‫‪201730‬‬ ‫‪‬‬

‫ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‬

‫"ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ ﻨﻘﺩﻴﺔ"‬

‫ﻭﺼﻴﻑ ﺨﺎﻟﺩ ﺴﻬﻴﻠﺔ ) ﻁﺎﻟﺒﺔ ﺩﻜﺘﻭﺭﺍﻩ(‬

‫ﺃ‪.‬ﺩ‪ /‬ﻤﺤﻤﺩ ﺍﻟﺴﺎﺴﻲ ﺍﻟﺸﺎﻴﺏ‬
‫ﺠﺎﻤﻌﺔ ﻗﺎﺼﺩﻱ ﻤﺭﺒﺎﺡ ﻭﺭﻗﻠﺔ )ﺍﻟﺠﺯﺍﺌﺭ(‬

‫ﻤﻠﺨﺹ‪:‬‬
‫ﻴﻌﺩ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻤﻥ ﺃﻫﻡ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﺘﻁﺭﻗﺕ ﺇﻟﻰ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭ ﺒﺎﺩﻟﻲ ﻭﻫﻴﺘﺵ ﺇﻟﻰ ﺜﻼﺜﺔ ﻨﻅﻡ‪ ،‬ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ‬
‫ﻴﻬﺘﻡ ﺒﺎﻟﺘﺴﻤﻴﻊ ﻟﻺﺒﻘﺎﺀ ﺒﻐﻴﺔ ﺍﻻﺴﺘﺭﺠﺎﻉ ﺍﻟﻔﻭﺭﻱ ﻭﻴﺘﻭﻟﻰ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ ﻭﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ ﺍﻟﺫﻱ ﻴﻬﺘﻡ ﺒﺎﻟﻤﺤﺎﻓﻅﺔ‬
‫ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺒﺼﺭﻴﺔ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻜﺎﻨﻴﺔ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻜﻤﺎ ﻴﺘﻭﻟﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻴل ﻭﺍﻟﺒﺤﺙ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜـﺎﻨﻲ‪ ،‬ﻭﺍﻟﻤﻨﻔـﺫ‬
‫ﺍﻟﻤﺭﻜﺯﻱ ﺃﻭ ﻤﺎ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﻨﻅﺎﻡ ﺍﻟﺘﺤﻜﻡ ﺍﻟﺘﻨﻔﻴﺫﻱ ﻭﻫﻭ ﺍﻟﻨﻅﺎﻡ ﺍﻟﻤﺴﺌﻭل ﻋﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﻭﻅﻴﻔﺘﻪ ﺍﻟﺘﻨﺴﻴﻕ ﺒﻴﻥ ﻤﻜﻭﻨﺎﺘﻬﺎ‪،‬ﺜﻡ ﺃﻀﺎﻑ‬
‫ﺒﺎﺩﻟﻲ ﺴﻨﺔ ‪ 2002‬ﻤﻜﻭﻨﺎﹰ ﺭﺍﺒﻌﺎﹰ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ‪ ،‬ﻭﻗﺩ ﻭﺠﻬﺕ ﻜﺜﻴﺭ ﻤﻥ ﺍﻻﻨﺘﻘﺎﺩﺍﺕ ﻟﻬﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻤﻥ ﺤﻴﺙ ﺃﻨﻅﻤﺔ ﺍﻟﺘﺨﺯﻴﻥ‪،‬‬
‫ﻭﻤﻬﺎﻡ ﻜل ﻤﻜﻭﻥ‪ ،‬ﻭﻜﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺤﺎﻭﻟﺕ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ‪،‬ﻤﻨﻬﺎ ﻤﺎ ﺃﺠﺭﻱ ﻓﻲ ﺒﻴﺌﺔ ﺃﺠﻨﺒﻴﺔ‪ ،‬ﻭﻤﻨﻬﺎ‬
‫ﻤﺎ ﺃﺠﺭﻱ ﻓﻲ ﺒﻴﺌﺔ ﻋﺭﺒﻴﺔ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪:‬‬
‫‪Abstract:‬‬
‫‪The Baddley model is the most important models that touched on the working memory, where‬‬
