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Zihinsel Hız: Kavramsal Gelişimi ve Önemine Dair Bir Derleme Çalışması

Yıl 2022, Cilt: 12 Sayı: 3, 2777 - 2796, 30.11.2022
https://doi.org/10.48146/odusobiad.1104650

Öz

Bebeklikten yaşlılığa ilerleyen yaşam döngüsünde; bebeklik dönemindeki gelişimde günden güne artan hızlılık, yaşlılık döneminde günden güne artan yavaşlama söz konusudur. Bu, döngünün belirgin özellikleri arasındadır. Normal gelişim gösteren bireylerde beklenen, fiziksel gelişim ile zihinsel gelişim hızının paralel olmasıdır. Gelişimsel olarak süreçlerden birinde ortaya çıkan geri kalma ya da ileri olma bireyin tanılanmasını gerektirmektedir. Bireylerin gelişimsel olarak tanılanması ve değerlendirilmesinde tıbbi tanılama ve eğitsel tanılama devreye girmektedir. Tanılamada birçok değişken birlikte değerlendirilmektedir. Bu değişkenlerden biri olan zihinsel hız da hem tıbbi hem de eğitsel tanılamada incelenen ortak değişkenler arasındadır. Hız, bireyin uyarıcıyı alması ile başlayan süreçte, bilgiyi anlama ve buna tepki verme süresini ifade eder. Hız, sinirsel iletilerdeki tepki hızına bağlı olarak klinik yönden bilgi sunarken, zihinsel performans hızına bağlı değerlendirmelerde eğitsel yönden bilgi sunmaktadır. Bu çalışmada hız ile ilgili çalışmalar tarihsel süreç içerisinde incelenmiş ve karşılaşılan kavramsal çeşitlilik doğrultusunda ayırt edici hususlar üzerinde durulmuştur. Alanyazın taraması hız ile ilgili kullanılan kavramlar çerçevesinde yapılmış ve ilişkili araştırmalar temelinde tartışılmıştır. Çalışmalar, tarihsel olarak iki dönemde incelenmiş ve zekâ ile ilişkilendirildiği süreç bağlamında irdelenmiştir. Yakın dönem çalışmaları, işleme hızı kavramının daha geniş bir kullanım alanına sahip olduğu, zihinsel hız ve bilişsel hız kavramları ile yakın anlamlarda kullanıldığı sonuçlarını ortaya koymuştur. Hız ölçümüne yönelik çalışmalar temelinde ise araştırmacılara hız testlerinin özellikleri doğrultusunda öneriler sunulmuştur. Bu bağlamda çalışmanın, zihinsel performans hızı ölçümüne ilişkin kavramsal farklılıkların ayırt edilmesi bakımından, araştırmacı ve uygulayıcılar için önem taşıdığı söylenebilir.

Teşekkür

Desteklerinden dolayı Prof. Dr. Yavuz AKBULUT ve Prof. Dr. Uğur SAK hocalarıma teşekkür ederim.

Kaynakça

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Mental Speed: A Review of Its Conceptual Development and Importance

Yıl 2022, Cilt: 12 Sayı: 3, 2777 - 2796, 30.11.2022
https://doi.org/10.48146/odusobiad.1104650

Öz

Throughout the lifespan, while development is increasing fast day by day in infancy, there is an increasing slowdown in old ages. This is essentially one of the evident features of the life cycle. Individuals with normal development are expected to be physically and mentally at a parallel developmental rate. In cases of developmental delay or superiority in one of the processes, the identification process of the individual begins. Medical diagnosis and educational diagnosis are necessary in the developmental identification and evaluation of individuals. Many variables are evaluated together in identification. Speed is among the common variables studied in both medical and educational diagnostics. Processing speed refers to the time it takes for the individual to understand the information and react in the process that begins with the receipt of the stimulus. While speed provides clinical information based on reaction time in neural transmissions, it provides educational information in assessments based on mental performance. In this study, the studies related to speed are examined in the historical process and the prominent issues in line with the conceptual diversity encountered are emphasized. The literature review was carried out within the framework of the concepts related to speed and it was discussed based on the relevant research. As a result of the reviews, the studies were examined in two historical periods and examined in the context of the process in which they were associated with intelligence. Recent studies have revealed that the concept of processing speed has a wider usage and is close to the concepts of mental speed and cognitive speed. On the basis of studies about measurement of speed, implications were presented to researchers in line with the characteristics of speed tests. In this context, it can be argued that this study is important for researchers and practitioners in terms of distinguishing conceptual differences related to measurement of mental performance speed.

