{"id":12704,"date":"2022-09-11T19:16:00","date_gmt":"2022-09-11T16:16:00","guid":{"rendered":"http:\/\/blog.ulubat.org\/?p=12704"},"modified":"2022-09-11T19:13:18","modified_gmt":"2022-09-11T16:13:18","slug":"canavar-calismasi","status":"publish","type":"post","link":"https:\/\/blog.ulubat.org\/index.php\/genel\/canavar-calismasi\/","title":{"rendered":"CANAVAR \u00c7ALI\u015eMASI"},"content":{"rendered":"\n

CANAVAR \u00c7ALI\u015eMASI<\/strong><\/h1>\n\n\n
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Kaynak: istockphoto.com ID: 1198320695<\/figcaption><\/figure><\/div>\n\n\n

Bilim insan\u0131; bilimsel bir dalda \u00e7al\u0131\u015fmalar yapan, ara\u015ft\u0131rmalar y\u00fcr\u00fcten ve bunlar\u0131n sonucunda elde edilen verilerle bilime \u0131\u015f\u0131k tutan ki\u015fidir. Bilimi ayd\u0131nl\u0131k yar\u0131nlara ta\u015f\u0131yan ara\u015ft\u0131rmalar\u0131n az\u0131msanmayacak bir k\u0131sm\u0131n\u0131 olu\u015fturan t\u0131bbi ara\u015ft\u0131rmalar ise \u00e7o\u011funlukla bir bozuklu\u011fun veya hastal\u0131\u011f\u0131n temeline inerek altta yatan\u0131 ke\u015ffetmeye, onu iyile\u015ftirecek bilgiye ula\u015fmaya ve halk sa\u011fl\u0131\u011f\u0131n\u0131 geli\u015ftirmeye \u00e7al\u0131\u015fmaktad\u0131r. Her ne kadar b\u00f6ylesine faydal\u0131 bir hedefle yola \u00e7\u0131k\u0131lsa da, \u00f6zellikle insanlar \u00fczerinde y\u00fcr\u00fct\u00fclen t\u0131bbi deneylerde, ara\u015ft\u0131rmalar\u0131n bir\u00e7ok etik sorun do\u011furdu\u011fu tarihte say\u0131s\u0131z \u00f6rnekle sabittir. Bug\u00fcn bu \u00f6rneklerden biri olarak g\u00fcn\u00fcm\u00fczde t\u0131bbi etik ihlaller a\u00e7\u0131s\u0131ndan hala tart\u0131\u015fmalarda yer alan \u2018\u2018Canavar \u00c7al\u0131\u015fmas\u0131\u2019\u2019 deneyinden bahsedece\u011fiz.<\/p>\n\n\n\n

CANAVAR \u00c7ALI\u015eMASI K\u0130M TARAFINDAN Y\u00dcR\u00dcT\u00dcLM\u00dc\u015eT\u00dcR?<\/strong><\/h3>\n\n\n\n
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\"Kaynak:
Mary Tudor ve Dr. Wendell Johnson<\/figcaption><\/figure><\/div><\/main>\n\n\n\n

