Muhimman hujjoji da lambobi
| Shaida ko maki | Abin da yake nufi | Abin da ba ya nufi |
|---|---|---|
| Tasirin bambancin maki gaba ɗaya na 0.24 | Bambancin gamayyar rukuni a cikin wani nazari | Iyakar tantance cuta |
| Tasirin rukunin lokaci-ga-kowane abu na 1.11 | Wani salon sakamako daban yana ba da wata ƙima daban | Yiwuwar mutum ya samu ADHD |
| Makin tsoma bakinka na kan layi | Ayyuka a wannan aikin da ka'idar ba da maki | Gano cuta ta likita |
Ƙimar girman tasirin sun fito ne daga nazarin Lansbergen da abokan aikinsa. Babban batunsa na hanyar bincike shi ne cewa dabarun tsoma baki da ake yawan amfani da su suna daɗaɗawa ga ma'aunin sakamako da gyaran tushe. Kwatancen rukuni ba ya zama mai rarrabe cuta kawai saboda yana da muhimmanci a kididdiga. Lansbergen et al., 2007
Menene nazarin gano cuta na yara ya gano?
Nazarin Homack da Riccio yana auna ƙwarewar gano cuta da keɓance marasa cuta a cikin yara da matasa. Ya kammala cewa gwajin Stroop yana da iyakacin amfani wajen bambance ADHD da sauran rukunonin likita. Wannan yana da alaƙa kai tsaye da ganowa: aiki na iya bambanta da matsakaicin masu lafiya ba tare da gano wace cuta ce ta bayyana sakamakon mutum ba. Homack, 2004
Yawan jama'a ma yana da muhimmanci. Gwajin takarda da fensir na yaro, aikin baki na manya da wasan amsa maɓalli na kan layi ba su da tsarin ma'auni ɗaya ko iyaka ɗaya. Nazarin gwajin Stroop na likita ya nuna babban bambanci a cikin nau'ikan da yadda ake ba da maki. Scarpina et al., 2017
Me ya sa aikin bai keɓanta ga ADHD ba
Tsoma bakin Stroop wani lamari ne na gwaji a wurin talakawan masu karatu. Gwaje-gwajen asali da nazarin da ya biyo baya sun bayyana yadda kalmomi da bayanan launi masu cin karo da juna ke canza amsa ba tare da buƙatar ganewa ba. Don haka fuskantar tsoma baki ba ita kanta shaida ce ta rashin lafiya ba. Stroop, 1935 MacLeod, 1991
Me ke yin tasiri a kai?
Me ya sa maki da ya yi kama da al'ada ba ya kawar da ADHD
Matsakaicin rukuni suna haɗuwa, kuma tambayar ganowa ta shafi tarihin mutum da aikin jikinsa gaba ɗaya, ba sakamakon aiki ɗaya kawai ba. Iyakacin rarrabe a nazarin gamayyar bincike na yara da kuma dogaro mai ƙarfi ga ba da maki a ɗayan nazarin duka biyu suna nuna rashin dacewa da amfani da maki keɗaɗɗe a matsayin amsa. Sakamako ba tabbaci ne shi kaɗai ba kuma ba keɓewa ba. Homack, 2004 Lansbergen et al., 2007
Amintaccewa tana ƙara wani iyaka. Ingantattun tasirin gwaji na iya haifar da maki bambancin mutum mai hayaniya idan an kwatanta. Binciken rashin daidaituwar amintacce yana da muhimmanci a duk lokacin da aka yi amfani da ɗan gajeren aikin fahimi don yin wani da'awa mai sakamako game da wani mutum. Hedge et al., 2017
Aunawa ta kan layi tana ƙara ƙarin rashin tabbas
Kayan aiki da lokacin burauza suna shafar cikakken lokacin martani, yayin da umarnin aiki da tushen awo ke shafar makin bambanci. Wasan mabukaci bai gaji tabbacin wani sanannen gwaji na likita kai tsaye ba kawai saboda duka biyu suna amfani da kalmomin launi masu cin karo da juna. Anwyl-Irvine et al., 2020 Scarpina et al., 2017
Jagorar amfani da gwaje-gwaje ta duniya tana jaddada shaida kan fassarar da aka yi nufin gwajin da kuma yanayin da ya dace. Da'awa mai ma'ana ta likita tana buƙatar tabbaci don wannan amfani da wannan rukuni, maimakon hoto mai jan hankali ko sanannen sunan aiki. International Test Commission, 2001
Menene amfani mai ma'ana da gwajin?
Yi amfani da shi don bincika tsoma baki da kwatanta saurin aiki ɗaya da daidaitonsa a cikin yanayi makamantansu. Idan kana da damuwa game da kulawa a rayuwar yau da kullum, makin wasa bai kamata ya yanke hukunci ko waɗannan damuwar sun cancanci aunawa ta ƙwararru ba. Wannan shafi yana bayyana iyakokin aunawa; ba ya ba da dokar gano kanka ko shawarar magani. Homack, 2004 International Test Commission, 2001
Babu wata takarda da aka ambata da ta tabbatar da cewa horar da wannan wasan burauza yana maganin ADHD, yana hana shi ko kuma yana sa mutane su fi wayo gaba ɗaya. Fassarar da aka goyi bayan ita ce ayyuka a wani aikin cin karo na musamman. MacLeod, 1991 Scarpina et al., 2017
Gwada gwajin kyauta mai alaƙa
Gwajin Stroop
Gwada gwajin Stroop a matsayin aikin ilimi, ta hanyar fassara sauri da daidaito tare. Sakamakonsa ba gwajin gano ADHD ba ne, ba ganowa ba, kuma ba madadin auna ta likita ba.
Tambayoyin gama gari
Shin babban bambancin lokacin Stroop yana nufin ina da ADHD?
A'a. Tasiri a matakin rukuni da yiwuwar ganowa ga mutum abubuwa ne daban-daban, kuma gwajin yana da iyakacin rarrabe tsakanin rukunonin likita. Homack, 2004
Shin kyakkyawan maki zai iya kawar da ADHD?
A'a. Waɗannan nazare-nazaren ba su tabbatar da wannan amfani ba, musamman ga aiwatar da burauza da ke da hanyoyi daban-daban. Homack, 2004 Scarpina et al., 2017
Shin yin aikin Stroop zai magance matsalolin kulawa?
Nazaren gano cuta da auna da aka ambata ba su tabbatar da wani amfanin magani daga wannan wasan ba. Lansbergen et al., 2007 Scarpina et al., 2017
Majiyoyi
- Lansbergen et al. (2007). Tsoma bakin Stroop da matsalar ƙarancin kulawa da yawan motsi: nazari da nazarin gamayyar bincike..
- Homack (2004). Nazarin gamayyar bincike na ƙwarewar gano cuta da keɓancewa na Gwajin Launi da Kalma na Stroop a wurin yara.
- Scarpina et al. (2017). Gwajin Launi da Kalma na Stroop.
- Stroop (1935). Nazarin tsoma baki a cikin martanin baki na jere..
- MacLeod (1991). Rabin shekaru na bincike kan tasirin Stroop: nazari mai haɗawa..
- Hedge et al. (2017). Rikicin amintacce: me ya sa ingantattun ayyukan fahimi ba sa samar da amintattun bambance-bambancen mutum.
- Anwyl-Irvine et al. (2020). Daidaito da sahihancin gaske na dandamali na gwaji ta kan layi, burauzar yanar gizo, da na'urori.
- International Test Commission (2001). Jagororin duniya don amfani da gwaji.