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N-BACK TASK SOFTWARE FOR MEASURING EXECUTIVE FUNCTION SKILLS: BRAIN WORKSHOP + EMOTIONAL STIMULI

Year 2025, Volume: 15 Issue: 2, 82 - 113, 19.07.2025

Adem Özgür , Şeyma Çağlar Özhan , Perihan Tekeli , Vildan Özeke , Arif Altun

https://doi.org/10.17943/etku.1588306

Abstract

Various computer-based tests, such as n-back, are used in research to determine execution function skills (EFSes) or its components, namely inhibition, shifting and updating performances. However, one of the constructs that affect executive function performance is emotions. In this study, we aimed to measure EFS performance through an n-back task with emotional stimuli and to determine the change in performance on the n-backward task. The currently used multimedia-based n-back task was translated into Turkish and emotional facial expressions were added and applied to 202 undergraduate students with different combinations. Accordingly, low scores were obtained in emotion tasks between voice 1-back and emotion 1-back tasks, and between voice 2-back and emotion 2-back tasks. In the 2-back tasks with only voice, only emotion, and simultaneous voice+emotion stimuli, lower scores were obtained compared to the 1-back tasks. The sound+emotion 2-back task was applied twice and there was no significant difference between the sessions. It was found that the scores of the low, medium and high groups formed according to the sound+emotion 2-back task score differed significantly, while the individuals in these groups did not differ in terms of gender. According to the results, the use of the emotional n-back task in the measurement of EFP was discussed.

Keywords

executive function n-back task emotional stimuli emotional stimuli mapping

Project Number

122K483

References

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YÜRÜTÜCÜ İŞLEV BECERİSİNİ ÖLÇMEDE N-GERİ GÖREVİ YAZILIMI: BEYİN ATÖLYESİ + DUYGUSAL UYARANLAR

Year 2025, Volume: 15 Issue: 2, 82 - 113, 19.07.2025

Adem Özgür , Şeyma Çağlar Özhan , Perihan Tekeli , Vildan Özeke , Arif Altun

https://doi.org/10.17943/etku.1588306

Abstract

Yürütücü işlev becerilerini (YİB) veya bileşenleri olan engelleme, değişim ve güncelleme performanslarını belirlemek için n-geri gibi çeşitli bilgisayar tabanlı testler kullanılmaktadır. Bununla birlikte yürütücü işlev performansını etkileyen yapılardan bir tanesi de duygulardır. N-geri görevlerinde de duygusal yüz ifadelerinin (duygu uyaranlarının) görev performansına ilişkin etkisi son yıllarda öne çıkmaktadır. Bu çalışmada duygu uyaranlı bir n-geri görevi üzerinden YİB performanslarının ölçülmesi ve n-geri görevinde performansındaki değişiminin belirlenmesi amaçlanmıştır. Hali hazırda kullanılan çoklu ortam tabanlı n-geri görevi Türkçeye çevrilmiş ve duygusal yüz ifadeleri eklenerek 202 üniversite öğrencisine farklı kombinasyonlarla uygulanmıştır. Buna göre; ses 1-geri ve duygu 1-geri görevleri arasında, ses 2-geri ve duygu 2-geri görevleri arasında duygu görevlerinde düşük puan alındığı görülmüştür. Sadece ses, sadece duygu, eşzamanlı ses+duygu uyaranlarının olduğu 2-geri görevlerinde 1-geriye göre daha düşük puan alınmıştır. Ses+duygu 2-geri görevi 2 kez uygulanmış ve oturumlar arası anlamlı bir fark çıkmamıştır. Ses+duygu 2-geri görevi puanına göre oluşan düşük, orta ve yüksek grupların puanlarının anlamlı olarak farklılaştığı bulunurken, bu gruplardaki bireylerin cinsiyet açısından farklılaşmadığı bulunmuştur. Sonuçlara göre duygusal n-geri görevinin YİB’in ölçümünde kullanımı tartışılmıştır.

