Farklı Bilişsel Tempoya Sahip 5-6 Yaş Grubu Çocukların İşitsel Muhakeme ve İşlem Becerilerinin İncelenmesi
Yükleniyor...
Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Farklı bilişsel tempoya sahip 5-6 yaş grubu çocukların işitsel muhakeme ve işlem becerilerini incelemek amacı ile yapılan bu çalışmada, “Okul öncesi eğitim kurumuna devam eden 5-6 yaş grubu çocukların Selçuk İşitsel Muhakeme ve İşlem Becerileri Testi’nin Genel Bilgi, Sözel Anlamsızlıklar, Aritmetik Muhakeme, Analojik Tamamlama, Nedensel Muhakeme, Benzerlikler alt test ve toplam test puan ortalamaları bilişsel tempolarına göre farklılaşmakta mıdır?” sorusuna cevap aranmıştır. Araştırmanın çalışma grubunu, Konya il merkezindeki ilköğretim okullarının bünyesindeki anasınıfları ile bağımsız anaokullarına devam eden çocukların içinden tesadüfî küme örnekleme yöntemi ile seçilen 9 okul öncesi eğitim kurumuna devam eden 350 çocuk oluşturmuştur. Araştırma genel tarama modelindedir. Araştırmaya katılan çocukların bilişsel tempolarını belirlemek için Wright (1971) tarafından geliştirilen ve Seçer vd. (2009) tarafından Türkçeye uyarlanan “Kansas Reflection-Impulsivity Scale for Preschool (KRISP A)” kullanılmıştır. Çocukların işitsel muhakeme ve işlem becerilerini belirlemek için Tepeli vd. (2012a) tarafından geliştirilen Selçuk İşitsel Muhakeme ve İşlem Becerileri Testi (SİMİBT) kullanılmıştır. Çocukların Selçuk İşitsel Muhakeme ve İşlem Becerileri Testi toplam test ve alt test puanları, sahip oldukları bilişsel tempo bakımından F testi ile karşılaştırılmıştır. Gruplar arası farkın nasıl yorumlanması gerektiğini ortaya koyabilmek için Tukey Testi yapılmıştır. Araştırma bulgularına göre, okul öncesi dönemdeki çocukların Selçuk İşitsel Muhakeme ve İşlem Becerileri Testi’nin Genel Bilgi, Sözel Anlamsızlıklar, Aritmetik Muhakeme, Analojik Tamamlama, Nedensel Muhakeme, Benzerlikler alt test ve toplam test puanları bilişsel tempolarına göre anlamlı düzeyde farklılaşmıştır. Özellikle reflektif çocuklar, diğerlerine göre SİMİBT’in alt testlerinden ve toplam testinden daha yüksek puanlar elde etmişlerdir.
Today individuals are required to own a set of skills and behaviors in order to keep pace with the rapid development and changes in the field of science and technology. One of them is reasoning. Reasoning skills are the skills that enable people to reach the truth by reasoning and drawing a conclusion. One of the reasoning skills that should be supported especially starting from the pre-school period is auditory reasoning and processing skills. Auditory reasoning and processing skills are cognitive skills such as the way children perceive, comment about, put in order, understand, and correlate the things they aurally hear (Gardner, 1993). All of these skills provide opportunities for children to solve the problems they encounter easily by thinking, establishing cause-and-effect relationship, and inferring new meanings. It supports children to develop a creative and productive personality by generating new ideas. Auditory reasoning and processing skills provide children with the ability to possess knowledge and experiences that are necessary for them. At the same time, these skills show children how to implement all these acquired knowledge and experiences in their own lives. Purpose The answer to the question of “Do General Information, Verbal Absurdities, Arithmetic Reasoning, Analogical Completions, Casual Reasoning, Similarities subtest of Selcuk Auditory Reasoning and Processing Skills Test and total test mean scores of 5-6 year old children attending preschool institution differ according to their conceptual tempo?” was searched in this research which was conducted to examine the auditory reasoning and processing skills of 5-6 year old children having different conceptual tempo. Method Research Model In this research where auditory reasoning and processing skills of 5-6 year old children having different conceptual tempo and attending preschool institution was examined, general screening model, which tries to describe the situation as it exists, was used. Participants The participants of the study was comprised of 350 children attending nursery classes within primary schools and independent kindergartens in Konya city centrum who were selected by random cluster sampling method. 46,6% (n=163) of the children between 60-72 months (mean 65.57, standard deviation 4.23) were male, while 53,4% (n=187) were female. 