Canavar \u00c7al\u0131\u015fmas\u0131, 1939 y\u0131l\u0131nda Iowa \u00dcniversitesi\u2019nde bir konu\u015fma patolo\u011fu olan Dr. Wendell Johnson kond\u00fckt\u00f6rl\u00fc\u011f\u00fcnde 22 yetim \u00f6\u011frenci \u00fczerinde kekemelik hakk\u0131nda 6 ay boyunca y\u00fcr\u00fct\u00fclen bir \u00e7al\u0131\u015fmad\u0131r. Kendisi de bir kekeme olan Dr. Johnson kekemeli\u011fin do\u011fu\u015ftan geldi\u011fini savunan d\u00f6nemin h\u00e2kim teorisine 1936 y\u0131l\u0131nda kar\u015f\u0131 gelerek bu konuya ili\u015fkin olgu serisi \u00e7al\u0131\u015fmalar\u0131 y\u00fcr\u00fctm\u00fc\u015f, kekeme \u00e7ocuklarla ve velileriyle yapt\u0131\u011f\u0131 g\u00f6r\u00fc\u015fmelerde \u00e7ocuklar\u0131n k\u00fc\u00e7\u00fck ya\u015flardan itibaren kekeme olarak etiketlendi\u011fini saptayarak \u2018\u2019Kekemelik \u00e7ocu\u011fun a\u011fz\u0131nda de\u011fil dinleyicinin kula\u011f\u0131nda ba\u015flar\u2019\u2019 teorisini \u00f6ne s\u00fcrm\u00fc\u015ft\u00fcr. Kekemeli\u011fin temelinde a\u015f\u0131r\u0131 duyarl\u0131 ebeveynlik davran\u0131\u015f\u0131n\u0131n yatt\u0131\u011f\u0131n\u0131; ebeveynlerin, konu\u015fmas\u0131 s\u0131ras\u0131nda basit tekrarlamalar yapan \u00e7ocu\u011funu kekeme olarak etiketleyerek \u00e7ocu\u011funun daha \u00e7ok gerilmesine sebep olduklar\u0131n\u0131, dikkati konu\u015fmas\u0131na \u00e7ekilen \u00e7ocukta sonu\u00e7 olarak kekemeli\u011fe yol a\u00e7t\u0131klar\u0131 g\u00f6r\u00fc\u015f\u00fcn\u00fc savunmu\u015ftur.<\/p>\n\n\n\n

CANAVAR \u00c7ALI\u015eMASINDA NELER OLDU?<\/strong><\/h3>\n\n\n
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Kaynak: https:\/\/blogs.davenportlibrary.com\/sc\/2014\/01\/09\/a-new-old-look-at-the-iowa-soldiers-orphans-home\/<\/a><\/figcaption><\/figure><\/div>\n\n\n

Dr. Johnson 1938 y\u0131l\u0131nda daha \u00f6nce de bir\u00e7ok ara\u015ft\u0131rman\u0131n y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc Davenport\u2019taki Iowa Asker ve Denizcilerinin Yetim Evi\u2019ndeki yetkililerden gerekli izinleri alarak 1939\u2019da \u00e7al\u0131\u015fmalar\u0131 ba\u015flatm\u0131\u015f, ara\u015ft\u0131rmay\u0131 ger\u00e7ekle\u015ftirmek i\u00e7in y\u00fcksek lisans \u00f6\u011frencisi olan Mary Tudor\u2019u g\u00f6revlendirmi\u015ftir. 17 Ocak 1939\u2019da anaokulundan 9.s\u0131n\u0131fa kadar olan \u00e7ocuklar konu\u015fma patolojisi e\u011fitimi alm\u0131\u015f 5 j\u00fcri \u00fcyesi taraf\u0131ndan \u00fc\u00e7er dakika dinlenerek konu\u015fma ak\u0131c\u0131l\u0131klar\u0131 a\u00e7\u0131s\u0131ndan 1-5 puanl\u0131k skalayla de\u011ferlendirilmi\u015f ve 256 \u00e7ocuktan 22\u2019si ara\u015ft\u0131rma i\u00e7in se\u00e7ilmi\u015ftir. 10\u2019u konu\u015fmas\u0131 bozuk 12\u2019si normal konu\u015fmac\u0131 olarak 2 gruba ayr\u0131lan \u00e7ocuklar sonras\u0131nda da tekrar b\u00f6l\u00fcnerek 4 grup olu\u015fturulmu\u015ftur. Buna g\u00f6re Grup IA ve IB be\u015fer konu\u015fma bozuklu\u011fu olan \u00e7ocuktan; Grup IIA ve IIB alt\u0131\u015far normal konu\u015fmac\u0131dan olu\u015fmaktayd\u0131. Grup IA ve IIB normal konu\u015fmac\u0131, Grup IB ve IIA ise kekeme olarak etiketlenmi\u015fti. Bu gruplar\u0131n bir k\u0131sm\u0131na hi\u00e7bir y\u00f6nlendirme yap\u0131lmazken bir k\u0131sm\u0131na pozitif, bir k\u0131sm\u0131na da negatif terapi uygulanm\u0131\u015ft\u0131. Buna g\u00f6re be\u015f konu\u015fma bozuklu\u011fu olan \u00e7ocuktan olu\u015fan ancak normal konu\u015fmac\u0131 olarak etiketlenen Grup IA \u00e7ocuklar\u0131na a\u015fa\u011f\u0131daki ifadeler sarf edilerek pozitif terapi uygulanm\u0131\u015ft\u0131:<\/p>\n\n\n\n