Kaynakça

  • Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102(1), 3-27. https://doi.org/10.1037/0033-2909.102.1.3.
  • Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2002). Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities. Journal of Experimental Psychology: General, 131(4), 567-589. https://doi:10.1037/0096-3445.131.4.567.
  • Albinet, C. (2015). Processing speed. In S. K. Whitebourne (Ed.), The encyclopedia of adulthood and aging (Vol. 3, s. 1-4). Oxford: John Wiley and Sons.
  • Alp, E., & Özdemir, B. Ö. (2007). Çocuklarda akıcı zekânın (Gf) bilgi işleme hızı, kısa süreli bellek ve çalışma belleği kapasitesi ile ilişkisi. Türk Psikoloji Dergisi, 22(60), 1-15.
  • Anastasi, A. (1988). Psychological testing (6. Baskı). New York: Macmillan.
  • Anastasi, A., & Urbina, S. (1997). Psychological testing. Upper Saddle River, NJ: Prentice-Hall.
  • Baddaley, A. D. (1986). Working memory. Oxford: Oxford University Press.
  • Berger, M. (1982). The “scientific approach” to intelligence: An overview of its history with special reference to mental speed. In H. J. Eysenck (Ed.), A Model for Intelligence (s. 13–43). Berlin: Springer-Verlag.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
  • Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1-22. https://doi.org/10.1037/h0046743.
  • Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9. Baskı). New York: McGraw-Hill Education.
  • Conway, A. R. A., Cowan, N., Bunting, M. F., Therriault, D. J., & Minkoff, S. R. B. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30(2), 163-183. https://doi.org/10.1016/S0160-2896(01)00096-4.
  • Cowan, N., Wood, N. L., Wood, P. K., Keller, T. A., Nugent, L. D., & Keller, C. V. (1998). Two separate verbal processing rates contributing to short-term memory span. Journal of Experimental Psychology General, 127(2), 141–160. https://doi.org/10.1037/0096-3445.127.2.141.
  • Çıkrıkçı-Demirtaşlı, N. (1995) Psikometride yeni ufuklar: Bilgisayar ortamında bireye uyarlanmış test. Türk Psikoloji Bülteni, 5(13), 31-36.
  • Danthiir, V., Roberts, R. D., Schulze, R., & Wilhelm, O. (2005). Mental speed: On frameworks, paradigms, and a platform for the future. In O. Wilhelm and R. W. Engle (Eds.), Handbook of understanding and measuring intelligence, (s. 27-46). Sage Publications, Inc. https://dx.doi.org/10.4135/9781452233529.n3.
  • Davidson, W. M., & Carroll, J. B. (1945). Speed and level components in time-limit scores-A factor analysis. Educational and Psychological Measurement, 5, 411-435. https://doi.org/10.1177/001316444500500408.
  • Estrada, E. (2018). Speeded test. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vol. 1, s. 846-848). California: SAGE.
  • Eysenck, H. J. (1967). Intelligence assessment: A theoretical and experimental approach. British Journal of Educational Psychology, 37, 81-98. https://doi.org/10.1111/j.2044-8279.1967.tb01904.x.
  • Fry, A. F., & Hale, S. (1996). Processing speed, working memory, and fluid intelligence: Evidence for a developmental cascade. Psychological Science, 7(4), 237-241. https://doi.org/10.1111/j.1467-9280.1996.tb00366.x.
  • Fry, A. F., & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children. Biological Psychology, 54, 1-34. https://doi.org/10.1016/S0301-0511(00)00051-X.
  • Furneaux, D. (1961). Intellectual abilities and problem solving behaviour. In H. J. Eysenck (Ed.), Handbook of abnormal psychology (s. 212-237). New York: Basic Books.
  • Galton, F. (1907). Inquiries into human faculty and its development (2. Baskı). London: J. M. Dent & Co.
  • Goldhammer, F., & Entink, R. H. K. (2011). Speed of reasoning and its relation to reasoning ability. Intelligence, 39, 108-109. https://doi.org/10.1016/j.intell.2011.02.001.
  • Goldman-Rakic, P. S. (1992). Working memory and the mind. Scientific American, 267, 110-117.
  • Guilford, J. P. (1968). Intelligence, creativity, and their educational implications. San Diego: Robert R. Knapp.
  • Gulliksen, H. (1950). Theory of mental tests. New York: John Wiley.
