Effect of Neuroplasticity-based BrainFit® Mind Exercises on Attention Skills of Primary School Students

The purpose of this study is to investigate the effect of BrainFit® mind exercises based on neuroplasticity on the affective characteristics of primary school students, such as impulsivity, auditory - visual attention periods and focussing skills. Quasi-experimental design was used in the study. In practice, BrainFit® mind exercises were performed for a period of four months to 32 students, as an experimental group, selected from various elementary schools in İzmir. For the control group of 28 students, no exercise program was applied. It has been deemed appropriate for elementary school students who have gained literacy skills and who are studying at the 3rd and 4th grade levels, who have developed characteristics such as perception, memory, reasoning and reasoning, to participate in the study. “IVA + PLUS (Integrated Visual and Auditory Continuous Performance Test) (CPT)” was applied to both groups before and after the implementation. At the end of the research, it is found that, the experimental group’s impulse and hyperactivity controls, the auditory and visual attention levels and speeds increased significantly. Keywords: neuroplasticity, mental development, attention skill

The effects of Cooperative learning Method on the access, achievment, critical thinking and creativity skills of the elementary school fourth-grade student

Bu çalışmada, işbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin İlköğretim 4. Sınıf Türkçe dersinde öğrencilerin erişi, eleştirel düşünme ve yaratıcılık becerileri üzerine olan etkileri araştırılmıştır. Araştırma deneysel araştırma modellerinden Solomon deneme modeline göre desenlenmiştir. Solomon deney deseni gereği araştırma iki deney ve iki kontrol grubu desenine göre oluşturulmuş olup deney ve kontrol gruplarından sadece bir tanesine öntest verilmiştir. Araştırma 2006-2007 eğitim ve öğretim yılı Bahar döneminde bir ilköğretim okulunun 4. Sınıf öğrencileri üzerinde gerçekleşmiştir. Deney grubunda 85, kontrol grubunda ise 89 öğrenci çalışma grubunda yer almıştır. Araştırma sürecinde elde edilen veriler, SPSS 13.00 istatistik paket programı aracılığıyla çözümlenmiştir. Verilerin aritmetik ortalamaları, standart sapmaları betimsel olarak verildikten sonra, -t testi analizleri yapılmıştır. Araştırma bulgularından elde edilen sonuçlar aşağıdaki gibi özetlenebilir: 1. Deney grupları ve kontrol grupları yazma becerisi başarı testinden aldıkları puanlar karşılaştırılmış ve deney grubu lehine anlamlı farklılık bulunmuştur. Bu sonuçlar, deney grubu öğrencilerinin, uygulama sonunda akademik başarılarının kontrol grubu öğrencilerine göre anlamlı bir şekilde daha fazla artığını göstermektedir. 2. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin eleştirel düşünme becerilerinden alt becerisi olan analiz becerisinin gelişimine etkisini ölçemek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 3. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin eleştirel düşünme becerilerinden alt becerisi olan değerlendirme becerisinin gelişimine etkisini ölçemek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 4. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin eleştirel düşünme becerilerinden alt becerisi olan açıklama becerisinin gelişimine etkisini ölçemek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 5. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin eleştirel düşünme becerilerinden alt becerisi olan çıkarım becerisinin gelişimine etkisini ölçemek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 6. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin eleştirel düşünme becerilerinden alt becerisi olan yorumlama becerisinin gelişimine etkisini ölçmek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 7. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin eleştirel düşünme becerilerinden alt becerisi olan özdüzenleme becerisinin gelişimine etkisini ölçmek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 8. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin yaratıcılık becerisi akıcılık boyutunun gelişimine etkisini ölçmek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında lehine anlamlı bir fark olmadığı ortaya konmuştur. 9. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin yaratıcılık becerisi esneklik boyutunun gelişimine etkisini ölçmek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olduğu ortaya konmuştur. 10. İşbirlikli öğrenme yöntemi birlikte öğrenme tekniğinin yaratıcılık becerisi özgünlük boyutunun gelişimine etkisini ölçmek için yapılan ölçümler sonucunda Deney ve Kontrol grupları arasında deney grubu lehine anlamlı bir fark olmadığı ortaya konmuştur. In this study, the effects of Cooperative learning method -Collaborative learning technics on the access, critical thinking and creativity skills of the elementary school fourth-grade students will be examined. The research was designed according to the one of the experimental study models- Solomon's experimental model. Due to Solomon's experimental design the research was designed according to the designs of two experimental and two control groups and one of these two groups was pre-tested. The study was performed on the elementary school fourth grade students in 2006-2007 Academic year- Spring Semester. Data acquired at the end of the research were processed in SPSS 13.00 for Windows package programme. After the standard deviation and arithmetic mean of the data had been given as descriptive, the t-test analysis was used. The results derived from the research findings can be summarized as below. 1. The points taken from the writing skill test by experimental and control group were compared and there were significant differences in favour of the experimental group. The results show that the academic success of the control group students is significantly increasing. 2. The result of the evaluations made to evaluate the effect on the development of analysis skill, which is the sub ability of the critical thinking abilities of the collaborative learning technics of cooperative learning method, shows that there is a significant difference between control and experimental groups in favour of experimental group. 3. The result of the evaluations made to evaluate the effect on the development of evaluation skill , which is the sub ability of the critical thinking abilities of the collaborative learning technics of cooperative learning method, shows that there is a significant difference between control and experimental groups in favour of experimental group. 4. The result of the evaluations made to evaluate the effect on the development of explanation skill, which is the sub ability of the critical thinking abilities of the collaborative learning technics of cooperative learning method, shows that there is a significant difference between control and experimental groups in favour of experimental group. 5. The result of the evaluations made to evaluate the effect on the development of conclusion skill, which is the sub ability of the critical thinking abilities of the collaborative learning technics of cooperative learning method, shows that there is a significant difference between control and experimental groups in favour of experimental group. 6. The result of the evaluations made to evaluate the effect on the development of comment skill, which is the sub ability of the critical thinking abilities of the collaborative learning technics of cooperative learning method, shows that there is a significant difference between control and experimental groups in favour of experimental group. 7. The result of the evaluations made to evaluate the effect on the development of summery skill, which is the sub ability of the critical thinking abilities of the collaborative learning technics of cooperative learning method, shows that there is a significant difference between control and experimental groups in favour of experimental group. 8. The result of the evaluations made to evaluate the effect on the development of the fluency, which is the sub ability of creativity skill, of the collaborative learning technics of cooperative learning method, shows that there is no significant difference between control and experimental groups in favour of experimental group. 9. The result of the evaluations made to evaluate the effect on the development of the flexibility, which is the sub ability of creativity skill, of the collaborative learning technics of cooperative learning method, shows that there is significant difference between control and experimental groups in favour of experimental group. 10. The result of the evaluations made to evaluate the effect on the development of the originality, which is the sub ability of the creativity skill of the collaborative learning technics of cooperative learning method, shows that there is no significant difference between control and experimental groups in favour of experimental group