\u2018\u2019Konu\u015fmay\u0131 sever misin? Sesli okumay\u0131 sever misin? Daha \u00e7ok konu\u015fmal\u0131 ve sesli okuma yapmal\u0131s\u0131n. Pek \u00e7ok \u00e7ocuk senin i\u00e7inde oldu\u011fun soruna sahip. Ama asl\u0131nda bu ger\u00e7ekten bir sorun de\u011fil, bu sadece \u00e7ocuklar\u0131n i\u00e7inden ge\u00e7ti\u011fi belirli bir s\u00fcre\u00e7. K\u0131sa s\u00fcrede bu durumun \u00fcstesinden geleceksin ve \u015fimdi oldu\u011fundan \u00e7ok daha iyi konu\u015facaks\u0131n. Bu duruma ald\u0131rma, yak\u0131nda \u00f6zg\u00fcrce ve m\u00fckemmel bir \u015fekilde konu\u015fabildi\u011fini g\u00f6receksin. Ba\u015fkalar\u0131n\u0131n konu\u015fma kabiliyetin hakk\u0131nda s\u00f6ylediklerine ald\u0131rma \u00e7\u00fcnk\u00fc onlar i\u00e7inde bulundu\u011fun durumun yaln\u0131zca konu\u015fma geli\u015fiminin bir a\u015famas\u0131 oldu\u011funun fark\u0131nda de\u011filler. K\u0131sa s\u00fcre i\u00e7erisinde \u00e7ok iyi konu\u015fabileceksin.\u2019\u2019<\/p><\/blockquote>\n\n\n\n

Konu\u015fma bozuklu\u011fu olan ve kekeme olarak etiketlenen 5 \u00e7ocu\u011fa yani Grup IB \u00e7ocuklar\u0131na hi\u00e7bir y\u00f6nlendirme veya \u00f6neride bulunulmam\u0131\u015f, sadece kekemeliklerine ili\u015fkin birtak\u0131m sorular sorulmu\u015ftu.<\/p>\n\n\n\n

6 normal konu\u015fmac\u0131dan olu\u015fan ancak kekeme olarak etiketlenen Grup IIA \u00e7ocuklar\u0131na a\u015fa\u011f\u0131daki ifadeler sarf edilerek negatif terapi uygulanm\u0131\u015ft\u0131:<\/p>\n\n\n\n