80% of the children (n= 281) have been attending pre-school education institution for a year, while 14% (n= 49) for 2 years, 6% (n= 20) 3 years and more. Data Collection Tools “Kansas Reflective-Impulsive Scale for Preschoolers (KRISP A) which was developed by Wright (1971) and adapted to Turkish by Seçer et al. (2009) was used to determine conceptual tempo of the children participating in the research. Selcuk Auditory Reasoning and Processing Skills Test (SARPST) which was developed by Tepeli et al. (2012a) was used to measure auditory reasoning and processing skills of the children. Data Collection and Analysis Implementation of the scales used in this study was carried out in two sessions. “Kansas Reflective-Impulsive Scale for Preschoolers A Form which was developed by Wright (1971) was applied to the children in the first session. In the next session Selcuk Auditory Reasoning and Processing Skills Test was applied. Then, according to the mean number of errors and response time of the group each child was included in one of four groups which are Fast Inaccurate, Reflective-Slow Accurate, Impulsives - Fast Inaccurate, and Slow Inaccurate. Discriminant analysis was performed to determine the level of accuracy at which the children were classified (separated) in for different groups according to the response time and number of errors. Percentage of total correct classification of discriminant functions was found to be 86.8%. SARPST sub-test and total test scores of the children that were divided into 4 groups according to the level of conceptual tempo were compared with the F-test. Tukey’s Test was used to elucidate how to interpret the difference between the groups. Findings According to the findings of the research, General Information (F(3,346)= 10.69, p<0.001), Verbal Absurdities (F(3,346)= 10.64, p<0.001), Arithmetic Reasoning (F(3,346)= 7.63, p<0.001), Analogical Completions (F(3,346)= 2.83, p<0.05), Casual Reasoning (F(3,346)= 6.30, p<0.001), Similarities (F(3,346)= 3.45, p<0.05) subtest of Selcuk Auditory Reasoning and Processing Skills Test and the total test mean scores (F(3,346)= 12.03, p<0.001) of the preschool children differ depending on their conceptual tempo. Especially reflective children got higher scores from SARPST subtests and the test in general. Examining SARPST General Information sub-test results; General Information subtest mean scores of fast accurate and slow accurate were found to be significantly higher than mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST Verbal Absurdities subtest mean scores; it is seen that the highest mean score belongs to slow accurate (reflective). Verbal Absurdities subtest mean scores of fast accurate and slow accurate were found to be significantly higher than mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST Arithmetic Reasoning subtest mean scores; it was determined that slow accurate (reflective) had the highest scores. According to the mean scores, Arithmetic Reasoning subtest mean scores of slow accurate were significantly higher than mean scores of fast accurate, slow inaccurate (impulsive), and fast inaccurate (p<0.01). Examining SARPST Analogical Completions subtest mean scores; it was determined that subtest mean score of slow accurate- reflective were significantly higher than mean score of fast inaccurate (p<0.05). Examining SARPST Casual Reasoning subtest mean scores; it was found out that Casual Reasoning subtest mean scores of slow accurate and fast accurate were significantly higher than Casual Reasoning subtest mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST Similarities subtest mean scores; the difference between Similarities subtest mean scores of fast accurate, fast inaccurate and slow inaccurate was not statistically significant. However Similarities subtest mean score of reflective was significantly higher than mean score of impulsive (p<0.05). Examining total mean scores of SARPST; Reflective were observed to have the highest mean score. Slow accurate were found to follow fast accurate. SARPST total test mean scores of fast accurate and slow accurate were significantly higher than SARPST total mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST sub test and total test mean scores of fast accurate, reflective, impulsive and slow inaccurate children; Reflective children had higher scores from SARPST sub test and total test compared to their reflective, impulsive and slow inaccurate peers. In other words, compared to the children in the other conceptual tempo group, reflective children are more successful in problem solving and perceiving, commenting about, putting in order, and correlating the things they aurally hear. On the other hand, Impulsive children got significantly lower scores from SARPST sub-tests in comparison with reflective and fast accurate. Accordingly, compared to their reflective and fast accurate peers, impulsive children are less successful in problem solving and perceiving, commenting about, and reasoning the things they hear. In addition, impulsive children got higher scores than their slow inaccurate peers in total test scores and some SARPST sub-test such as General Information, Verbal Absurdities, Arithmetic Reasoning, and Casual Reasoning. However, this difference is not statistically significant. This situation determines that impulsive children have the same level of auditory reasoning and processing skills with their slow inaccurate peers.
