\u00a0<\/p>\n
Y\u00fcr\u00fct\u00fcc\u00fc i\u015flevler; planlamam\u0131z\u0131, dikkatimizi odaklamam\u0131z\u0131, talimatlar\u0131 hat\u0131rlamam\u0131z\u0131 ve birden fazla g\u00f6revi ba\u015far\u0131yla y\u00fcr\u00fctmemizi sa\u011flayan zihinsel s\u00fcre\u00e7lerdir. Hava trafik kontrol sisteminin yo\u011fun bir havaalan\u0131ndaki birden fazla pistte bir\u00e7ok u\u00e7a\u011f\u0131n geli\u015f ve gidi\u015flerini g\u00fcvenli bir \u015fekilde y\u00f6netmesi gibi, beyin de dikkat da\u011f\u0131t\u0131c\u0131 \u015feyleri filtrelemek, g\u00f6revleri \u00f6ncelik s\u0131ras\u0131na koymak, hedefler belirlemek ve bunlara ula\u015fmak ve d\u00fcrt\u00fcleri kontrol etmek i\u00e7in bu beceri setine ihtiya\u00e7 duyar.\u00a0Bu becerileri her g\u00fcn; \u00f6\u011frenmek, \u00e7al\u0131\u015fmak ve g\u00fcnl\u00fck hayat\u0131 y\u00f6netmek i\u00e7in kullan\u0131r\u0131z. Y\u00fcr\u00fctme i\u015fleviyle ilgili bir sorun, di\u011fer \u015feylerin yan\u0131 s\u0131ra odaklanmay\u0131, y\u00f6nergeleri izlemeyi ve duygularla ba\u015fa \u00e7\u0131kmay\u0131 zorla\u015ft\u0131rabilir.<\/p>\n
Y\u00fcr\u00fct\u00fcc\u00fc i\u015flevin \u00fc\u00e7 temel alan\u0131 vard\u0131r;<\/p>\n
1. \u00c7al\u0131\u015fan bellek,<\/strong>\u00a0k\u0131sa s\u00fcreler boyunca farkl\u0131 bilgi par\u00e7alar\u0131n\u0131 tutma ve de\u011fi\u015ftirme yetene\u011fimizi y\u00f6netir.<\/p>\n 2. Zihinsel esneklik,<\/strong>\u00a0farkl\u0131 taleplere yan\u0131t olarak dikkati s\u00fcrd\u00fcrmemize veya kayd\u0131rmam\u0131za veya farkl\u0131 ortamlarda farkl\u0131 kurallar uygulamam\u0131za yard\u0131mc\u0131 olur.<\/p>\n 3. Kendi kendini kontrol etme,<\/strong>\u00a0\u00f6nceliklerimizi belirlememize ve d\u00fcrt\u00fcsel eylemlere veya tepkilere direnmemize olanak tan\u0131r.<\/p>\n Y\u00fcr\u00fct\u00fcc\u00fc i\u015fleve sahip ki\u015filer a\u015fa\u011f\u0131daki becerileri g\u00f6sterebilirler:<\/p>\n \u2022 Fiziksel ve duyusal bilgilere odaklanma<\/p>\n \u2022 \u00c7al\u0131\u015fma ortam\u0131n\u0131 organize edebilme<\/p>\n \u2022 Toplumsal beklenti ve normlar\u0131 hi\u00e7e sayan davran\u0131\u015flar\u0131 engelleme<\/p>\n \u2022 Gelecek i\u00e7in planlama yapma<\/p>\n \u2022 Farkl\u0131 problem \u00e7\u00f6zme stratejilerinin olas\u0131 sonu\u00e7lar\u0131n\u0131 zihinsel olarak de\u011ferlendirebilme<\/p>\n \u2022 Eylemleri, olumlu sonu\u00e7 verip vermeyece\u011fine g\u00f6re se\u00e7ebilme<\/p>\n \u2022 Sonuca ula\u015fmak i\u00e7in gereken zaman ve \u00e7abay\u0131 tahmin edebilme<\/p>\n \u2022 Al\u0131nan kararlar\u0131 uygulamak i\u00e7in gerekli g\u00f6revleri ba\u015flatma<\/p>\n Y\u00fcr\u00fct\u00fcc\u00fc