{"id":11493,"date":"2013-11-16T23:29:11","date_gmt":"2013-11-16T21:29:11","guid":{"rendered":"http:\/\/atif.unaldi.org\/blog\/?p=9631"},"modified":"2013-11-16T23:29:11","modified_gmt":"2013-11-16T21:29:11","slug":"internet-oyunlari-tedavi-icin-kullanilabilir-mi","status":"publish","type":"post","link":"https:\/\/atif.unaldi.org\/blog\/2013\/11\/16\/internet-oyunlari-tedavi-icin-kullanilabilir-mi\/","title":{"rendered":"\u0130nternet oyunlar\u0131 tedavi i\u00e7in kullan\u0131labilir mi?"},"content":{"rendered":"<p>Ko\u00e7 \u00dcniversitesi\u2019nden Prof. Dr. Aylin K\u00fcntay ve psikolog Mustafa Kaya bu sorunun yan\u0131t\u0131n\u0131 ar\u0131yor.Gritty projesi insan belle\u011fini bir internet oyunuyla geli\u015ftirmeyi hedefliyor. Program ba\u015far\u0131l\u0131 olursa, \u00f6\u011frenme bozukluklar\u0131nda, ya\u015flanmadan dolay\u0131 haf\u0131za azalmalar\u0131nda ve ayr\u0131ca dikkat eksikli\u011fi ve hiperaktivite bozuklu\u011funda tedavi olarak kullan\u0131lma umudu do\u011facak. Gritty ile ayn\u0131 zamanda, bir\u00e7ok ilke de imza at\u0131l\u0131yor. \u00d6rne\u011fin, haf\u0131za e\u011fitimi d\u00fcnyada ilk kez laboratuvar d\u0131\u015f\u0131na bu proje ile ta\u015f\u0131n\u0131yor. Program gerekli testler tamamland\u0131ktan sonra, belle\u011fi geli\u015ftirmek, ya\u015flanmadan dolay\u0131 haf\u0131za problemlerine kar\u015f\u0131 destek almak ve okul ba\u015far\u0131s\u0131n\u0131 art\u0131rmak isteyen \u00e7ocuk ve yeti\u015fkinlere \u00fccretsiz olarak sunulacak. Projenin \u015fu anda ihtiyac\u0131, deneme a\u015famas\u0131nda programa kat\u0131larak veri sa\u011flayabilecek kat\u0131l\u0131mc\u0131lar. Ara\u015ft\u0131rma projesine kat\u0131lmak isteyen 18 ya\u015f\u0131n\u0131 doldurmu\u015f ki\u015filer www.grittygames.org adresinden kay\u0131t olabiliyor.<\/p>\n<p>GRITTY GAMES HAKKINDA<\/p>\n<p>1. GRITTY GAMES\u2019E GENEL BAKI\u015e<br \/>\n1.1. Genel Tan\u0131m<br \/>\nGritty Games Ko\u00e7 \u00dcniversitesi\u2019nde geli\u015ftirilmekte olan, tamamen internet \u00fczerinden \u00e7al\u0131\u015fan bir haf\u0131za geli\u015ftirme program\u0131d\u0131r. Program temel olarak \u00e7al\u0131\u015fma belle\u011fini (bir defada ne kadar bilginin haf\u0131zada tutulup y\u00f6netilebilece\u011fini) internet \u00fczerinde (web taray\u0131c\u0131s\u0131nda) \u00fccretsiz yaz\u0131l\u0131mla geli\u015ftirmeyi hedeflemektedir. Programa PC ve MAC gibi tipik bilgisayarlar\u0131n yan\u0131 s\u0131ra tablet bilgisayarlardan da (Android i\u015fletim sistemli bilgisayarlar ve iPad) eri\u015filebilmektedir. Bu deneysel program\u0131n sonucunda elde edilecek olan veriler program\u0131n i\u015fe yarar oldu\u011funu g\u00f6sterirse, bu program hem \u00e7ocuklar, hem yeti\u015fkinler, hem hasta