The Similarity Between Aspirin Treatment and the Lack of Response to Epinephrine and the Frequency of Aspirin Resistance in Healthy Males

6th National Congress of Thrombosis, Haemostasis and Angiology -- MAY 05-07, 2006 -- Izmir, TURKEYWOS: 000288463500012PubMed ID: 20460337Objectives: The lack of response of platelets against epinephrine has been discovered with a frequency of 14% to 40% in previous studies. There are studies that have demonstrated the effect of aspirin on platelets may resemble the lack of response to epinephrine. In this study, the extent of the effects of aspirin treatment on aggregation and secretion in healthy males with a lack of response to epinephrine and the frequency of aspirin resistance were investigated. Methods: Blood samples were collected at the beginning and at the end of a 10-day aspirin usage in 52 healthy males. Epinephrine, adenosine diphosphate (ADP), collagen, arachidonic acid (AA) and thrombin aggregations, and adenosine triphosphate (ATP) secretion were studied. Participants were assigned to nonresponder ( 60%) groups, depending on their maximum aggregation responses to epinephrine. Participants who displayed an aggregation to AA at the end of the aspirin treatment were accepted to be aspirin resistant. Results: Of the 52 participants, 4 were found to be nonresponders and 3 of 52 of the participants were found to be semiresponders. Although the lack of response to epinephrine and aspirin treatment displayed similarities in aggregations using epinephrine, ADP, collagen, and thrombin, they differed in aggregations using AA and for ATP secretion. The ratio of aspirin resistance was determined to be 4:52. Conclusions: The observation of AA aggregation in the participants with a lack of response to epinephrine demonstrates that epinephrine nonresponse cannot substitute aspirin treatment. The fact that aspirin resistance is observed in healthy males supports the view that aspirin resistance exists even before the first usage