‫‪Baddley and Hitch pointed to three systems, the verbal component cares repetition to keep in order the‬‬
‫‪immediate retrieval and take this component of verbal processes, and the visual component of the‬‬
‫‪spatial who cares about preserving the visual information of spatial information in working memory .‬‬
‫‪also responsible for visualization operations and research visual spatial, and the central port or the so-‬‬
‫‪called executive control system and is responsible for working memory and function of coordination‬‬
‫‪between the components of the system, and then added Baddley 2002 fourth component called bumper‬‬
‫‪events, and has directed many critiques to this model in terms of storage systems, and functions of‬‬
‫‪each component, and as there are some studies that have attempted to verify the authenticity of this‬‬
‫‪model, which is conducted in a foreign environment, and some of which was conducted in an Arab‬‬
‫‪environment.‬‬

‫‪Key words : The Baddley model - working memory‬‬

‫ﻤﻘﺩﻤﺔ‪:‬‬
‫ﺸﻬﺩ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻤﻌﺭﻓﻲ ﺜﻭﺭﺓ ﻋﻠﻤﻴﺔ ﻗﻭﻴﺔ ﺘﻤﺜﻠﺕ ﻓﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺒﻐﺭﺽ ﺘﻔﺴﻴﺭ ﻜﻴﻔﻴﺔ ﻋﻤل ﺍﻟﻌﻘل‬
‫ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻭﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻌﺭﻓﺔ‪ ،‬ﻭﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺠﻬﻴﺯﻫﺎ ﻋﻥ ﻁﺭﻴﻕ ﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﻋﻤل ﺍﻟﺫﺍﻜﺭﺓ ﻤﻥ ﺤﻴـﺙ ﺍﺴـﺘﻘﺒﺎل‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺨﺯﻴﻨﻬﺎ ﻭﺍﺴﺘﺩﻋﺎﺌﻬﺎ ﻤﺭﺓ ﺃﺨﺭﻯ ‪،‬ﻓﺎﻟﺫﺍﻜﺭﺓ ﻤﻥ ﺍﻟﻤﻭﺍﻀﻴﻊ ﺒﺎﻟﻐﺔ ﺍﻷﻫﻤﻴﺔ ﻓﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻤﻌﺭﻓﻲ‪ ،‬ﺤﻴﺙ ﺃﺜﻴﺭﺕ‬
‫ﺤﻭﻟﻬﺎ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺤﻭل ﻭﻋﻤﻠﻬﺎ ﻭﺃﻫﻤﻴﺘﻬﺎ ﻭﺁﻟﻴﺎﺘﻬﺎ‪.‬‬

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‫ﻟﻘﺩ ﺃﺼﺒﺤﺕ ﻤﺸﻜﻠﺔ ﺍﻟﺫﺍﻜﺭﺓ ﻓﻲ ﺍﻟﻨﺼﻑ ﺍﻟﺜﺎﻨﻲ ﻤﻥ ﺍﻟﻘﺭﻥ ﺍﻟﻌﺸﺭﻴﻥ ﻤﻥ ﺃﻜﺜﺭ ﻤﺸﻜﻼﺕ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻌﻠﻤﻴـﺔ‪ ،‬ﺍﻟﺘـﻲ‬