gruplar\u0131, hem de tipik geli\u015fen insanlar taraf\u0131ndan kullan\u0131labilecektir. Yani, bu program hem hastal\u0131klarda g\u00f6rm\u00fc\u015f oldu\u011fumuz \u00e7al\u0131\u015fma belle\u011fi sorunlar\u0131n\u0131 azaltmaya (dikkat eksikli\u011fi ve hiperaktivite bozuklu\u011fu, \u00f6\u011frenme bozukluklar\u0131), hem de tipik geli\u015fenlerin \u00e7al\u0131\u015fma belle\u011fini daha da geli\u015ftirmeye, \u00e7ocuklarda okul ba\u015far\u0131s\u0131n\u0131 art\u0131rmaya yard\u0131mc\u0131 olacakt\u0131r.  Bunlar\u0131n yan\u0131 s\u0131ra, ya\u015flanmadan kaynaklanan haf\u0131za sorunlar\u0131na da yard\u0131mc\u0131 olmas\u0131 beklenmektedir.<\/p>\n<p>1.2. ARA\u015eTIRMACILARDAN \u00c7A\u011eRI<br \/>\nBu ara\u015ft\u0131rma, T\u00fcrkiye\u2019de gerek zihin geli\u015ftirme a\u00e7\u0131s\u0131ndan, hem de \u00e7al\u0131\u015fma belle\u011fi geli\u015ftirme programlar\u0131 a\u00e7\u0131s\u0131ndan en geni\u015f kapsaml\u0131 ve en yenilik\u00e7i ara\u015ft\u0131rmad\u0131r. Bug\u00fcne kadar internet oyunlar\u0131n\u0131n zihin geli\u015ftirmedeki etkisi \u00fczerine yap\u0131lm\u0131\u015f hi\u00e7bir \u00e7al\u0131\u015fma alanyaz\u0131nda (literat\u00fcr) kar\u015f\u0131m\u0131za \u00e7\u0131kmam\u0131\u015ft\u0131r. Ayn\u0131 zamanda, zihin geli\u015ftirme programlar\u0131n\u0131 laboratuar ortam\u0131n\u0131n k\u0131s\u0131tlay\u0131c\u0131l\u0131\u011f\u0131ndan \u00e7\u0131kar\u0131p ger\u00e7ek hayata ta\u015f\u0131mak, g\u00fcndeli\u011fin i\u00e7indeki f\u0131rsatlar\u0131 ke\u015ffetmemiz i\u00e7in bir olanak olu\u015fturmaktad\u0131r. \u00d6te yandan sosyal-interaktif y\u00f6n\u00fcyle de yenilik\u00e7idir. Kat\u0131l\u0131mc\u0131n\u0131n g\u00fcn i\u00e7erisinde kendi istedi\u011fi zaman ve istedi\u011fi \u015fekilde kat\u0131labiliyor olmas\u0131 da klasik y\u00f6ntemlerin \u00fczerinde hem ya\u015fam kalitesi a\u00e7\u0131s\u0131ndan, hem de ekonomik a\u00e7\u0131dan yararlar sa\u011flamaktad\u0131r. Bu ara\u015ft\u0131rma program\u0131 \u00fclkemizde ve d\u00fcnyadaki mevcut teknoloji altyap\u0131s\u0131n\u0131n insanl\u0131k i\u00e7in faydal\u0131 sonu\u00e7lar do\u011furmas\u0131 olduk\u00e7a olas\u0131 ama\u00e7larda kullan\u0131m\u0131na hizmet etmektedir.<\/p>\n<p>T\u00fcm bunlardan dolay\u0131 bu ara\u015ft\u0131rman\u0131n y\u00fcr\u00fct\u00fclmesi hem \u00fclkemizde bilimin geli\u015fimine, hem yeni teknolojilerin \u00fcretilmesine, hem de alandaki mevcut bilgilere katk\u0131da bulunacakt\u0131r. Ancak, bunlar i\u00e7in ara\u015ft\u0131rmada ihtiya\u00e7 duyulan \u015fey geni\u015f kapsaml\u0131 bir kat\u0131l\u0131md\u0131r. Ara\u015ft\u0131rmadaki bir\u00e7ok bile\u015fenin daha emin \u015fekilde ve daha az hatayla s\u0131nanabilmesi i\u00e7in, verilerin geni\u015fli\u011fi, yani kat\u0131l\u0131mc\u0131 say\u0131s\u0131 en \u00f6nemli ve yeri doldurulamaz fakt\u00f6rd\u00fcr.