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

Yıl 2025, Cilt: 15 Sayı: 2, 82 - 113, 19.07.2025

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

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

Öz

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.

Anahtar Kelimeler

executive function n-back task emotional stimuli emotional stimuli mapping

Proje Numarası

122K483

Kaynakça

  • Abdul Rahman, A., Carroll, D. J., Espy, K. A., & Wiebe, S. A. (2017). Neural correlates of response inhibition in early childhood: Evidence from a Go/No-Go task. Developmental neuropsychology, 42(5), 336-350. https://doi.org/10.1080/87565641.2017.1355917
  • 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
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  • 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
  • Grissmann, S., Faller, J., Scharinger, C., Spüler, M., & Gerjets, P. (2017). Electroencephalography based analysis of working memory load and affective valence in an N-back task with emotional stimuli. Frontiers in Human Neuroscience, 11, Article 616. https://doi.org/10.3389/fnhum.2017.00616
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YÜRÜTÜCÜ İŞLEV BECERİSİNİ ÖLÇMEDE N-GERİ GÖREVİ YAZILIMI: BEYİN ATÖLYESİ + DUYGUSAL UYARANLAR

Yıl 2025, Cilt: 15 Sayı: 2, 82 - 113, 19.07.2025

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

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

Öz

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.

Anahtar Kelimeler

yürütücü işlev n-geri görevi duygusal uyaran duygusal uyaran eşleme

Proje Numarası

122K483

Kaynakça

  • Abdul Rahman, A., Carroll, D. J., Espy, K. A., & Wiebe, S. A. (2017). Neural correlates of response inhibition in early childhood: Evidence from a Go/No-Go task. Developmental neuropsychology, 42(5), 336-350. https://doi.org/10.1080/87565641.2017.1355917
  • 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
  • Grissmann, S., Faller, J., Scharinger, C., Spüler, M., & Gerjets, P. (2017). Electroencephalography based analysis of working memory load and affective valence in an N-back task with emotional stimuli. Frontiers in Human Neuroscience, 11, Article 616. https://doi.org/10.3389/fnhum.2017.00616
  • Grissom, N. M., & Reyes, T. M. (2018). Let’s call the whole thing off: evaluating gender and sex differences in executive functions. Neuropsychopharmacology, 44, 86-96. https://doi.org/10.1038/s41386-018-0179-5
  • Guy, R., & Byrne, B. (2013). Article Commentary: Neuroscience and Learning: Implications for Teaching Practice. Journal of Experimental Neuroscience, 7(1), 39-42. https://doi.org/10.4137/JEN.S10965
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and teacher education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0
  • Hartling, C., Metz, S., Pehrs, C., Scheidegger, M., Gruzman, R., Keicher, C., Wunder, A., Weigand, A., & Grimm, S. (2021). Comparison of Four fMRI Paradigms Probing Emotion Processing. Brain Sciences, 11(5), 525. https://doi.org/10.3390/brainsci11050525
  • Heaton, R. K., & Staff, P. A. R. (1993). Wisconsin card sorting test: computer version 2. Odessa, FL: Psychological Assessment Resources.
  • Hongmei, S. U. N., Xiaoyue, S. U. N., & Yu, H. A. O. (2022). The Influence of Self-Affirmation on Executive Functioning in a Frustrating Situation. Studies of Psychology and Behavior, 20(5), 615. https://doi.org/10.12139/j.1672-0628.2022.05.006
  • Hu, Y., Wouters, P., van der Schaaf, M., & Kester, L. (2025). Timing of information presentation matters: Effects on secondary school students' cognition, motivation and emotion in game‐based learning. British Journal of Educational Technology, 56(1), 318-338. https://doi.org/10.1016/j.compedu.2024.105111
  • Hussain, S. (2016). Gender differences in executive functions among secondary school students. Bahria Journal of Professional Psychology, 15(1), 17-33. https://bjpp.bahria.edu.pk/index.php/BJPP/article/view/43
  • Kamkar, N. H., & Morton, J. B. (2017). CanDiD: A Framework for Linking Executive Function and Education. Frontiers in psychology, 8, Article 1187. https://doi.org/10.3389/fpsyg.2017.01187