Keywords

yürütücü işlev n-geri görevi duygusal uyaran duygusal uyaran eşleme

Project Number

122K483

References

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  • Altun, A., & Çevik, V. (2012). Çoklu ortam tabanlı bir görev ile çalışma belleğinin ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı(1), 32-40.
  • Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parents' educational level on the development of executive functions. Developmental neuropsychology, 28(1), 539-560. https://doi.org/10.1207/s15326942dn2801_5
  • Aron, A. R. (2008). Progress in executive-function research: From tasks to functions to regions to networks. Current directions in psychological science, 17(2), 124-129. https://doi.org/10.1111/j.1467-8721.2008.00561.x Association for Educational Communications & Technology (2023). AECT Definition for Educational Technology. https://www.aect.org/aect/about/aect-definition
  • Augusti, E. M., Torheim, K., & Melinder, A. (2012). The effect of emotional facial expressions on children’s working memory: Associations with age and behavior. Child Neuropsychology, 20(1), 86-105. http://dx.doi.org/10.1080/09297049.2012.749225
  • Berthelsen, D., Hayes, N., White, S. L., & Williams, K. E. (2017). Executive function in adolescence: Associations with child and family risk factors and self-regulation in early childhood. Frontiers in psychology, 8, 903. https://doi.org/10.3389/fpsyg.2017.00903
  • Beuriat, P. A., Cohen-Zimerman, S., Smith, G. N., Krueger, F., Gordon, B., & Grafman, J. (2020). A new insight on the role of the cerebellum for executive functions and emotion processing in adults. Frontiers in Neurology, 11, 593490. https://doi.org/10.3389/fneur.2020.593490
  • Bi, X. Y., Ma, X., & Tao, Y. (2022). The consistency of the influence of pride and shame on cognitive flexibility: Evidence from ERP. Neuroscience, 487, 1-7. https://doi.org/10.1016/j.neuroscience.2021.12.021
  • Bi, X. Y., Ma, X., Abulaiti, A., Yang, J., & Tao, Y. (2022). The influence of pride emotion on executive function: Evidence from ERP. Brain and Behavior, 12(8), Article e2678. https://doi.org/10.1002/brb3.2678
  • Chatterjee, S. A., Seidler, R. D., Skinner, J. W., Lysne, P. E., Sumonthee, C., Wu, S. S., Cohen, R. A., Rose, D. K., Woods, A. J., & Clark, D. J. (2020). Obstacle Negotiation in Older Adults: Prefrontal Activation Interpreted Through Conceptual Models of Brain Aging. Innovation in Aging, 4(4), 1-12. https://doi.org/10.1093/geroni/igaa034
  • Çağlar-Özhan, Ş., & Altun, A. (2025). Investigation of the interaction of teacher candidates' executive function skills with emotions in computer simulation environment. Teaching and Teacher Education, 158, 104970. https://doi.org/10.1016/j.tate.2025.104970
  • Çakır, M. P., Ayaz, H., İzzetoğlu, M., Shewokis, P. A., İzzetoğlu, K., & Onaral, B. (2011). Bridging brain and educational sciences: An optical brain imaging study of visuospatial reasoning. Procedia - Social and Behavioral Sciences, 29, 300-309. https://doi.org/10.1016/j.sbspro.2011.11.243
  • De Smet, S., Razza, L. B., Pulopulos, M. M., De Raedt, R., Baeken, C., Brunoni, A. R., & Vanderhasselt, M. (2024). Stress priming transcranial direct current stimulation (tDCS) enhances updating of emotional content in working memory. Brain Stimulation, 17(2), 434-443. https://doi.org/10.1016/j.brs.2024.03.021
  • Desmet, P. M. A., Vastenburg, M. H., & Romero, N. (2016). Mood Measurement with Pick-A-Mood; Review of current methods and design of a pictorial self-report scale. Journal of Design Research, 14 (3), 241–279. https://doi.org/10.1504/JDR.2016.079751
  • Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
  • Durkovic, J., Trninic, J., & Vukovic, V. (2011). Test software functionality, but test its performance as well. Management Information Systems, 6(2), 3-7.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in education (11th ed.). McGraw Hill LLC.
  • Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415-441.
  • Gijselaers, H. J., Meijs, C., Neroni, J., Kirschner, P. A., & de Groot, R. H. (2017). Updating and Not Shifting Predicts Learning Performance in Young and Middle‐Aged Adults. Mind, Brain, and Education, 11(4), 190-200. https://doi.org/10.1111/mbe.12147
  • Gil, M., Cohen, N., & Weinbach, N. (2022). The influence of inhibitory control on reappraisal and the experience of negative emotions. Cognition and Emotion, 36(2), 364-371. https://doi.org/10.1080/02699931.2021.1997923
  • Gökçe, A., Zinchenko, A., Annac, E., Conci, M., & Geyer, T. (2021). Affective modulation of working memory maintenance: The role of positive and negative emotions. Advances in Cognitive Psychology, 17(2), 107-116. https://doi.org/10.5709/acp-0321-7
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There are 63 citations in total.

Details

Primary Language Turkish
Subjects Human Centered Computing (Other)
Journal Section Articles
Authors

Adem Özgür 0000-0003-2019-2014

Şeyma Çağlar Özhan 0000-0002-0106-6285

Perihan Tekeli 0000-0001-7831-9693

Vildan Özeke 0000-0003-1827-1258

Arif Altun 0000-0003-4060-6157

Project Number 122K483
Publication Date July 19, 2025
Submission Date November 21, 2024
Acceptance Date April 13, 2025
Published in Issue Year 2025 Volume: 15 Issue: 2

Cite

APA Özgür, A., Çağlar Özhan, Ş., Tekeli, P., Özeke, V., et al. (2025). YÜRÜTÜCÜ İŞLEV BECERİSİNİ ÖLÇMEDE N-GERİ GÖREVİ YAZILIMI: BEYİN ATÖLYESİ + DUYGUSAL UYARANLAR. Eğitim Teknolojisi Kuram Ve Uygulama, 15(2), 82-113. https://doi.org/10.17943/etku.1588306
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