<\/p>\n<p>Bu noktada, \u00fclkemizde bas\u0131n yay\u0131n organlar\u0131ndan talebimiz, bu ara\u015ft\u0131rmaya destek vermeleri ve duyurulmas\u0131na yard\u0131mc\u0131 olmalar\u0131d\u0131r. Yukar\u0131da bahsetti\u011fimiz olas\u0131 faydalar\u0131n hepsi g\u00f6z \u00f6n\u00fcnde bulunduruldu\u011funda, bas\u0131n yay\u0131n organlar\u0131nda olduk\u00e7a \u00e7arp\u0131c\u0131 \u015fekilde duyurular\u0131n yap\u0131lmas\u0131 m\u00fcmk\u00fcnd\u00fcr. \u00d6rne\u011fin, \u201c\u0130nternet oyunlar\u0131 tedavi olarak kullan\u0131labilir mi?\u201d, \u201c\u0130nternet oyunlar\u0131 okul ba\u015far\u0131s\u0131n\u0131 art\u0131rabilir mi?\u201d gibi ba\u015fl\u0131klar olduk\u00e7a hakl\u0131 sebeplerle hem okuyucunun ilgisini \u00e7ekecek ve ara\u015ft\u0131rma program\u0131n\u0131n yayg\u0131nla\u015ft\u0131r\u0131lmas\u0131na ve duyurulmas\u0131na katk\u0131da bulunacakt\u0131r.<\/p>\n<p>1.3. \u00d6nceki Bilgiler<br \/>\nBeyin e\u011fitimi, \u00f6zellikle de \u00e7al\u0131\u015fma belle\u011fi e\u011fitimi, ara\u015ft\u0131rmac\u0131lar taraf\u0131ndan son y\u0131llarda s\u0131k incelenen bir konu olmu\u015ftur (Redick ve ark., 2012). \u00c7ok say\u0131da \u00e7al\u0131\u015fma yap\u0131lm\u0131\u015f olmas\u0131na ra\u011fmen hen\u00fcz ara\u015ft\u0131rmac\u0131lar\u0131n ortak bir paydada bulu\u015fmalar\u0131 m\u00fcmk\u00fcn olmam\u0131\u015ft\u0131r. Baz\u0131 ara\u015ft\u0131rmac\u0131lar \u00e7al\u0131\u015fma belle\u011fi e\u011fitiminin hem \u00e7al\u0131\u015fma belle\u011fini, hem de yak\u0131n ili\u015fkisi olan di\u011fer becerileri geli\u015ftirdi\u011fini savunurken (Klingberg, 2010; Olesen, Westerberg ve Klingberg, 2004), di\u011fer ara\u015ft\u0131rmac\u0131lar daha \u00f6nceki \u00e7al\u0131\u015fmalar\u0131n zay\u0131f noktalar\u0131na dikkat \u00e7ekmi\u015ftir (Morrison ve Chein, 2011). Bu konuda elimizde bulunan bilimsel birikimin \u00e7al\u0131\u015fma belle\u011fi e\u011fitiminin etkisini kesin bir \u015fekilde g\u00f6stermeye yeterli olmad\u0131\u011f\u0131n\u0131 \u00f6ne s\u00fcrm\u00fc\u015flerdir  (Redick ve ark., 2012).<\/p>\n<p>Daha \u00f6nce gen\u00e7 yeti\u015fkinlerde g\u00f6rsel \u00e7al\u0131\u015fma belle\u011fini hedeflemi\u015f bir\u00e7ok \u00e7al\u0131\u015fma, ayn\u0131 ve farkl\u0131 testlerde performans y\u00fckselmelerinin yan\u0131 s\u0131ra, bask\u0131lama becerilerini ve bili\u015fsel kontrol\u00fc \u00f6l\u00e7en Stroop testinde ve genel ak\u0131\u015fkan zek\u00e2y\u0131 ve g\u00f6rsel problem \u00e7\u00f6zme yetene\u011fini \u00f6l\u00e7en Standart Progresif Raven Matrisleri\u2019ndeki becerilerin iyile\u015fti\u011fini g\u00f6zlemlemi\u015flerdir (Klingberg, Forssberg ve Westerberg, 2002; Olesen ve ark., 2004). Ayn\u0131 bulgular tipik geli\u015fen okul \u00f6ncesi \u00f6\u011frencilerde (Thorell, Lindqvist, Bergman Nutley, Bohlin ve Klingberg, 2009) ve DEHB (Dikkat Eksikli\u011fi ve Hiperaktivite Bozuklu\u011fu) tan\u0131s\u0131 alm\u0131\u015f olan \u00e7ocuklarda da g\u00f6sterilmi\u015ftir (Klingberg ve ark., 2005).