‫ﺤﻅﻴﺕ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ‪ ،‬ﻭﺤﻘﻘﺕ ﺘﻁﻭﺭﺍﹰ ﻋﻅﻴﻤﺎﹰ‪ ،‬ﺤﻴﺙ ﺘﻌﺘﺒﺭ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺫﻜﺭ ﻤﻥ ﺃﻫﻡ ﺍﻟﻭﻅﺎﺌﻑ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻨﺩ ﺍﻹﻨﺴـﺎﻥ‪ ،‬ﺇﺫ‬
‫ﺘﺘﻤﺜل ﻓﻲ ﺍﺴﺘﺤﻀﺎﺭ ﺍﻟﺸﺨﺹ ﻟﺨﺒﺭﺍﺘﻪ ﺍﻟﻤﺎﻀﻴﺔ ﺃﻱ ﺍﺴﺘﺭﺠﺎﻋﻪ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻲ ﺴﺒﻕ ﺘﻌﻠﻤﻬﺎ‪ ،‬ﻭﺘـﺅﺩﻱ ﺍﻟـﺫﺍﻜﺭﺓ‬
‫ﺩﻭﺭﺍ ﺃﺴﺎﺴﻴﺎ ﻓﻲ ﻤﺨﺘﻠﻑ ﻨﺸﺎﻁﺎﺕ ﺍﻟﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ‪ ،‬ﻭﻟﻘﻴﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻟﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺤﻴﺙ ﺃﻨﻬﺎ ﺘﻠﻌﺏ ﺩﻭﺭﺍ ﻜﺒﻴﺭﺍ ﻓﻲ ﺤﻴﺎﺓ ﺍﻟﻔﺭﺩ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻤﺨﺯﻨﺎﹰ ﻟﻜل ﻨﺸﺎﻁﺎﺘﻪ‪ ،‬ﻭﺘﺤﺘـل ﺍﻟـﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠـﺔ‬
‫ﻤﻜﺎﻨﺔ ﺸﺩﻴﺩﺓ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻷﻨﻬﺎ ﺃﻜﺜﺭ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﺘﻲ ﻻﻗﺕ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺒﺎﺤﺜﻴﻥ‪ ،‬ﻟﻤﺎ ﻟﻬﺎ ﻤﻥ ﺩﻭﺭ ﺒﺎﻟﻎ ﺍﻷﻫﻤﻴﺔ ﻓـﻲ ﻋﻤﻠﻴـﺔ‬
‫ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻌﺎﻟﺞ ﺍﻟﻤﻔﺎﻫﻴﻡ ﻭﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﻟﻘﺩ ﻗﺩﻡ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﻭﻀﻌﺕ ﻤﻥ ﺨﻼل ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﻅﺭﻴﺎﺕ ﻭﺫﻟﻙ ﺒﻭﺼﻑ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‬
‫ﻭﻤﻜﻭﻨﺎﺘﻬﺎ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﻫﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﺍﻟﺫﻱ ﻟﻘﻲ ﺭﻭﺍﺠﺎ ﻜﺒﻴﺭﺍ ﻋﻨﺩ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺱ ﺍﻟﻤﻌﺭﻓﻲ‪ ،‬ﻭﻋﻠﻴﻪ ﺠـﺎﺀ ﺍﻟﺒﺤـﺙ‬
‫ﺍﻟﻤﻭﺍﻟﻲ ﻤﺤﺎﻭﻻ ﺍﻟﺘﻁﺭﻕ ﻟﻬﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻋﺭﻀﺎ ﻭﻨﻘﺩﺍ ﻤﺤﺎﻭﻻ ﻭﺫﻟﻙ ﺒﺎﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﻤﺎ ﻫﻲ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻨﺩ ﺒﺎﺩﻟﻲ؟ ﻭﻤﺎ ﺃﻫﻡ ﺍﻻﻨﺘﻘﺎﺩﺍﺕ ﺍﻟﺘﻲ ﻭﺠﻬﺕ ﻟﻪ؟‬