\u2018\u2019 Ekibimiz konu\u015fmanda \u00e7ok ciddi sorun oldu\u011fu sonucuna varm\u0131\u015ft\u0131r. Konu\u015fmandaki kesintiler istenilmeyen durumlar. Bu kesintiler kekemeli\u011fi g\u00f6sterir. Kekemeli\u011fe ba\u015flayan bir \u00e7ocu\u011fun bir\u00e7ok semptomuna sahipsin. Asl\u0131nda kekelemeye ba\u015flam\u0131\u015fs\u0131n. Derhal kendini durdurmaya \u00e7al\u0131\u015fmal\u0131s\u0131n. \u0130rade g\u00fcc\u00fcn\u00fc kullan. Hedefine tek bir kesinti olmadan konu\u015fmay\u0131 koy. Bunu yapman olduk\u00e7a gerekli. Kekelememek i\u00e7in ne gerekiyorsa yap. Ak\u0131c\u0131 konu\u015fmak i\u00e7in \u00e7ok \u00e7al\u0131\u015f. Herhangi bir kesinti ya\u015farsan dur ve ba\u015ftan ba\u015fla. Kekeleyece\u011fini d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn an derin bir nefes al. D\u00fczg\u00fcn yapamayaca\u011f\u0131n s\u00fcrece asla konu\u015fma. Onun (kurumda daha \u00e7ok kekeleyen bir \u00e7ocu\u011fun ad\u0131n\u0131 s\u00f6yleyerek) nas\u0131l kekeledi\u011fini g\u00f6r\u00fcyorsun de\u011fil mi? \u015e\u00fcphesiz o da kekelemeye senin gibi ba\u015flam\u0131\u015ft\u0131. Her dakika konu\u015fman\u0131 izle ve onu geli\u015ftirmek i\u00e7in bir \u015feyler yapmaya \u00e7al\u0131\u015f. Ne yaparsan yap ak\u0131c\u0131 konu\u015f ve konu\u015fmanda kesintiye u\u011framaktan ka\u00e7\u0131n. \u2018\u2019<\/p><\/blockquote>\n\n\n\n

6 normal konu\u015fmac\u0131dan olu\u015fan ve normal konu\u015fmac\u0131 olarak etiketlenen ve Grup IIA\u2019n\u0131n kontrol grubu olan Grup IIB \u00e7ocuklar\u0131na ise a\u015fa\u011f\u0131daki ifadeler sarf edilmi\u015fti:<\/p>\n\n\n\n

\u2018\u2019Konu\u015fmaktan keyif al\u0131yor musun? M\u00fckemmel konu\u015fuyorsun. Konu\u015fman olduk\u00e7a iyi kalitede. F\u0131rsat\u0131n olduk\u00e7a konu\u015f. \u0130yi bir konu\u015fmac\u0131n\u0131n ay\u0131rt edici \u00f6zelliklerine sahipsin.\u2019\u2019<\/p><\/blockquote>\n\n\n\n

Bu ifadeler her seansta \u00e7ocuklara y\u00f6neltilmekle birlikte \u00e7ocuklar\u0131n etiketleri ve uygulanmas\u0131 gereken terapi y\u00f6ntemleri yetimhane g\u00f6revlileri ve \u00f6\u011fretmenlere de bildirilerek belirlenen terapi y\u00f6ntemlerinin s\u00fcrd\u00fcr\u00fclebilir olmas\u0131 sa\u011flanm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

\u00c7ALI\u015eMANIN SONU\u00c7LARI<\/strong><\/h3>\n\n\n\n
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Kaynak: istockphoto.com ID:1152831259<\/figcaption><\/figure><\/div>\n\n\n

\u00c7al\u0131\u015fma sonucu terapi tipiyle paralellik g\u00f6stermi\u015fti. En \u00e7ok etkilenenler Grup IIA\u2019daki asl\u0131nda normal konu\u015fmac\u0131 olan ancak kekeme olarak etiketlenen \u00e7ocuklar olmu\u015ftu. \u00c7ocuklar\u0131n hi\u00e7biri kekeme olmasa da bir\u00e7o\u011fu konu\u015fmaya isteksiz hale gelmi\u015fti. Konu\u015fmadaki kesintilerin deney \u00f6ncesi ve sonras\u0131ndaki y\u00fczdeliklerine dair Mary Tudor\u2019un tezinde yer alan tablolar ve \u00e7al\u0131\u015fma sonu\u00e7lar\u0131 a\u015fa\u011f\u0131da verilmi\u015ftir:<\/p>\n\n\n

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Grup IA<\/strong><\/h5>\n\n\n\n