<\/p>\n<p>1.4. Biz Kimiz<\/p>\n<p>1.4.1. Proje Y\u00fcr\u00fct\u00fcc\u00fcs\u00fc<br \/>\nProje, Ko\u00e7 \u00dcniversitesi Psikoloji B\u00f6l\u00fcm\u00fc Y\u00fcksek Lisans Program\u0131 dahilinde Psikolog Mustafa Kaya\u2019n\u0131n y\u00fcksek lisans tezi \u00e7al\u0131\u015fmas\u0131n\u0131n bir par\u00e7as\u0131 olarak y\u00fcr\u00fct\u00fclmektedir.  Okul \u00e7ocuklar\u0131nda ve yeti\u015fkinlerde elektronik ortamda kullan\u0131lan bellek geli\u015ftirici oyunlar\u0131n zihinsel geli\u015fime etkisini ara\u015ft\u0131rmaktad\u0131r.<\/p>\n<p>1.4.2. Proje Dan\u0131\u015fman\u0131<br \/>\nTez dan\u0131\u015fman\u0131 ise Prof. Dr. Aylin K\u00fcntay\u2019d\u0131r (CV\u2019ye eri\u015fmek i\u00e7in buraya t\u0131klay\u0131n). Bebeklerde \u00f6ncelikle s\u00f6zs\u00fcz ileti\u015fim ile dil aras\u0131ndaki ili\u015fkiye, okul \u00f6ncesi \u00e7ocuklarda dil anlama ve anlat\u0131 becerilerine, bellek, dikkat gibi zihinsel becerilerin dil ile etkile\u015fimi \u00fczerine \u00e7al\u0131\u015fmaktad\u0131r.<br \/>\n1.4.3. Tez Komitesi ve Destekler<br \/>\nTez komitesinde, Yard. Do\u00e7. Dr. \u0130lke \u00d6ztekin (Ko\u00e7 \u00dcniversitesi, Psikoloji B\u00f6l\u00fcm\u00fc) ve Yard. Do\u00e7. Dr.Zehra \u00c7ataltepe (\u0130stanbul Teknik \u00dcniversitesi, Bilgisayar M\u00fchendisli\u011fi B\u00f6l\u00fcm\u00fc) bulunmaktad\u0131r.  \u00c7al\u0131\u015fma Ko\u00e7 \u00dcniversitesi Dil ve \u0130leti\u015fim Geli\u015fimi \u00c7al\u0131\u015fmalar\u0131 Laboratuvar\u0131 taraf\u0131ndan da desteklenmektedir. <\/p>\n<p>2. S\u00dcRE\u00c7 NASIL \u0130\u015eL\u0130YOR?<br \/>\nS\u00fcre\u00e7 hakk\u0131nda genel bilgi \u00fczerine YouTube videosu i\u00e7in:<br \/>\n<iframe loading=\"lazy\" title=\"Gritty - Genel Ak\u0131\u015f\" width=\"700\" height=\"394\" src=\"https:\/\/www.youtube.com\/embed\/b3KhRYGfVl4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/p>\n<p>B\u00fct\u00fcn program yakla\u015f\u0131k yedi hafta s\u00fcrmektedir. Programa kat\u0131lmadan \u00f6nce kullan\u0131c\u0131lar\u0131n yapmas\u0131 gereken, http:\/\/www.grittygames.org adresine gidip oradaki g\u00f6rsel ve yaz\u0131l\u0131 y\u00f6nergeleri takip ederek kullan\u0131c\u0131 kayd\u0131 yapmakt\u0131r. Bu i\u015flem olduk\u00e7a k\u0131sa s\u00fcrmektedir (\u00dcyelik sistemi hakk\u0131ndaki YouTube videosu: http:\/\/www.youtube.com\/watch?v=crSeazQNdyk). Bundan sonraki program \u00fc\u00e7 temel b\u00f6l\u00fcmden olu\u015fmaktad\u0131r: (1) \u00d6n testler, (2) oyun s\u00fcreci ve (3) art testler.