‫‪ -1‬ﺘﻌﺭﻴﻑ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ :‬ﻟﻘﺩ ﻅﻬﺭ ﻤﺼﻁﻠﺢ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻤﻨﺫ ﻋﺩﺓ ﻋﻘﻭﺩ‪ ،‬ﻭﺘﻌﻭﺩ ﺍﻟﺘﺼـﻭﺭﺍﺕ ﺍﻟﻤﺒﻜـﺭﺓ ﻟﻬـﺎ ﺇﻟـﻰ ﻨﻬﺎﻴـﺔ‬
‫ﺍﻟﺨﻤﺴﻴﻨﻴﺎﺕ ﺤﻴﺙ ﺃﺸﺎﺭ ﺒﺭﺍﻭﻥ ﻭﺜﺭﺴﺘﻭﻥ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻘﺩﺍﺭ ﺍﻟﻘﻠﻴل ﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺴﻴﻨﺴﻰ ﻓﻲ ﺜﻭﺍﻥ ﺇﻻ ﺇﺫﺍ ﺴﻤﺢ ﻟﻠﻤﻔﺤﻭﺹ ﺒﺎﻟﻤﺤﺎﻓﻅـﺔ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺫﻟﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻋﺎﺩﺓ ﻭﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻔﻌﺎل ﺍﻟﻨﺸﻁ‪ ،‬ﺘﻤﻴﺯﺕ ﺍﻟﺫﺍﻜﺭﺓ ﻗﺼﻴﺭﺓ ﺍﻟﻤﺩﻯ ﺒﺄﻨﻬﺎ ﻤﺅﻗﺘﺔ‪ ،‬ﻭﺘﺨﺘﻔﻲ ﻓﻴﻬﺎ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻌـﺩ‬
‫ﺜﻭﺍﻥ ﻓﻲ ﺤﻴﻥ ﺘﺤﺘﻔﻅ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﻟﻬﺎ ﺴﻌﺔ ﻜﺒﻴﺭﺓ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﺯﻴﻥ‪.‬‬
‫ﻟﻘﺩ ﻋﺭﺽ ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻟﻠﻤﺭﺓ ﺍﻷﻭﻟﻰ ﻋﻠﻰ ﻴﺩ ﻤﻴﻠﺭ ﻭﺠﺎﺸﺭ ﻓﻲ ﻜﺘﺎﺏ ﺘﺨﻁﻴﻁ ﺍﻟﺴﻠﻭﻙ ﻭﺒﻨﺎﺅﻩ ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ‬
‫ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ﻓﻲ ﻋﻠﻭﻡ ﺍﻟﺤﺎﺴﺒﺎﺕ‪ ،‬ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺘﻌﻠﻡ ﺍﻟﺤﻴﻭﺍﻥ‪ ،‬ﺒﻌﺩﻫﺎ ﺍﻨﺘﻘل ﻫﺫﺍ ﺍﻟﻤﺼﻁﻠﺢ ﺇﻟﻰ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻤﻌﺭﻓـﻲ‬
‫ﻟﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﻨﻅﻡ ﺍﻟﻤﻌﻨﻴﺔ ﺒﺤﻔﻅ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‪ ،‬ﺜﻡ ﻁﺒﻕ ﺘﻜﻨﺴﻭﻥ ﻭﺸﻴﻔﺭﻴﻥ ﺍﻟﻤﺼﻁﻠﺢ ﻨﻔﺴﻪ ﻋﻠﻰ ﺍﻟﻤﺨﺯﻥ ﺍﻟﻭﺤﻴـﺩ‪،‬‬
‫ﻭﻋﺩﺍ ﺍﻟﺫﺍﻜﺭﺓ ﻨﻅﺎﻤﺎ ﻭﺤﻴﺩﺍ ﻻ ﻴﺸﻤل ﻋﻠﻰ ﺃﺠﻬﺯﺓ ﻓﺭﻋﻴﺔ‪.‬‬
‫ﺘﻌﺭﻑ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻨﻅﺎﻡ ﺫﻭ ﻤﻜﻭﻨﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻟﻔﻬﻡ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﺨـﺯﻥ ﺒﻬـﺎ ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ ﻭﺘﻌـﺎﻟﺞ‬
‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺃﺩﺍﺀ ﻤﺨﺘﻠﻑ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻟﻤﻌﻘﺩﺓ )ﺒﻭﺭﺩﻴﻥ‪(587: 1994 ،‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﺘﺴﺠﻴل ﻤﺅﻗﺕ ﻟﻸﺤﺩﺍﺙ ﺍﻟﻤﻁﻠﻭﺏ ﺘﺫﻜﺭﻫﺎ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﺤـﺩﻭﺩﺓ )ﻋﺒـﺩ ﺍﻟﻘـﻭﻱ‪،‬‬
‫‪.(184 :1994‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻌﺭﻴﻔﻬﺎ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﻜﻭﻥ ﺘﺠﻬﻴﺯﻱ ﻨﺸﻁ ﻴﻨﻘل ﺃﻭ ﻴﺤﻭل ﻤﻥ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ ﻭﺇﻟﻴﻬﺎ )ﺍﻟﺯﻴـﺎﺕ‪:1998 ،‬‬
‫‪.(38‬‬
‫ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺍﻟﻘﻭل ﺃﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻨﻅﺎﻡ ﻭﻅﻴﻔﺘﻪ ﺍﺴﺘﻘﺒﺎل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ ﻭﺘﺼﻨﻴﻔﻬﺎ ﻗﺒل ﺘﺤﻭﻴﻠﻬﺎ ﻟﻠـﺫﺍﻜﺭﺓ‬
‫ﻁﻭﺒﻠﺔ ﺍﻟﻤﺩﻯ‪.‬‬
‫ﻴﺸﻴﺭ ﺒﺎﺩﻟﻲ ﻭﻫﻴﺘﺵ ﺇﻟﻰ ﺃﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺘﻤﺜل ﺍﻟﻤﺴﺘﻭﺩﻉ ﺍﻟﺫﻱ ﺘﺨﺯﻥ ﻓﻴﻪ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻌﺎﻟﺞ ﻓﻲ ﻭﻗـﺕ ﻭﺍﺤـﺩ‪،‬‬
‫ﻭﻫﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻥ ﻤﻜﻭﻨﺎﺘﻬﺎ ﻭﻫﻤﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﺯﻴﻥ ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻤﻌﺎﻟﺠﺔ‪.‬‬
‫ﻭﻋﺭﻑ ﺒﺎﺩﻟﻲ ﻭﻫﻴﺘﺵ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﺃﻨﻅﻤﺔ ﺨﺎﺼﺔ ﻭﻅﻴﻔﺘﻬﺎ ﺘﺨﺯﻴﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ ‪،‬ﻭﺘﺴـﻤﻰ ﻫـﺫﻩ‬
‫ﺍﻷﻨﻅﻤﺔ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻨﻅﻤﺔ ﺃﺨﺭﻯ ﺨﺎﺼﺔ ﺒﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺘﺴﻤﻰ ﺍﻟﻤﻨﻔﺫ ﺍﻟﻤﺭﻜﺯﻱ‪ ،‬ﺤﻴﺙ ﺘـﺘﻡ ﻓﻴـﻪ‬
‫ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻟﻤﻌﺎﻟﺠﺎﺕ ﻟﻠﻭﺼﻭل ﻟﻼﺴﺘﺠﺎﺒﺔ ﺍﻟﺼﺤﻴﺤﺔ )ﺒﺎﺩﻟﻲ‪.(494 :1994 ،‬‬

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‫‪201730‬‬ ‫‪‬‬

‫ﻭﻗﺩﻡ ﺒﺎﺩﻟﻲ ﻨﻤﻭﺫﺠﺎ ﺁﺨﺭ ﺴﻨﺔ ‪ 1996‬ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﺼﺩﺭ ﻟﻠﻤﻌﺎﻟﺠﺔ ﻤﺤﺩﻭﺩ ﺍﻟﺴﻌﺔ ﻴﺘﻀـﻤﻥ ﺍﻻﺤﺘﻔـﺎﻅ‬
‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﺘﻌﺎﻟﺞ ﻓﻴﻪ ﻤﻌﻠﻭﻤﺎﺕ ﺃﺨﺭﻯ‪ ،‬ﺃﻱ ﻤﻭﺍﺼﻠﺔ ﻟﺒﻌﺽ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺃﺜﻨﺎﺀ ﻤﻌﺎﻟﺠﺔ ﻤﻌﻠﻭﻤﺎﺕ ﺃﺨﺭﻯ‪.‬‬
‫‪ - 2‬ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ‪ :‬ﻴﻌﺘﺒﺭ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﺇﺴﻬﺎﻤﺎ ﻗﻴﻤﺎ ﺇﺫ ﻫﻭ ﺃﻓﻀل ﺍﻟﻨﻤﺎﺫﺝ ﻭﺃﻜﺜﺭﻫﺎ ﺸﻴﻭﻋﺎ‪ ،‬ﺤﻴﺙ ﻟﻘﻲ ﻗﺒﻭل ﺍﻟﻜﺜﻴـﺭ ﻤـﻥ‬
‫ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﺘﻔﺎﻗﻬﻡ‪ .‬ﻭﺤﺴﺏ ﺒﺎﺩﻟﻲ ﻓﺈﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺍﻟﻨﺸﻁﺔ ﺘﺸﻤل ﻋﻠﻰ ﺇﺩﺍﺭﻱ ﻭﻤﺭﻜﺯﻱ ﻴﻀﻡ ﻋﺩﺩ ﻤﻥ ﺍﻷﻨﻅﻤـﺔ ﺍﻟﺘﺎﺒﻌـﺔ‬
‫ﻭﺍﻟﻤﺴﺌﻭﻟﺔ ﻋﻥ ﺍﻻﺤﺘﻔﺎﻅ ﺍﻟﺯﻤﻨﻲ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻟﺤﻠﻘﺔ ﺍﻟﻔﻨﻭﻟﻭﺠﻴﺔ ﻭﺍﻟﻤﻔﻜـﺭﺓ ﺍﻟﻔﻀـﺎﺌﻴﺔ ﺍﻟﺒﺼـﺭﻴﺔ‪ .‬ﻭﺍﻟﺸـﻜل‬
‫ﺍﻟﻤﻭﺍﻟﻲ ﻴﻭﻀﺢ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪:‬‬

‫ﻗﺩﻡ ﺒﺎﺩﻟﻲ ﻭﻫﻴﺘﺵ ﻨﻤﻭﺫﺠﺎ ﺃﺼﻠﻴﺎ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻠﻰ ﺃﻨﻬﺎ ﺘﺘﻜﻭﻥ ﻤﻥ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺘﻨﻔﻴﺫﻱ ﺍﻟﻤﺭﻜﺯﻱ ﻤـﻊ ﺍﺜﻨـﻴﻥ ﻤـﻥ‬
‫ﺍﻷﻨﻅﻤﺔ ﺍﻟﻔﺭﻋﻴﺔ‪ ،‬ﻭﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔﻴﺫﻱ ﺍﻟﻤﺭﻜﺯﻱ ﻴﻌﺩ ﻭﺤﺩﺓ ﺘﺤﻜﻡ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﻤﻬﻤﺘﻪ ﺍﻷﺴﺎﺴﻲ ﻤﻌﺎﻟﺠـﺔ ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬
‫ﻭﺘﺨﺯﻴﻨﻬﺎ‪ ،‬ﻭﻫﻭ ﺍﻟﺫﻱ ﻴﺤﺩﺩ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﻭﻴﺤﺩﺩ ﺃﻭﻟﻭﻴﺎﺘﻬﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺃﻨﻪ ﻴﻘﺭﺭ ﺘﻘﺴﻴﻡ ﺍﻟﻤـﻭﺍﺭﺩ ﺍﻹﻀـﺎﻓﻴﺔ‬
‫ﻟﻤﻌﺎﻟﺠﺔ ﻫﺫﻩ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ‪.‬‬
‫ﺍﻓﺘﺭﺽ ﺒﺎﺩﻟﻲ ﻭﺠﻭﺩ ﻨﻅﺎﻡ ﺃﺴﺎﺴﻲ ﻤﺴﺌﻭل ﻋﻥ ﺍﻟﻤﺘﺤﻜﻡ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﻤﻜﻭﻨﺎﺘﻬﺎ ﺠﻤﻴﻌﻬﺎ ﺃﻁﻠﻕ ﻋﻠﻴـﻪ ﺍﻟﻤﻨﻔـﺫ‬
‫ﺍﻟﻤﺭﻜﺯﻱ‪ ،‬ﻭﺃﺸﺎﺭ ﺇﻟﻰ ﺃﻨﻪ ﻫﻨﺎﻙ ﻋﺩﺓ ﺃﻨﻅﻤﺔ ﻓﺭﻋﻴﺔ ﺘﺴﺎﻋﺩ ﺍﻟﻨﻅﺎﻡ ﺍﻷﺴﺎﺴﻲ ﺃﻁﻠﻕ ﻋﻠﻴﻬﺎ ﺒﺎﺩﻟﻲ ﻨﻅﺎﻡ ﺍﻟﺨﺩﻤﺔ‪.‬‬
‫ﻭﺒﻤﺭﻭﺭ ﺍﻟﺴﻨﻴﻥ ﺍﺴﺘﻁﺎﻉ ﺒﺎﺩﻟﻲ ﺃﻥ ﻴﻀﻴﻑ ﻋﻨﺼﺭﺍ ﺭﺍﺒﻌﺎ ﻟﻡ ﻴﺭﺩ ﻓﻲ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻷﺼﻠﻲ ﻭﻫﻭ ﺍﻟﺤـﺎﺠﺯ ﺍﻟﻌﺭﻀـﻲ ﺃﻭ‬