\u2018\u2019Konu\u015fma bozuklu\u011fu olan ancak normal olarak etiketlenen ve pozitif terapi alan bu \u00e7ocuklardan 2\u2019sinde konu\u015fma ak\u0131c\u0131l\u0131\u011f\u0131 artarken 2\u2019sinde azalm\u0131\u015f, 1 \u00e7ocukta ise de\u011fi\u015fiklik g\u00f6stermemi\u015f. 5 \u00e7ocuktan 4\u2019\u00fcnde konu\u015fmadaki kesintilerin y\u00fczdesi azal\u0131rken 1 tanesinde artm\u0131\u015f.\u2019\u2019<\/p>\n\n\n\n

Grup IB<\/strong><\/h5>\n\n\n\n

\u2018\u2019Konu\u015fma bozuklu\u011fu olan ve kekeme olarak etkilenen ancak hi\u00e7bir terapi ve y\u00f6nlendirmeye tabi tutulmayan bu \u00e7ocuklardan 3\u2019\u00fcnde konu\u015fma ak\u0131c\u0131l\u0131\u011f\u0131 artm\u0131\u015f. 5 \u00e7ocuktan 4\u2019\u00fcnde konu\u015fmadaki kesintilerin y\u00fczdesi azal\u0131rken 1 tanesinde artm\u0131\u015f.\u2019\u2019<\/p>\n\n\n\n

Grup IIA<\/strong><\/h5>\n\n\n\n

\u2018\u2019Normal konu\u015fmac\u0131 olan ancak kekeme olarak etiketlenen ve negatif terapi uygulanan bu gruptaki \u00e7ocuklar\u0131n tamam\u0131nda deney s\u00fcresince benzer tip konu\u015fma davran\u0131\u015f\u0131 g\u00f6zlenmi\u015f.<\/p>\n\n\n\n

  1. Hepsinin s\u00f6zel \u00e7\u0131kt\u0131s\u0131 azalm\u0131\u015f; \u00e7ocuklar konu\u015fmaya isteksizle\u015fmi\u015f ve sadece gerekli hallerde konu\u015fur duruma gelmi\u015fler.<\/li>
  2. Daha yava\u015f konu\u015fur hale gelmi\u015fler.<\/li>
  3. Cevaplar\u0131n uzunlu\u011fu k\u0131salm\u0131\u015f.<\/li>
  4. Hepsi daha i\u00e7ine kapan\u0131k ve utanga\u00e7 olmu\u015f.<\/li>
  5. Konu\u015fmalar\u0131nda kesinlikle yanl\u0131\u015f bir \u015fey oldu\u011fu ger\u00e7e\u011fini kabullenmi\u015fler.<\/li>
  6. \u00c7ocuklar\u0131n davran\u0131\u015flar\u0131nda belirgin de\u011fi\u015fiklik meydana gelmi\u015f, hepsi de konu\u015fmalar\u0131ndaki kesintileri belirli bir tepkiyle kar\u015f\u0131lam\u0131\u015f: Baz\u0131lar\u0131 ba\u015f\u0131n\u0131 \u00f6ne e\u011ferken, baz\u0131lar\u0131 nefesini tutup elleriyle a\u011f\u0131zlar\u0131n\u0131 kapatm\u0131\u015f, baz\u0131s\u0131 ise utan\u00e7 i\u00e7inde g\u00fclerek kar\u015f\u0131l\u0131k vermi\u015f.\u2018\u2019<\/li><\/ol>\n\n\n\n
    Grup IIB<\/strong><\/h5>\n\n\n\n

    \u2018\u2019Normal konu\u015fmac\u0131 olan ve normal olarak etiketlenen ve pozitif terapi uygulanan bu gruptaki 6 \u00e7ocuktan 2\u2019sinde konu\u015fma ak\u0131c\u0131l\u0131\u011f\u0131 artarken 3\u2019\u00fcnde azalm\u0131\u015f. Geriye kalan \u00e7ocuk son kontrol s\u0131ras\u0131nda hastaym\u0131\u015f. \u00c7ocuklar\u0131n tamam\u0131nda konu\u015fmalar\u0131ndaki kesintilerin y\u00fczdesinde d\u00fc\u015f\u00fc\u015f saptanm\u0131\u015f.\u2019\u2019<\/p>\n\n\n\n

