 28(7), 725-734.
  • Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short‐term and working memory in children: Are they separable?. Child development, 77(6), 1698-1716.
  • Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of experimental child psychology, 87(2), 85-106.
  • Alp, E., & Özdemir, B. (2007). Çocuklarda akıcı zekanın (gf) bilgi işleme hızı, kısa süreli bellek ve çalışma belleği kapasitesi ile ilişkisi. Türk Psikoloji Dergisi, 22 (60), 1-15.
  • Altun, A., & Çevik, V. (2012). Çoklu ortam tabanlı bir görev ile çalışma belleğinin ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 1, 32-40.
  • Archibald, L. M., & Gathercole, S. E. (2006). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265-277.
  • Babayiğit, S., & Stainthorp, R. (2009). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Read Writ, 23, 539- 568.
  • Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 1, 169- 189.
  • Baddeley, A., & Wilson, B. A. (1994). When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia, 32(1), 53-68.
  • Baddeley, A. (1996). Exploring the central executive. The Quarterly Journal of Experimental Psychology: Section A, 49(1), 5-28.
  • Baddaley, A. (2000). The episodic buffer: a new component of working memory. Trends in Cognitive Sciences, 11, 417- 422.
  • Baddaley, A. (2006). Working memory: An overview. S. Pickering (Ed.). Working memory and education. (p. 1-31). Academic Press.
  • Baddeley, A. (2007). Working memory, thought, and action (Vol. 45). OUP Oxford.Baddeley, A., Gathercole, S., ve Papagno, C. (1998). The phonological loop as a language learning device. Psychological review, 105(1), 158.
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47-89.
  • Baddaley, A., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 4, 485-493.
  • Baddaley, A., & Logie, R. H. (1999). Working memory: The multiple component model. A. Miyake ve P. Shah (Eds.). Models of Working Memory: Mechanisms Of Active Maintenance And Executive Control. (p. 28- 61). Cambridge University Press.
  • Berninger, V. W., & Richards, T. L. (2002). Brain literacy for educators and psychologists. Academic Press.
  • Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273–293.
  • Ciappe, P., Hasher, L., & Siegel, L. (2000). Working memory, inhibitory control and reading disability. Memory and Cognition, 28(1), 8-17.
  • Clair-Thompson, L. H., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal Of Experımental Psychology, 59(4), 745–759.
  • Cohen, M. (1997). Children’s memory scale (CMS). San Antonio: The Psychological Corporation.
  • Crain, S., Shankweiler, D., Macaruso, P., & Bar-Shalom, E. (1990). Working memory and comprehension of spoken sentences: Investigations of children with reading disorder. In G. Vallar & T. ShaIlice (Eds.), Neuropsychological impairments of short-term memory. Cambridge, U. K.: Cambridge University Press.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
  • Dehn, M. (2008). Working memory and academic learning: Assessment and intervention. New Jersey. John Wiley and Sons, İnc., Hoboken.
  • Dehn, M. (2010). Long- term memory problems in children and adolescens: Assessment, intervention and effective instruction. New Jersey. John Wiley and Sons, İnc., Hoboken.
  • De Weerdt, F., Desoete, A., & Roeyers, H. (2013). Working memory in children with reading disabilities and/or mathematical disabilities. Journal of learning disabilities, 46(5), 461-472.
  • Doğan, M. (2011). İşitme kayıplı çocukların ve normal işiten çocukların çalışma belleği ve kısa süreli bellek yönünden incelenmesi (Doktora tezi). Anadolu Üniversitesi, Eskişehir.
  • Engle, R. W. (1996). Working memory and retrieval: An inhibition-resource approach. In J. T. E. Richardson, R. W. Engle, L. Hasher, R. H. Logie, E. R. Stoltzfus, & R. T. Zacks (Eds.), Working memory and human cognition (pp. 89-119). New York: Oxford University Press.
  • Engle, R. W. (2002). Working memory capacity as executive attention. Current directions in psychological science, 11(1), 19-23.
  • Gathercole, S. E. (1999). Cognitive approaches to the development of short-term memory. Trends in cognitive sciences, 3(11), 410-419.
  • Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2006). Working memory in children with reading disabilities. Journal of experimental child Psychology, 93(3), 265-281.
  • 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(3), 109-122.
  • Gathercole, S. E., & Pickering, S. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177-194.
  • Gathercole, S. E., Pickering, S., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18,1–16.
  • Geary, D. C., Hoard, M. K., Byrd‐Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child development, 78(4), 1343-1359.
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There are 74 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Cevriye Ergül 0000-0001-6793-6469

Çağla Özgür Yılmaz This is me 0000-0002-1279-8967

Ergül Demir 0000-0002-3708-8013

Publication Date June 29, 2018
Submission Date May 25, 2018
Published in Issue Year 2018 Volume: 14 Issue: 2

Cite

APA Ergül, C., Özgür Yılmaz, Ç., & Demir, E. (2018). 5-10 Yaş Grubu Çocuklara Yönelik Geliştirilmiş Çalışma Belleği Ölçeğinin Geçerlik ve Güvenirliği. Eğitimde Kuram Ve Uygulama, 14(2), 187-214. https://doi.org/10.17244/eku.427280

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