Kekemeliği Olan ve Olmayan Çocukların Çalışma Belleği Performanslarının Karşılaştırılması

Abstract

Introduction: The aim of this study is to compare working memory performance between children with and without stuttering. The second aim of the study is to examine the relationship between stuttering frequency and working memory performance in children who stutter (CWS). Method: The study sample included 20 children with stuttering and 20 children without stuttering and any other concominant speech and language disorders. The participants were matched for age and gender. Working Memory Scale was used for the assessment of working memory. Data from CWS and children who do not stutter (CWNS) were compared with independent samples t-test or Mann-Whitney U test based on normality analyses. The relation between the variables in CWS was examined with Pearson correlation analysis. Also, the percentage of stuttered syllables in a speech sample was calculated in children with stuttering. Results: There was not a significant difference in verbal and visual memory subtests scores between the children with and without stuttering. However, the verbal memory subtest scores were lower in the children with stuttering. Discussion: Despite the insignificant results, the study attracts attention to deficits in phonological memory and phonological coding in children with stuttering. In addition, although there was not a significant difference in the visual memory subtests, the children who stutter displayed higher performance in the visual memory subtests. This could be considered as a compensatory mechanism. Conclusion, Limitations and Suggestions: It can be suggested that further longitudinal studies having larger samples including different age groups, using different behavioral measurement tools and brain imaging techniques may shed light on the issue.

İl Özel İdareleri̇nde İnsan Kaynaklarinin Eği̇ti̇mi̇ Ve Geli̇şti̇ri̇lmesi̇: Elaziğ Ve Kars İl Özel İdareleri̇ Örneği̇

“…Oysaki iĢ hayatı ile teorik öğrenmenin birbirinden çok farklı olduğu bilinmektedir. Hatta kimi zaman iĢ hayatından önceki öğrenmelerde eksiklik ve hatta yanlıĢlık olabilmektedir (Aydın, 2021). Bunun giderilmesinin yolu ise oryantasyon eğitimidir.…”