<\/p>\n<p>2.1. \u00d6n Testler<br \/>\n\u00d6n testler, iki oturumdan olu\u015fmaktad\u0131r. Kat\u0131l\u0131mc\u0131lar ilk g\u00fcn birinci oturumu ikinci g\u00fcn ikinci oturumu almaktad\u0131rlar. Her oturum yakla\u015f\u0131k 40-60 dakika s\u00fcrmektedir.<\/p>\n<p>2.1.1. \u00d6n Testlerin Birinci Oturumu<br \/>\n\u00d6n testlerin birinci oturumunda alt\u0131 test bulunmaktad\u0131r:<\/p>\n<p>2.1.1.1. \u0130leri Say\u0131 Menzili: Ekranda s\u0131rayla say\u0131lar \u00e7\u0131kmaktad\u0131r. Kat\u0131l\u0131mc\u0131lar\u0131n ekrandaki tu\u015flar\u0131 kullanarak bu say\u0131lar\u0131 girmeleri gereklidir.<\/p>\n<p>2.1.1.2. Geri Say\u0131 Menzili: Kat\u0131l\u0131mc\u0131lar\u0131n ekranda \u00e7\u0131kan say\u0131lar\u0131 g\u00f6rd\u00fc\u011f\u00fc s\u0131ran\u0131n tersine girmesi gereklidir.<\/p>\n<p>2.1.1.3. Blok Deseni: Kat\u0131l\u0131mc\u0131n\u0131n ekran\u0131n solundaki \u015fekli verilen par\u00e7alar\u0131 kullanarak tekrar olu\u015fturmas\u0131 gereklidir.<\/p>\n<p>2.1.1.4. Harf Menzili: Ekranda bu sefer harfler \u00e7\u0131kmaktad\u0131r. Kat\u0131l\u0131mc\u0131n\u0131n ekrandaki harfleri g\u00f6rd\u00fc\u011f\u00fc s\u0131rayla girmesi gereklidir.<\/p>\n<p>2.1.1.5. Alfabe Menzili: Kat\u0131l\u0131mc\u0131n\u0131n ekranda g\u00f6rd\u00fc\u011f\u00fc harfleri alfabetik s\u0131raya dizip girmesi gereklidir.<\/p>\n<p>2.1.1.6. Aritmetik: Kat\u0131l\u0131mc\u0131lar sunulan aritmetik sorular\u0131n\u0131 cevaplamaktad\u0131rlar.<\/p>\n<p>Bu testler bittikten sonra, kat\u0131l\u0131mc\u0131 oturumun bitti\u011fini g\u00f6steren bir yaz\u0131 g\u00f6r\u00fcr. Bu yaz\u0131y\u0131 g\u00f6rd\u00fc\u011f\u00fcnde siteden ayr\u0131labilir. Geriye kalan iki testten olu\u015fan ikinci oturum ise bir sonraki g\u00fcn verilir. Bir g\u00fcn sonra kat\u0131l\u0131mc\u0131 geldi\u011finde zaten ikinci oturuma ge\u00e7mi\u015f oldu\u011funu g\u00f6r\u00fcr.<\/p>\n<p>2.1.2. \u00d6n Testlerin \u0130kinci Oturumu<br \/>\n\u0130kinci oturumda ise iki test bulunmaktad\u0131r:<\/p>\n<p>2.1.2.1. Stroop testi: Kat\u0131l\u0131mc\u0131 ekranda \u00e7\u0131kan yaz\u0131n\u0131n rengini se\u00e7er.<\/p>\n<p>2.1.2.2. Matris testi: Kat\u0131l\u0131mc\u0131 ekrandaki b\u00fcy\u00fck \u015fekli tamamlayan par\u00e7ay\u0131 se\u00e7er.<\/p>\n<p>2.2. Oyun s\u00fcreci<br \/>\n\u0130kinci oturumu ald\u0131ktan bir g\u00fcn sonra ise oyun s\u00fcreci ba\u015flamaktad\u0131r. Kat\u0131l\u0131mc\u0131lar\u0131n alt\u0131 hafta boyunca haftada d\u00f6rt g\u00fcn en az 15 dakika sunulan oyunu oynamas\u0131 gereklidir. Oyunun kural\u0131 \u00e7ok basit: Ekrandaki dokuz karenin i\u00e7inde hayvanlar \u00e7\u0131kmaktad\u0131r. Kullan\u0131c\u0131n\u0131n yapmas\u0131 gereken verilen hayvanlar\u0131 uygun yerlere yerle\u015ftirmektir (Bkz. \u00f6rnek oyun g\u00f6rseli).