Today individuals are required to own a set of skills and behaviors in order to keep pace with the rapid development and changes in the field of science and technology. One of them is reasoning. Reasoning skills are the skills that enable people to reach the truth by reasoning and drawing a conclusion. One of the reasoning skills that should be supported especially starting from the pre-school period is auditory reasoning and processing skills. Auditory reasoning and processing skills are cognitive skills such as the way children perceive, comment about, put in order, understand, and correlate the things they aurally hear (Gardner, 1993). All of these skills provide opportunities for children to solve the problems they encounter easily by thinking, establishing cause-and-effect relationship, and inferring new meanings. It supports children to develop a creative and productive personality by generating new ideas. Auditory reasoning and processing skills provide children with the ability to possess knowledge and experiences that are necessary for them. At the same time, these skills show children how to implement all these acquired knowledge and experiences in their own lives. Purpose The answer to the question of “Do General Information, Verbal Absurdities, Arithmetic Reasoning, Analogical Completions, Casual Reasoning, Similarities subtest of Selcuk Auditory Reasoning and Processing Skills Test and total test mean scores of 5-6 year old children attending preschool institution differ according to their conceptual tempo?” was searched in this research which was conducted to examine the auditory reasoning and processing skills of 5-6 year old children having different conceptual tempo. Method Research Model In this research where auditory reasoning and processing skills of 5-6 year old children having different conceptual tempo and attending preschool institution was examined, general screening model, which tries to describe the situation as it exists, was used. Participants The participants of the study was comprised of 350 children attending nursery classes within primary schools and independent kindergartens in Konya city centrum who were selected by random cluster sampling method. 46,6% (n=163) of the children between 60-72 months (mean 65.57, standard deviation 4.23) were male, while 53,4% (n=187) were female. 80% of the children (n= 281) have been attending pre-school education institution for a year, while 14% (n= 49) for 2 years, 6% (n= 20) 3 years and more. Data Collection Tools “Kansas Reflective-Impulsive Scale for Preschoolers (KRISP A) which was developed by Wright (1971) and adapted to Turkish by Seçer et al. (2009) was used to determine conceptual tempo of the children participating in the research. Selcuk Auditory Reasoning and Processing Skills Test (SARPST) which was developed by Tepeli et al. (2012a) was used to measure auditory reasoning and processing skills of the children. Data Collection and Analysis Implementation of the scales used in this study was carried out in two sessions. “Kansas Reflective-Impulsive Scale for Preschoolers A Form which was developed by Wright (1971) was applied to the children in the first session. In the next session Selcuk Auditory Reasoning and Processing Skills Test was applied. Then, according to the mean number of errors and response time of the group each child was included in one of four groups which are Fast Inaccurate, Reflective-Slow Accurate, Impulsives - Fast Inaccurate, and Slow Inaccurate. Discriminant analysis was performed to determine the level of accuracy at which the children were classified (separated) in for different groups according to the response time and number of errors. Percentage of total correct classification of discriminant functions was found to be 86.8%. SARPST sub-test and total test scores of the children that were divided into 4 groups according to the level of conceptual tempo were compared with the F-test. Tukey’s Test was used to elucidate how to interpret the difference between the groups. Findings According to the findings of the research, General Information (F(3,346)= 10.69, p<0.001), Verbal