    YILLAR SONRA ALINAN KARAR<\/strong><\/h3>\n\n\n\n

    Mary Tudor\u2019un tez \u00e7al\u0131\u015fmas\u0131, yay\u0131nland\u0131ktan 62 y\u0131l sonra (Dr. Johnson\u2019\u0131n \u00f6l\u00fcm\u00fcnden 35 y\u0131l sonra) medyan\u0131n g\u00fc\u00e7l\u00fc spot \u0131\u015f\u0131\u011f\u0131 \u00fczerine d\u00fc\u015fene dek \u00fcniversite k\u00fct\u00fcphanesinde halka a\u00e7\u0131k halde di\u011fer \u00e7al\u0131\u015fmalar aras\u0131nda sessizce yerini alm\u0131\u015f. 2001 y\u0131l\u0131nda Jim Dyer Mercury News\u2019taki haberi ile dikkatleri \u00e7al\u0131\u015fman\u0131n \u00fczerine \u00e7ekerek \u00e7al\u0131\u015fmaya dahil olan \u00e7ocuklar\u0131n ger\u00e7eklerden haberdar olmas\u0131n\u0131 sa\u011flam\u0131\u015f. Bunun sonucunda yine ayn\u0131 y\u0131l i\u00e7erisinde Iowa \u00fcniversitesi kamuoyundan \u00f6z\u00fcr dilemi\u015f. 2 y\u0131l sonra, 2003 y\u0131l\u0131nda, normal konu\u015fmac\u0131 olan ancak kekeme olarak etiketlenen 6 ki\u015fi deneyin \u00f6m\u00fcr boyu s\u00fcrecek psikolojik etkileri oldu\u011funu \u00f6ne s\u00fcrerek davac\u0131 olmu\u015f ve devletten 13.5 milyon dolar tazminat talebinde bulunmu\u015f.  Devletin 925.000 dolar tazminat \u00f6demeyi kabul etmesi \u00fczerine uzla\u015fma sa\u011flanm\u0131\u015f ve 2007\u2019de mahkeme anla\u015fmay\u0131 onaylayarak davac\u0131lar\u0131n be\u015fine yani Dornbush\u2019a, Kathryn Meacham\u2019a, Betty Romp\u2019un miras\u00e7\u0131s\u0131na, Clarence Fifer\u2019in ve Philip Spieker\u2019\u0131n miras\u00e7\u0131s\u0131na 900.000 dolar; alt\u0131nc\u0131 davac\u0131 Mary Nixon\u2019a da 25.000 dolar \u00f6denmesine karar vermi\u015ftir.<\/p>\n\n\n\n