<\/p>\n<p>Oyundaki ba\u015far\u0131lar sonucunda kat\u0131l\u0131mc\u0131lar di\u011fer kat\u0131l\u0131mc\u0131larla isterlerse payla\u015fabilecekleri armalar ve ba\u015far\u0131 bildirimleri elde etmektedirler. B\u00f6ylece oyuna sosyal-interaktif bir boyut kat\u0131lm\u0131\u015ft\u0131r. Bu \u015fimdiye kadar zihin e\u011fitiminde, bilgilerimiz dahilinde, ilk kez denenen bir y\u00f6ntemdir.<\/p>\n<p>2.3. Art testler<br \/>\n\u00d6n testlerle neredeyse ayn\u0131d\u0131r. Alt\u0131 hafta bittikten sonra iki g\u00fcn birer oturum yap\u0131lmaktad\u0131r.<\/p>\n<p>2.4. Anket<br \/>\nProgram s\u00fcrecinde bunlar\u0131n d\u0131\u015f\u0131nda demografik bilgilerle ilgili (e\u011fitim durumu, ya\u015f, ekonomik durum vb.) on dakikal\u0131k bir web anketi uygulanmaktad\u0131r.<\/p>\n<p>3. G\u0130ZL\u0130L\u0130K POL\u0130T\u0130KASI VE ARA\u015eTIRMADAN \u00c7EK\u0130LME<br \/>\nT\u00fcm kat\u0131l\u0131mc\u0131 bilgileri \u015fifreli olarak bu \u00e7al\u0131\u015fman\u0131n ara\u015ft\u0131rmac\u0131lar\u0131 d\u0131\u015f\u0131nda kimsenin eri\u015femeyece\u011fi \u015fekilde saklanacakt\u0131r. Hukuki gereklilikler d\u0131\u015f\u0131nda kat\u0131l\u0131mc\u0131lar\u0131n ismiyle beraber payla\u015f\u0131lmayacakt\u0131r, ancak sadece etik ve bilimsel kurallar gere\u011fi di\u011fer bilimsel \u00e7al\u0131\u015fmalar i\u00e7in ve e\u011fitim ve ara\u015ft\u0131rma ama\u00e7l\u0131 olarak b\u00fct\u00fcn kimlik bilgileri gizli tutularak ara\u015ft\u0131rmac\u0131larla payla\u015f\u0131labilecektir, yani verilerin kimden sa\u011fland\u0131\u011f\u0131 asla a\u00e7\u0131klanmayacakt\u0131r.<\/p>\n<p>\u00c7al\u0131\u015fmaya kat\u0131l\u0131m tamamen g\u00f6n\u00fcll\u00fcl\u00fck esas\u0131na dayal\u0131d\u0131r ve kat\u0131l\u0131mc\u0131lar istedikleri zaman \u00e7al\u0131\u015fmay\u0131 b\u0131rakabilir. \u00c7al\u0131\u015fmay\u0131 b\u0131rakan kat\u0131l\u0131mc\u0131lar verilerinin silinmesini de talep edebilir.<\/p>\n<p>4. KATILIMIN OLASI YARAR VE ZARARLARI<br \/>\nAra\u015ft\u0131rmada yap\u0131lacak uygulamalar\u0131n bilinen hi\u00e7bir riski bulunmamaktad\u0131r ve olmas\u0131 da beklenmemektedir.<\/p>\n<p>Daha \u00f6nceki \u00e7al\u0131\u015fmalar\u0131n bir k\u0131sm\u0131 \u00e7al\u0131\u015fma belle\u011finin yo\u011fun kullan\u0131m\u0131n\u0131 gerektiren i\u015flemlerin d\u00fczenli yap\u0131lmas\u0131n\u0131n kat\u0131l\u0131mc\u0131lar\u0131n \u00e7e\u015fitli bellek mekanizmalar\u0131 ve problem \u00e7\u00f6zme gibi konularda geli\u015febileceklerini g\u00f6stermi\u015ftir. Bu \u00e7al\u0131\u015fman\u0131n sonucunda, t\u00fcm gruplarda farkl\u0131 miktarlarda ve farkl\u0131 becerilerde de olsa kat\u0131l\u0131mc\u0131lar\u0131n bili\u015fsel olarak fayda sa\u011flayaca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir.