BURCU KILIÇ TÜLÜ, CEVRİYE ERGÜL

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Öğrenme Güçlüğü Olan Çocukların Sözel Olmayan İpuçları ile Aktarılan Duyguları Algılama Becerileri

Bu araştırmada öğrenme güçlüğü olan ve normal gelişim gösteren çocukların sözel olmayan ipuçları aracılığı ile aktarılan duygu durumlarını algılama becerileri karşılaştırılmıştır. Çalışma grubunu üçüncü, dördüncü, beşinci sınıfa devam eden 60 öğrenme güçlüğü olan, 60 normal gelişim gösteren çocuk oluşturmuştur. İlişkisel tarama modeli kullanılan araştırmada araştırmacılar tarafından geliştirilen "Sözel Olmayan İpuçlarını Algılama Becerilerini (SOİAB) Değerlendirme Aracı" kullanılarak altı duygu (mutluluk, üzüntü, korku, öfke, tiksinme, şaşkınlık) durumu dört boyutta (yüz, vücut, ses ve sosyal hikaye) incelenmiştir. Veriler tek yönlü varyans analizi kullanılarak analiz edilmiştir. Analizler sonucunda, öğrenme güçlüğü olan çocukların sözel olmayan ipuçları ile aktarılan duyguları algılama becerilerinin normal gelişim gösteren akranlarından yetersiz olduğu bulunmuştur. Üçüncü ve dördüncü sınıfa devam eden öğrenme güçlüğü olan çocuklar sözel olmayan ipuçlarını algılama becerilerinde anlamlı ölçüde akranlarından farklılaşırken, beşinci sınıfa devam eden öğrenme güçlüğü olan çocuklar akranlarından anlamlı düzeyde farklılaşmamışlardır. Öğrenme güçlüğü olan kız ve erkek çocuklar arasında ise anlamlı bir farklılığa rastlanmamıştır.

In this study, perception of affect via nonverbal cues was investigated in children with learning disabilities comparing to their peers with typical development. The participants were third, fourth, and fifth graders consisting 120 children in total. The relational method of screening was used in the study. Data were gathered by using the Test of Perception of Affect Via Nonverbal Cues (TPANC) developed by the researchers. The test had four subtests including mimics, posture/gestures, voice, and social stories with each examining perception of nonverbal cues related to six different emotions (happiness, sadness, fear, anger, amazement, and disgust). One-Way-Analysis of Variance was used to analyze the data. Results showed that the performance of children with learning disabilities in perceiving nonverbal cues of affect was significantly lower than their peers with typical developments in all subtests. Significant differences were found between children with learning disabilities and typical development in third and fourth grades. No significant differences were found between the performances of boys and girls with learning disabilities.
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Türk Psikoloji Dergisi-Cover
  • ISSN: 1300-4433
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 1978
  • Yayıncı: Türk Psikologlar Derneği
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