  • Kensinger, E. A., Garoff-Eaton, R. J., & Schacter, D. L. (2007). Effects of emotion on memory specificity: Memory trade-offs elicited by negative visually arousing stimuli. Journal of memory and language, 56(4), 575-591. https://doi.org/10.1016/j.jml.2006.05.004
  • King, J. S. (2020). Sad mood, emotion regulation, and response inhibition. Journal of Cognitive Psychology, 32(5), 573-579. https://doi.org/10.1080/20445911.2020.1777418.
  • Kopf, J., Dresler, T., Reicherts, P., Hermann, M. J., & Reif, A. (2013). The effect of emotional content on brain activation and the late positive potential in a word n-back task. PLoS ONE, 8(9). https://doi.org/10.1371/journal.pone.0075598
  • Ladouceur, C. D., Silk, J. S., Dahl, R. E., Ostapenko, L., Kronhaus, D. M., & Phillips, M. L. (2009). Fearful faces influence attentional control processes in anxious youth and adults. Emotion, 9(6), 855–864. https://doi.org/10.1037/a0017747
  • Lamichhane, B., Westbrook, A., Cole, M. W., & Braver, T. S. (2020) Exploring brain-behavior relationships in the N-back task. Neuroimage, 212, Article 116683. https://doi.org/10.1016/j.neuroimage.2020.116683
  • Lavric, A., Rippon, G., & Gray, J. R. (2003). Threat-evoked anxiety disrupts spatial working memory performance: an attentional account. Cognitive Therapy & Research, 27(5). https://doi.org/10.1023/A:1026300619569
  • Lawson, A. P., & Mayer, R. E. (2024). Individual differences in executive function affect learning with immersive virtual reality. Journal of Computer Assisted Learning, 40(3), 1068-1082. https://doi.org/10.1111/jcal.12925
  • Li, C. S. R., Huang, C., Constable, R. T., & Sinha, R. (2006). Imaging response inhibition in a stop-signal task: neural correlates independent of signal monitoring and post-response processing. Journal of Neuroscience, 26(1), 186-192. https://doi.org/10.1523/JNEUROSCI.3741-05.2006
  • Li, X., Chan, R. C., & Luo, Y. J. (2010). Stage effects of negative emotion on spatial and verbal working memory. BMC Neuroscience, 11(1), 1-10. https://doi.org/10.1186/1471-2202-11-60
  • Lie, C. H., Specht, K., Marshall, J. C., & Fink, G. R. (2006). Using fMRI to decompose the neural processes underlying the Wisconsin Card Sorting Test. Neuroimage, 30(3), 1038-1049. https://doi.org/10.1016/j.neuroimage.2005.10.031
  • Liu, J., Ang, M. C., Chaw, J. K., Kor, A. L., Ng, K. W., & Lam, M. C. (2025). Assessing the impact and development of immersive VR technology in education: Insights from telepresence, emotion, and cognition. Technological Forecasting and Social Change, 213, 124024.https://doi.org/10.1016/j.techfore.2025.124024
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78. https://doi.org/10.1207/S15326985EP3702_2
  • Lundqvist, D., Flykt, A., & Öhman, A. (1998). The Karolinska Directed Emotional Faces – KDEF [CD ROM]. Stockholm: Karolinska Institutet.
  • McCabe, D. P., Roediger, H. L. III, McDaniel, M. A., Balota, D. A., & Hambrick, D. Z. (2010). The relationship between working memory capacity and executive functioning: Evidence for a common executive attention construct. Neuropsychology, 24(2), 222–243. https://doi.org/10.1037/a0017619
  • Mohammed, A. R., Kosonogov, V., & Lyusin, D. (2022). Is emotion regulation impacted by executive functions? An experimental study. Scandinavian Journal of Psychology, 63(3), 182-190. https://doi.org/10.1111/sjop.12804
  • Patrawala, N. M. (2018). Teachers' Executive Functioning Abilities and Levels of Occupational Stress [Master’s Thesis, University of Northern Colorado]. UNCOpen. https://digscholarship.unco.edu/dissertations/512/
  • Ribeiro, F. S., Santos, F. H., & Albuquerque, P. B. (2019). How does allocation of emotional stimuli impact working memory tasks? An overview. Advances in Cognitive Psychology, 15(2), 155. https://doi.org/10.5709/acp-0265-y
  • Robinson, H., Calamia, M., Gläscher, J., Bruss, J., & Tranel, D. (2014). Neuroanatomical correlates of executive functions: a neuropsychological approach using the EXAMINER battery. Journal of the International Neuropsychological Society, 20(1), 52-63. https://doi.org/10.1017/S135561771300060X