Absurdities (F(3,346)= 10.64, p<0.001), Arithmetic Reasoning (F(3,346)= 7.63, p<0.001), Analogical Completions (F(3,346)= 2.83, p<0.05), Casual Reasoning (F(3,346)= 6.30, p<0.001), Similarities (F(3,346)= 3.45, p<0.05) subtest of Selcuk Auditory Reasoning and Processing Skills Test and the total test mean scores (F(3,346)= 12.03, p<0.001) of the preschool children differ depending on their conceptual tempo. Especially reflective children got higher scores from SARPST subtests and the test in general. Examining SARPST General Information sub-test results; General Information subtest mean scores of fast accurate and slow accurate were found to be significantly higher than mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST Verbal Absurdities subtest mean scores; it is seen that the highest mean score belongs to slow accurate (reflective). Verbal Absurdities subtest mean scores of fast accurate and slow accurate were found to be significantly higher than mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST Arithmetic Reasoning subtest mean scores; it was determined that slow accurate (reflective) had the highest scores. According to the mean scores, Arithmetic Reasoning subtest mean scores of slow accurate were significantly higher than mean scores of fast accurate, slow inaccurate (impulsive), and fast inaccurate (p<0.01). Examining SARPST Analogical Completions subtest mean scores; it was determined that subtest mean score of slow accurate- reflective were significantly higher than mean score of fast inaccurate (p<0.05). Examining SARPST Casual Reasoning subtest mean scores; it was found out that Casual Reasoning subtest mean scores of slow accurate and fast accurate were significantly higher than Casual Reasoning subtest mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST Similarities subtest mean scores; the difference between Similarities subtest mean scores of fast accurate, fast inaccurate and slow inaccurate was not statistically significant. However Similarities subtest mean score of reflective was significantly higher than mean score of impulsive (p<0.05). Examining total mean scores of SARPST; Reflective were observed to have the highest mean score. Slow accurate were found to follow fast accurate. SARPST total test mean scores of fast accurate and slow accurate were significantly higher than SARPST total mean scores of fast inaccurate and slow inaccurate (p<0.05). Examining SARPST sub test and total test mean scores of fast accurate, reflective, impulsive and slow inaccurate children; Reflective children had higher scores from SARPST sub test and total test compared to their reflective, impulsive and slow inaccurate peers. In other words, compared to the children in the other conceptual tempo group, reflective children are more successful in problem solving and perceiving, commenting about, putting in order, and correlating the things they aurally hear. On the other hand, Impulsive children got significantly lower scores from SARPST sub-tests in comparison with reflective and fast accurate. Accordingly, compared to their reflective and fast accurate peers, impulsive children are less successful in problem solving and perceiving, commenting about, and reasoning the things they hear. In addition, impulsive children got higher scores than their slow inaccurate peers in total test scores and some SARPST sub-test such as General Information, Verbal Absurdities, Arithmetic Reasoning, and Casual Reasoning. However, this difference is not statistically significant. This situation determines that impulsive children have the same level of auditory reasoning and processing skills with their slow inaccurate peers.
Açıklama
Anahtar Kelimeler
Okul öncesi eğitim, işitsel muhakeme, işlem becerisi, bilişsel tempo, düşüncelilik, içtepisellik, Pre-school education, auditory reasoning, conceptual tempo, reflective, impulsive, processing skills
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
30
Künye
Er, S., Tepeli, K., (2013). Farklı Bilişsel Tempoya Sahip 5-6 Yaş Grubu Çocukların İşitsel Muhakeme ve İşlem Becerilerinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 30, 117-128.