  • Hambleton R. K., Swaminathan, H., & Rogers, H.J. (1991). Fundamentals of item response theory. California: Sage Publications.
  • Horn, J. L. (1965). Fluid and crystallized intelligence: A factor analytic study of the structure among primary mental abilities. (Unpublished doctoral disertation). Champaign: University of Illinois.
  • Horn, J. L. (1991). Measurement of intellectual capabilities: A review of theory. In K. S. McGrew, J. K. Werder and R. W. Woodcock (Eds.), WJ-R technical manual (s.197-232). Chicago: Riverside.
  • Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57(5), 253-270. https://doi.org/10.1037/h0023816.
  • Horn, J. L., & Noll, J. (1994). A system for understanding cognitive capabilities: A theory and the evidence on which it is based. In D. K. Detterman (Ed.) Current topics in human intelligence. (4. Baskı, s.151-203), New York: Springer-Verlag.
  • Jensen, A. R. (2006). Clocking the mind: Mental chronometry and individual differences. Amsterdam: Elsevier.
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  • Lu, Y., & Sireci, S. G. (2007). Validity issues in test speededness. Educational and Measurement Issues and Practice, 26(4), 29-37. https://doi.org/10.1111/j.1745-3992.2007.00106.x.
  • McFarland, R. A. (1928). The role of speed in mental ability. Psychological Bulletin, 25(10), 595-612. https://psycnet.apa.org/doi/10.1037/h0074228.
  • McGrew, K. S. (1997). Analysis of the majör intelligence batteries according to a proposed comprehensive Gf-Gc framework. In D. P. Flanagan, J. L. Genshaft and P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (1. Baskı, s. 151–179). New York: Guilford Press.
  • McGrew, K. S. (2005). The Cattell–Horn–Carroll theory of cognitive abilities. In D. P. Flanagan and P. L. Harrison (Eds.) Contemporary intellectual assessment: Theories, tests, and issues (2. Baskı, s. 136–181). New York: Guilford Press.
  • McGrew, K. S., & Evans, J. J. (2004). Carroll Human Cognitive Abilities Project: Research Report No. 2. Internal and external factorial extensions to the Cattell– Horn–Carroll (CHC) theory of cognitive abilities: A review of factor analytic research since Carroll’s seminal 1993 treatise. St. Cloud, MN: Institute for Applied Psychometrics.
  • Miller, L. T., & Vernon, P. A . (1996). Intelligence, reaction time, and working memory in 4- to 6-year-old children. Intelligence, 22, 155-190. https://doi.org/10.1016/S0160-2896(96)90014-8.
  • Naglieri, J. A., Das, J. P., & Goldstein, S. (2014). Cognitive assessment system second edition interpretive and technical manual. Texas: Pro-ed Inc.
  • Nettelbeck, T. (1987). Inspection time and intelligence. In P. A. Vernon (Ed.), Speed of information-processing and intelligence (s. 295-346). Norwood, NJ: Ablex Publishing.
  • Nettelbeck, T. (1994). Speediness. In R. J. Sternberg (Ed.), Encyclopedia of human intelligence (s. 1014– 1019). New York: Macmillan.
  • Nettelbeck, T., & Burns, N. R. (2010). Processing speed, working memory and reasoning ability from childhood to old age. Personality and Individual Differences, 48, 379-384. https://doi.org/10.1016/j.paid.2009.10.032.
  • O'Brien, A. R., & Tulsky, D. S. (2008). The history of processing speed and its relationship to intelligence. In J. DeLuca and J. H. Kalmar (Eds.), Information processing speed in clinical populations (s. 1-28). Philadelphia: Taylor and Francis.
  • Ofiesh, N., Mather, N., & Russell, A. (2005). Using speeded cognitive, reading, and academic measures to determine the need for extended test time among university students with learning disabilities. Journal of Psychoeducational Assessment, 23(1), 35-52. https://doi.org/10.1177%2F073428290502300103.
  • Rabbit, P. M. A. (1996). “Do individual differences in speed reflect ‘global’ or ‘local’ differences in mental abilities?”. Intelligence, 22, 69-88. https://doi.org/10.1016/S0160-2896(96)90021-5.
  • Reynolds, C. R., & Kamphaus, R. W. (2015). Reynolds Intellectual Assessment Scales (2. Baskı). Lutz: Psychological Assessment Resources.
