WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6
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Article Visual Tracking Efficiency across Different Spacing Widths: A Text-Free Eye-Tracking Study(Routledge Journals, Taylor & Francis Ltd, 2026) Akyurek, Gokcen; Akcay, Arif; Aydoner Bektas, SelenThis study examined how spatial spacing influences visual tracking efficiency using a novel text-free eye-tracking paradigm designed to minimize the influence of reading-related processes. Twenty participants visually followed straight, curved, and angular paths with five different widths (0.5-3 cm), while eye movements were recorded using a Tobii Eye Tracker T120. Results showed that narrow angular paths (0.5-1 cm) were associated with significantly higher fixation counts and longer fixation durations compared to wider angular paths and other paths. For angular paths, fixation counts differed significantly between 0.5 cm and 2.5 cm (p = .005), and between 0.5 cm and 3 cm (p = .003). Total fixation counts and total fixation durations were significantly greater for angular paths than for straight and curved paths. The findings indicate that narrower spatial constraints increase visual-perceptual load and reduce oculomotor fluency, whereas moderate spacing (approximately 2.5 cm) facilitates smoother visual guidance. The results are limited to visual tracking and oculomotor control within constrained geometric layouts and do not reflect reading behavior. The study highlights the utility of text-free visual tracking tasks for isolating low-level perceptual and oculomotor processes and informing future research on spatial layout and visual guidance in digital environments.Article Comparison of Executive Functions, Visual Perception, and Cognitive Skills in High-Average and Average-Ability Children with Dyslexia(Routledge Journals, Taylor & Francis Ltd, 2026) Akyurek, Gokcen; Aydoner Bektas, SelenThis study compared executive functions, visual perception, and cognitive skills in high-average and average-ability children with dyslexia. Seventy-six children aged 8-12 were assessed using the Executive Functions and Occupational Routines Scale (EFORTS), the Test of Visual-Perceptual Skills - Third Edition (TVPS-3), and the Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-CH). High-average ability children scored higher on DOTCA-CH domains such as visual-motor construction and thinking operations, while average-ability peers performed better on all TVPS-3 subtests. EFORTS differed only in play-leisure routines. Findings suggest that dyslexia presents with diverse cognitive patterns, emphasizing the need for approaches that address individual differences.Article Citation - WoS: 1Citation - Scopus: 1Sensory Processing Skills and School Functions in School-Aged Children With Attention Deficit Hyperactivity Disorder: a Gender-Based Analysis(Routledge Journals, Taylor & Francis Ltd, 2025) Ceyhan, Irem; Akyurek, GokcenSensory processing skills are important for school functioning, learning and school participation. Children with attention deficit hyperactivity disorder (ADHD) may need additional support in the school context. This study aims to assess sensory processing skills and school functions in children with ADHD, focusing on gender differences. We included 118 children of whom 57 had ADHD and 61 were typically developing peers. Sensory processing skills were assessed with the Sensory Integration and Praxis Test subtests (Postrotary Nystagmus, Standing Walk and Balance, Bilateral Motor Coordination), and school functioning was evaluated using the School Function Assessment. Results showed that children with ADHD had worse sensory processing skills and school function, regardless of gender (p < 0.05). In girls with ADHD, Bilateral Motor Coordination emerged as a significant predictor across some sub-parameters of school functioning (Participation: p = 0.022; task supports: p = 0.020; physical tasks: p = 0.012). In boys, balance was particularly significant predictor of physical (p = 0.008) and cognitive functioning (p = 0.008). Boys with ADHD had more difficulty than girls in cognitive/behavioral task adaptations, setup and cleaning, and eating/drinking. Recognizing gender differences among these children is essential for health professionals to deliver more effective and individualized support interventions.