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CAN, HANDAN

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CAN

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HANDAN

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    Publication
    Evaluation of short-term memory, working memory, and executive functions in patients with relapsing-remitting multiple sclerosis
    (Galenos Publ House, 2022-09-01) Duman, Furkan; Leventoğlu, Alev; Can, Handan; CAN, HANDAN; Bursa Uludağ Üniversitesi/Fen Edebiyat Fakültesi/Fizik Bölümü.; CJB-4267-2022
    Objective: To compare patients with relapsing-remitting multiple sclerosis (RRMS) and healthy individuals in terms of short-term memory (STM), working memory (WM) and executive functions. Materials and Methods: The sample consisted of 33 patients with RRMS and 26 healthy participants. The groups were matched in terms of age, gender, level of education and hand dominance. The socio-demographic characteristics of the participants were recorded; and they were evaluated with Beck depression inventory and state/trait anxiety inventory. Visual aural digit span test B form, Wisconsin card sorting test, backward digit span task, stroop test T-BAG form, Wechsler memory scale: Revised form visual memory span subtest (WMS-R/VMS) and trail making test (TMT) for cognitive functions. Results: There was no statistically significant difference between groups in terms of depression and anxiety scores (p>0.05). Backward visual memory span calculated from WMS-R/VMS was significantly lower (p<0.05) in the RRMS group. However, there was no significant difference between groups in WMS-R/VMS and TMT scores (p>0.05). Conclusion: Results of this study indicate that patients with RRMS have lower visuo-spatial sketchpad capacity in their WM. However, there was no significant difference between patients with RRMS and healthy controls in terms of verbal and visuo-spatial STM capacity, phonological loop capacity in WM, perseveration, conceptualization, inhibition and set shifting skills.
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    Differentiation of memory processing stages and effect of demographic variables with alternative scoring approaches to the rey auditory verbal learning test
    (Taylor, 2022-06-09) Karakaş, Sirel; Bakar, Emel Erdoğan; Doğutepe, Elvin; Can, Handan; Kaskatı, Tolga; CAN, HANDAN; Uludağ Üniversitesi/Tıp Fakültesi/Psikoloji Bölümü; CGX-2053-2022
    Background The Rey Auditory Verbal Learning Test (RAVLT) is the third most popular verbal memory test and the tenth most frequently used neuropsychological test. The original scoring system of RAVLT does not differentiate stages of memory processing, but a recently developed composite scoring system has this potential. The objectives were to compare the two systems in terms of their capacity to differentiate the stages of memory processing and to study the effect of demographic variables on the learning trials (T) of the Turkish form of RAVLT (T-RAVLT). Method The sample consisted of 600 Caucasian Turkic adults, who were categorized into three levels of age, three levels of education, and two levels of gender. Individual administration of T-RAVLT was performed using the standard procedures of RAVLT. Results The components in the exploratory factor analysis (EFA) and latent variables in the confirmatory factor analysis (CFA) of the original scores were consistent with sequentially ordered T-RAVLT stages. Demographic variables (age, education, and gender) affected performances in all of the learning trials. The composite scores revealed retrieval and retention as separate components, but these scores could not be predicted from the relevant T-RAVLT scores. Conclusions Findings recommend a combined utilization of the two scoring systems: The original system to provide scores on the performance at each stage of T-RAVLT and the combined system to provide separate scores on learning, retention, and retrieval, the three stages of memory processing. A selective effect of demographic variables on T1 was not observed, indicating a need for cross-cultural studies that are meticulously controlled for age and education.
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    Publication
    Uzmanlık ve bilişsel esneklik
    (Bursa Uludağ Üniversitesi, 2023-03-30) AYDIN, HATİCE KÜBRA; CAN, HANDAN
    Uzmanlık çalışmaları, bir alanda üstün performans gösteren kişilerin performanslarına odaklanmaktadır. Bir alanda uzmanlaşmış kişilerin alana özgü görevleri gerçekleştirirken sıklıkla kullandıkları yöntemler, bazı becerilerin kazanımı açısından üstünlük sağlasa da bazen pek yararlı olmayan sonuçlar doğurabilir. Bu durumdan etkilenen becerilerden biri de bilişsel esnekliktir. Bilişsel esneklik, davranışı yeni ve değişen çevreye göre adapte etme becerisidir. Bir kişi kendi alanında ne kadar uzmanlaşırsa, alana özgü görevlerde o kadar bilişsel esneklik gösterebilir. Ayrıca uzmanların uzmanlık düzeyi, sıklıkla kullanılan yöntemin yarattığı bozucu etki olarak tanımlanan Einstellung etkisinin görülmemesinde de önemli rol oynamaktadır. Mevcut derlemenin amacı, uzmanlık alanındaki çalışmalarda bilişsel esnekliğin etkisini incelemektir. Literatürdeki çalışmalar incelendiğinde, farklı uzmanlıklarda yapılmış çalışmalarda, uzmanlık düzeylerinin değişkenlik gösterdiği; bu nedenle bu çalışmaların sonuçlarından yola çıkarak uzmanların bilişsel esneklik düzeyleri hakkında kesin sonuca varılamayacağı anlaşılmaktadır. Buna karşın, henüz uzmanlaşma sürecinde olan kişilerde bilişsel esnekliğin daha düşük; uzmanlaşma düzeyi yüksek olanlarda bilişsel esnekliğin daha yüksek olduğunu öne süren araştırmalar da bulunmaktadır.