  • Rodas, J. A., Leon-Rojas, J., & Rooney, B. (2024). Mind over mood: exploring the executive function’s role in downregulation. Frontiers in Psychology, 15, Article 1322055. https://doi.org/10.3389/fpsyg.2024.1322055
  • Rolls, E. T. (2004). The functions of the orbitofrontal cortex. Brain and Cognition, 55(1), 11-29. https://doi.org/10.1016/S0278-2626(03)00277
  • Rosen, M. L., Li, A., Mikkelsen, C. A., & Aslin, R. N. (2025). Neural hyperscanning in caregiver-child dyads: A paradigm for studying the long-term effects of facilitated vs. disrupted attention on working memory and executive functioning in young children. Developmental Review, 75, 101170. https://doi.org/10.1016/j.dr.2024.101170
  • Rusnáková, Š., Daniel, P., Chládek, J., Jurák, P., & Rektor, I. (2011). The executive functions in frontal and temporal lobes: a flanker task intracerebral recording study. Journal of clinical neurophysiology, 28(1), 30-35. https://doi.org/10.1097/wnp.0b013e31820512d4
  • Salminen, T., Strobach, T., & Schubert, T. (2012). On the impacts of working memory training on executive functioning. Frontiers in Human Neuroscience, 6, 1-14. https://doi.org/10.3389/fnhum.2012.00166
  • Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2015). When flanker meets the n-back: What EEG and pupil dilation data reveal about the interpaly between the two central-executive working memory functions inhibition and updating. Psychophysiology, 52(10), 1293-1304. https://doi.org/10.1111/psyp.12500
  • Shultz, S., & Dunbar, R. I. M. (2010). Species differences in executive function correlate with hippocampus volume and neocortex ratio across nonhuman primates. Journal of Comparative Psychology, 124(3), 252. https://psycnet.apa.org/buy/2010-16166-002
  • Shepherd, A. M., Quidé, Y., Laurens, K. R., O'Reilly, N., Rowland, J. E., Mitchell, P. B., Carr, V. J., & Green, M. J. (2015). Shared intermediate phenotypes for schizophrenia and bipolar disorder: neuroanatomical features of subtypes distinguished by executive dysfunction. Journal of Psychiatry & Neuroscience, 40(1), 58–68. https://doi.org/10.1503/jpn.130283
  • Soveri, A., Lehtonen, M., Karlsson, L. C., Lukasik, K., Antfolk, J., & Laine, M. (2018). Test-retest reliability of five frequently used executive tasks in healthy adults. Applied Neuropsychology: Adult, 25(2), 155-165. http://dx.doi.org/10.1080/23279095.2016.1263795
  • Stark, L., Malkmus, E., Stark, R., Brünken, R., & Park, B. (2018). Learning-related emotions in multimedia learning: An application of control-value theory. Learning and Instruction, 58, 42-52. https://doi.org/10.1016/j.learninstruc.2018.05.003
  • Vuilleumier, P., & Huang, Y. M. (2009). Emotional attention: Uncovering the mechanisms of affective biases in perception. Current Directions in Psychological Science, 18(3), 148-152. https://doi.org/10.1111/j.1467-8721.2009.01626.x
  • Waris, O., Soveri, A., Ahti, M., Hoffing, R. C., Ventus, D., Jaeggi, S. M., Seitz, A. R., & Laine, M. (2017). A latent factor analysis of working memory measures using large-scale data. Frontiers in Psychology, 8, Article 1062. https://doi.org/10.3389/fpsyg.2017.01062
  • Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive Function: Implications for Education (NCER 2017-2000). Washington, DC: National Center for Education Research.
  • Zhang, M., Li, P., Yu, L., Ren, J., Jia, S., Wang, C., He, W., & Luo, W. (2023). Emotional body expressions facilitate working memory: Evidence from the n-back task. PsyCh Journal, 12(2), 178-184. https://doi.org/10.1002/pchj.616
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İnsan Merkezli Bilgi İşleme (Diğer)
Bölüm Makaleler
Yazarlar

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

Proje Numarası 122K483
Yayımlanma Tarihi 19 Temmuz 2025
Gönderilme Tarihi 21 Kasım 2024
Kabul Tarihi 13 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 15 Sayı: 2

Kaynak Göster

APA Özgür, A., Çağlar Özhan, Ş., Tekeli, P., Özeke, V., vd. (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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