    TARTI\u015eMALAR<\/strong><\/h3>\n\n\n
    \n
    \"\"<\/figure><\/div>\n\n\n

    G\u00fcn\u00fcm\u00fczde bu \u00e7al\u0131\u015fman\u0131n etik ihlalleri konusundaki tart\u0131\u015fmalar devam etmektedir. Baz\u0131lar\u0131 d\u00f6nemin ko\u015fullar\u0131 g\u00f6z \u00f6n\u00fcnde bulundurularak bunun orijinal bir \u00e7al\u0131\u015fma olmas\u0131 yani bu alanda yap\u0131lan ilk \u00e7al\u0131\u015fmalardan olmas\u0131 nedeniyle zararlar\u0131n\u0131n o d\u00f6nemde \u00f6ng\u00f6r\u00fclemeyece\u011fini \u00f6ne s\u00fcrmektedir. Ara\u015ft\u0131rmada yap\u0131lan tek giri\u015fim konu\u015fmak oldu\u011fundan ve buna benzer konu\u015fmalar\u0131 pek \u00e7ok ebeveynin kendi \u00e7ocuklar\u0131yla yapmas\u0131 ihtimal dahilinde g\u00f6r\u00fcld\u00fc\u011f\u00fcnden, ara\u015ft\u0131rmac\u0131lar\u0131n \u00e7ocuklara zarar vermekle su\u00e7lanamayaca\u011f\u0131; buna ek olarak bahsedilen \u00e7ocuklar\u0131n o d\u00f6nemde yetimhanede ba\u015fka ara\u015ft\u0131rmalar\u0131n da par\u00e7as\u0131 olmalar\u0131 nedeniyle \u00e7ocukluk veya eri\u015fkinlik d\u00f6nemlerinde ya\u015fad\u0131klar\u0131 sosyal ve ruhsal sorunlar\u0131n salt olarak bu ara\u015ft\u0131rmaya ba\u011flanamayaca\u011f\u0131 da savunulan g\u00f6r\u00fc\u015fler aras\u0131ndad\u0131r. Baz\u0131 kesimler de pek \u00e7ok kekemenin bu ara\u015ft\u0131rmadan yararland\u0131\u011f\u0131n\u0131 ve ebeveynlerle payla\u015f\u0131lan ara\u015ft\u0131rma verileri sayesinde milyonlarca \u00e7ocu\u011fun kekeme olmaktan kurtuldu\u011fu fikrini \u00f6ne s\u00fcrerek e\u011fer bir zarar verildiyse bile bunun g\u00fcn\u00fcm\u00fcz risk standartlar\u0131 i\u00e7erisinde oldu\u011funu iddia etmektedir. T\u00fcm bunlara ra\u011fmen ara\u015ft\u0131rman\u0131n yetim \u00e7ocuklar gibi savunmas\u0131z ve hassas bir grup \u00fczerinde yap\u0131lm\u0131\u015f olmas\u0131n\u0131n bile tek ba\u015f\u0131na etik ilkelere ayk\u0131r\u0131 oldu\u011fu g\u00f6r\u00fc\u015f\u00fc de kar\u015f\u0131t g\u00f6r\u00fc\u015f olarak sunulmakta ve bu konudaki tart\u0131\u015fmalar s\u00fcr\u00fcp gitmektedir.<\/p>\n\n\n\n

    KAYNAKLAR:<\/strong><\/h3>\n\n\n\n

    https:\/\/iro.uiowa.edu\/esploro\/outputs\/graduate\/An-experimental-study-of-the-effect\/9983777385602771<\/a><\/p>\n\n\n\n

    https:\/\/web.archive.org\/web\/20130122003906\/http:\/\/www.uiowa.edu\/~cyberlaw\/writing\/CUNY1213.html#VIII.%20Conclusion<\/a><\/p>\n\n\n\n

    https:\/\/evrimagaci.org\/psikolojide-canavar-calisma-cocuklarda-konusma-bozukluklarina-yonelik-bir-davranis-deneyi-948<\/a><\/p>\n\n\n\n

    https:\/\/web.archive.org\/web\/20110927051740\/http:\/\/www-psych.stanford.edu\/~bigopp\/stutter2.html<\/a><\/p>\n\n\n\n

    http:\/\/news.bbc.co.uk\/2\/hi\/americas\/6952446.stm<\/a><\/p>\n\n\n\n

    https:\/\/www.washingtonpost.com\/archive\/politics\/2001\/06\/11\/experiment-taught-orphans-to-stutter\/79343ece-01fb-4c80-903c-a720790ed43d\/<\/a><\/p>\n\n\n\n

    https:\/\/www.nbcnews.com\/health\/health-news\/iowa-pay-subjects-925k-stuttering-study-flna1c9469063<\/a><\/p>\n\n\n\n

    <\/p>\n\n\n\n

    \n
    The Monster Study<\/a><\/blockquote>