<\/p>\n<p>5. \u00d6RNEK OYUN G\u00d6RSELLER\u0130<\/p>\n<p>6. REFERANSLAR<\/p>\n<p>Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317\u201324. doi:10.1016\/j.tics.2010.05.002<\/p>\n<p>Klingberg, T., Forssberg, H. ve Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24(6), 781\u201391. doi:10.1076\/jcen.24.6.781.8395<\/p>\n<p>Morrison, A. B. ve Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin ve Review, 18(1), 46\u201360. doi:10.3758\/s13423-010-0034-0<\/p>\n<p>Olesen, P. J., Westerberg, H. ve Klingberg, T. (2004). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7(1), 75\u20139. doi:10.1038\/nn1165<\/p>\n<p>Redick, T. S., Shipstead, Z., Harrison, T. L., Hicks, K. L., Fried, D. E., Hambrick, D. Z., Kane, M. J., et al. (2012). No evidence of intelligence improvement after working memory training: A randomized, placebo-controlled study. Journal of Experimental Psychology: General, 1\u201320. doi:10.1037\/a0029082<\/p>\n<p>Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G. ve Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106\u201313. doi:10.1111\/j.1467-7687.2008.00745.x<br \/>\n7\/7<br \/>\n Y<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ko\u00e7 \u00dcniversitesi\u2019nden Prof. Dr. Aylin K\u00fcntay ve psikolog Mustafa Kaya bu sorunun yan\u0131t\u0131n\u0131 ar\u0131yor.Gritty projesi insan belle\u011fini bir internet oyunuyla geli\u015ftirmeyi hedefliyor. Program ba\u015far\u0131l\u0131 olursa, \u00f6\u011frenme bozukluklar\u0131nda, ya\u015flanmadan dolay\u0131 haf\u0131za azalmalar\u0131nda ve ayr\u0131ca dikkat eksikli\u011fi&#8230;<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-11493","post","type-post","status-publish","format-standard","hentry","category-blogum"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>\u0130nternet oyunlar\u0131 tedavi i\u00e7in kullan\u0131labilir mi? - At\u0131f \u00dcnald\u0131<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/atif.unaldi.org\/blog\/2013\/11\/16\/internet-oyunlari-tedavi-icin-kullanilabilir-mi\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u0130nternet oyunlar\u0131 tedavi i\u00e7in kullan\u0131labilir mi? - At\u0131f \u00dcnald\u0131\" \/>\n<meta property=\"og:description\" content=\"Ko\u00e7 \u00dcniversitesi\u2019nden Prof. Dr. Aylin K\u00fcntay ve psikolog Mustafa Kaya bu sorunun yan\u0131t\u0131n\u0131 ar\u0131yor.Gritty projesi insan belle\u011fini bir internet oyunuyla geli\u015ftirmeyi hedefliyor. 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