i\u015flevlerinde sorun olmayan insanlar bu g\u00f6revleri h\u0131zl\u0131 bir \u015fekilde ger\u00e7ekle\u015ftirir ve \u00e7o\u011fu zaman fark\u0131nda olmadan yapabilir. Ancak baz\u0131 ki\u015filer i\u00e7in\u00a0 y\u00fcr\u00fct\u00fcc\u00fc i\u015flevlerde bozulmalar olabilir. Y\u00fcr\u00fct\u00fcc\u00fc i\u015flev bozuklu\u011fu hakk\u0131nda hat\u0131rlanmas\u0131 gereken en \u00f6nemli \u015feylerden biri, bunun bir engel oldu\u011fudur. G\u00f6r\u00fcnmez bir engel olmas\u0131na ra\u011fmen, bir ki\u015finin ya\u015fam\u0131n\u0131n t\u00fcm y\u00f6nleri \u00fczerinde derin bir etkisi olabilir. Belirtiler tembellik veya dikkatsizlikle kar\u0131\u015ft\u0131r\u0131lmamal\u0131d\u0131r.<\/p>\n Bireylerin y\u00fcr\u00fct\u00fcc\u00fc i\u015flev bozuklu\u011fu ile ba\u015f etmelerine yard\u0131mc\u0131 olabilecek bir\u00e7ok etkili strateji vard\u0131r;<\/p>\n \u2022 Planlay\u0131c\u0131lar veya d\u00fczenleyiciler kullan\u0131lmal\u0131d\u0131r. Bunlar s\u0131k s\u0131k kontrol edilerek g\u00fcnl\u00fck bir rutin haline getirilmeli ve “yap\u0131lacaklar” listeleri olu\u015fturulmal\u0131d\u0131r.<\/p>\n \u2022 G\u00f6revler ad\u0131m ad\u0131m tamamlanmal\u0131 ve ki\u015fi kendisine bir zaman \u00e7izelgesi olu\u015fturmal\u0131d\u0131r.<\/p>\n \u2022 Ki\u015fi \u00e7al\u0131\u015fma alan\u0131n\u0131 d\u00fczenleyerek da\u011f\u0131n\u0131kl\u0131\u011f\u0131 en aza indirmeye \u00e7al\u0131\u015fmal\u0131d\u0131r.<\/p>\n Bu tarz stratejiler hem evde hem de i\u015f yerinde tutarl\u0131l\u0131k g\u00f6stermelidir \u00e7\u00fcnk\u00fc y\u00fcr\u00fct\u00fcc\u00fc i\u015flev sorunlar\u0131 olan ki\u015filerin, farkl\u0131 ortamlardaki rutinleri benzer oldu\u011funda ba\u015far\u0131l\u0131 olma olas\u0131l\u0131\u011f\u0131 daha y\u00fcksektir.<\/p>\n References<\/strong><\/p>\n Ardila, A. (2008). On the evolutionary origins of executive functions.\u00a0Brain and cognition<\/em>,\u00a068<\/em>(1), 92-99.
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Goldberg, E. (2001).\u00a0The executive brain: Frontal lobes and the civilized mind<\/em>. Oxford University Press, USA.
Executive Function & Self-regulation<\/em>. Center on the Developing Child at Harvard University. (2020, March 24). Retrieved from https:\/\/developingchild.harvard.edu\/science\/key-concepts\/executive-function\/
Chung, H. J., Weyandt, L. L., & Swentosky, A. (2014). The physiology of executive functioning. In\u00a0Handbook of executive functioning<\/em>\u00a0(pp. 13-27). Springer, New York, NY.
Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues.\u00a0New York: National center for learning disabilities<\/em>,\u00a025<\/em>, 2-45.<\/p>\n\n\n