  • Reynolds, C. R., Kamphaus, R. W., & Raines, T. C. (2012). The Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test. In D. P. Flanagan and P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (3. Baskı, s. 400-421). New York: Guilford Press.
  • Roberts, R. D., & Stankov, L. (1999). Individual differences in speed of mental processing and human cognitive abilities: Toward a taxonomic model. Learning and Individual Differences, 11(1), 1-120. https://doi.org/10.1016/S1041-6080(00)80007-2.
  • Salthouse, T. (2000). Aging and measures of processing speed. Biological Psychology, 54(1-3), 35-54. https://doi.org/10.1016/S0301-0511(00)00052-1.
  • Schneider, W. J., Flanagan, D. P., & Alfonso, V. C. (2017). Overview of the WISC. In D. P. Flanagan, & V. C. Alfonso (Eds.), Essentials of WISC-V assessment (pp. 1-53). Hoboken, NJ: Wiley.
  • Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In D. P. Flanagan and P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (3. Baskı, s. 99-144). New York: Guilford Press.
  • Schneider, W. J., & McGrew, K. S. (2018). The Cattell-Horn-Carroll theory of cognitive abilities. In D. P. Flanagan and E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4. Baskı, s. 73–163). New York: Guilford Press.
  • Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock-Johnson IV Tests of Cognitive Abilities. Rolling Meadows: Riverside.
  • Schubert, A-L. (2016). The relationship between mental speed and mental abilities. (Unpublished doctoral disertation). Germany: Heidelberg University.
  • Schubert, A.-L., Hagemann, D., Voss, A., Schankin, A. & Bergmann, K. (2015). Decomposing the relationship between mental speed and mental abilities. Intelligence, 51, 28-46. https://doi.org/10.1016/j.intell.2015.05.002.
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  • Stankov, L., & Roberts, R. D. (1997). Mental speed is not the ‘basic’ process of intelligence. Personality and Individual Differences, 22(1), 69-84. https://doi.org/10.1016/S0191-8869(96)00163-8.
  • Sternberg, S. (1969). Memory-scanning: mental processes revealed by reaction-time experiments. American Scientist. 57, 421–457.
  • Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471–491. https://doi.org/10.1037/0022-0663.96.3.471.
  • Thurstone, L. L. (1938). Primary mental abilities. Chicago: University of Chicago Press.
  • van Breukelen, G. J. P. (2005). Psychometric modeling of response speed and accuracy with mixed and conditional regression. Psychometrika, 70(2), 359-376. https://doi.org/10.1007/s11336-003-1078-0.
  • van der Linden, W. J. (2007). A hierarchical framework for modeling speed and accuracy on test items. Psychometrika, 72(3), 287- 308. https://doi.org/10.1007/s11336-006-1478-z.
  • Vernon, P. A. (1987). New developments in reaction time research. In speed of information-processing and intelligence. In P. A. Vernon (Ed.), Speed of information-processing and intelligence (s. 1-20). Norwood, NJ: Ablex Publishing.
  • Vicki L. W., Wise, S. L., & Bhola, D. S. (2006). The generalizability of motivation filtering in improving test score validity. Educational Assessment, 11(1), 65-83. https://doi.org/10.1207/s15326977ea1101_3.
  • Wahlstrom, D., Raiford, S. E., Breaux, K. C., Zhu, J., & Weiss, L. G. (2018). The Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition, Wechsler Intelligence Scale for Children-Fifth Edition, and Wechsler Individual Achievement Test-Third Edition. In D. P. Flanagan and E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4. Baskı, s. 245–282). New York: Guilford Press.
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi, Eğitim Üzerine Çalışmalar
Bölüm DERLEME
Yazarlar

Gülşah Avcı Doğan 0000-0002-9733-3228

Yayımlanma Tarihi 30 Kasım 2022
Gönderilme Tarihi 17 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 3

Kaynak Göster

APA Avcı Doğan, G. (2022). Zihinsel Hız: Kavramsal Gelişimi ve Önemine Dair Bir Derleme Çalışması. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(3), 2777-2796. https://doi.org/10.48146/odusobiad.1104650

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