‫ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ‪ ،‬ﻭﺒﻬﺫﺍ ﺃﺼﺒﺢ ﻨﻤﻭﺫﺝ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻨﺩﻩ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺃﺭﺒﻌﺔ ﻤﻜﻭﻨﺎﺕ ﺘﻌﻤل ﻤﻌﺎ ﻓﻲ ﺘﻜﺎﻤل ﻭ ﺍﺘﺴﺎﻕ)ﺃﺒـﻭ‬
‫ﺍﻟﺩﻴﺎﺭ‪.(25 :2012 ،‬‬
‫‪ -1‬ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻨﺩ ﺒﺎﺩﻟﻲ‪:‬‬
‫‪ 1-2‬ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ‪ :‬ﻴﺘﻌﺎﻤل ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺒﺼﺭﻴﺔ ﺍﻟﻤﻜﺎﻨﻴﺔ‪ ،‬ﻭ ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﺘﻘﺒل ﻤﺩﺨﻼﺕ ﺇﻤـﺎ‬
‫ﻤﺒﺎﺸﺭﺓ ﻤﻥ ﺤﺎﺴﺔ ﺍﻟﺒﺼﺭ ﺃﻭ ﻤﻥ ﺍﺴﺘﺭﺠﺎﻉ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ ﻋﻠﻰ ﺸﻜل ﺼﻭﺭ‪ ،‬ﻭ ﻴﻠﻌﺏ ﺩﻭﺭﺍ ﻫﺎﻤﺎ ﻓـﻲ‬
‫ﺍﻟﺘﻭﺠﻪ ﺍﻟﻤﻜﺎﻨﻲ ﻭﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﻜﺎﻨﻴﺔ ﺍﻟﺒﺼﺭﻴﺔ‪ ،‬ﻭ ﻨﺴﺘﺨﺩﻡ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻓﻲ ﺤﻴﺎﺘﻨﺎ ﺍﻟﻴﻭﻤﻴﺔ‪ .‬ﻭ ﺃﻭﻀﺤﺕ ﺍﻷﺒﺤﺎﺙ ﺍﻟﺤﺩﻴﺜﺔ‬
‫ﺃﻥ ﻟﻺﻨﺴﺎﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺤﻔﻅ ﻋﺩﺩ ﻤﻥ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺒﺼﺭﻴﺔ ﺩﻭﻥ ﺃﻥ ﺘﻔﻘﺩ ﺤﻭﺍﻟﻲ ﺃﺭﺒﻌﺔ‪ ،‬ﻭ ﻟﻜﻥ ﻓﻲ ﻋﺩﺩ ﺼﻔﺎﺕ ﺍﻟﺸﻲﺀ )ﺍﻟﻠﻭﻥ‬
‫‪،‬ﺍﻟﺸﻜل‪،‬ﺍﻟﻤﻭﻗﻊ(ﻏﻴﺭ ﻤﺤﺩﻭﺩﺓ ‪.‬‬

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‫ﻭﻋﺭﻑ ﺒﺎﺩﻟﻲ)‪ (Baddeley.2002‬ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ ﺒﺄﻨﻪ ﻨﻅﺎﻡ ﻟﻪ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺍﻟﻤﺅﻗـﺕ ﻭﻤﻌﺎﻟﺠـﺔ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺒﺼﺭﻴﺔ ﺍﻟﻤﻜﺎﻨﻴﺔ‪ ،‬ﻭﺃﺩﺍﺀ ﺍﻟﺩﻭﺭ ﺍﻟﻤﻬﻡ ﻓﻲ ﺍﻟﺘﻭﺠﻪ ﺍﻟﻤﻜﺎﻨﻲ ﻭﻓﻲ ﺤل ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺒﺼﺭﻴﺔ ﺍﻟﻤﻜﺎﻨﻴﺔ‪ ،‬ﻭﺫﻟـﻙ ﻤـﻥ‬
‫ﺨﻼل ﺍﻹﺤﺴﺎﺱ ﺃﻭ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ )ﺒﺎﺩﻟﻲ‪.(86 :2002 ،‬‬
‫ﺃﻤﺎ ﺃﻨﺩﺭﻴﺱ )‪ (Andreas .2002‬ﻓﻴﺭﻯ ﺃﻥ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ ﻫﻭ ﺍﻟﻤﺴﺌﻭل ﺒﺎﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻜﺎﻨﻴـﺔ‬
‫ﺍﻟﺒﺼﺭﻴﺔ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‪ ،‬ﻭﺃﻥ ﺍﻟﻨﻅﺎﻤﻴﻥ ﺍﻟﺘﺎﺒﻌﻴﻥ ﻴﺘﻀﺤﺎﻥ ﻤﻥ ﺨﻼل ﺘﻨﻭﻋﻬﻤﺎ ﻭﺍﺨﺘﻼﻓﻬﻤﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﻤﻬﺎﻡ ﺍﺘﻀﺎﺤﺎ ﺠﺯﺌﻴﺎ ‪ ،‬ﺃﻱ‬
‫ﻻ ﻴﺘﺄﺜﺭ ﺃﺤﺩﻫﻤﺎ ﺒﺎﻵﺨﺭ )ﺃﻨﺩﺭﻴﺱ‪.(9 :2002 ،‬‬
‫‪ 2-2‬ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ‪ :‬ﻅﻬﺭ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻓﻲ ﺒﺩﺍﻴﺔ ‪ 1990‬ﺤﻴﺙ ﻜﺎﻥ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺼﻭﺘﻴﺔ ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻴﺔ ﻓﻲ ﻨﻤﻭﺫﺝ‬
‫ﺒﺎﺩﻟﻲ ‪ ،1974‬ﺜﻡ ﺃﻋﻴﺩ ﺘﺴﻤﻴﺘﻪ ﺒﺤﻠﻘﺔ ﺍﻟﺘﺴﻤﻴﻊ ﺃﻭ ﺍﻟﺘﺭﺩﺩ ﺍﻟﻠﻐﻭﻱ )ﺃﺒﻭ ﺍﻟﺩﻴﺎﺭ‪ ،(36 :2012 ،‬ﻭﻴﻌﺩ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻫﻭ ﺍﻟﻤﺴﺌﻭل‬
‫ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻋﻥ ﺍﻟﻘﻴﺎﻡ ﺒﻤﺠﻤﻭﻋﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻼﺯﻤﺔ ﻟﺤﻔﻅ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ ﻭﺘﺨﺯﻴﻨﻬﺎ ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ‪ ،‬ﺴـﻭﺍﺀ ﻜـﺎﻥ‬
‫ﺍﻟﺤﻔﻅ ﻤﺅﻗﺘﺎ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﻗﺼﻴﺭﺓ ﺍﻟﻤﺩﻯ ﺃﻭ ﺒﺸﻜل ﺜﺎﺒﺕ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ )ﻜﺎﻤل‪.(174 :1994 ،‬‬
‫ﺃﻤﺎ ﺒﺎﺩﻟﻲ ﻓﻘﺩ ﻋﺭﻑ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ ﻋﻠﻰ ﺃﻨﻪ ﻤﻜﻭﻥ ﻤﺘﻁﻭﺭ ﺘﻁﻭﺭﺍ ﺃﻓﻀل ﻟﻨﻤﻭﺫﺝ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﻫﻭ ﻴﻔﺘﺭﺽ ﺃﻨﻪ‬
‫ﻴﺸﻤل ﺍﻟﻤﺨﺯﻥ ﺍﻟﻠﻔﻅﻲ ﺍﻟﻤﺅﻗﺕ‪ ،‬ﻤﺴﺎﺭﺍﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺘﻲ ﺘﺴﺘﺭﺠﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﻲ ﺒﺩﺍﺨﻠﻬﺎ ﺒﻌﺩ ﺜﻭﺍﻥ ﻗﻠﻴﻠﺔ‪ ،‬ﻭﻫـﻭ‬
‫ﻴﻌﻤل ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ‪ ،‬ﻭﻴﻌﻤل ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺒﺴﻴﻁ ﻟﻠﻅﻭﺍﻫﺭ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -1‬ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﻤﺘﺸﺎﺒﻪ ﺍﻟﺼﻭﺘﻲ ﺍﻟﻜﻼﻤﻲ‪ :‬ﻭﻓﻴﻪ ﻴﺼﻌﺏ ﺘﺫﻜﺭ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﻤﺜل ﺍﻟﺤﺭﻭﻑ ﺃﻭ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﺘﺸﺎﺒﻬﺔ ﻓﻲ ﺍﻟﺼﻭﺕ‪.‬‬
‫‪ -2‬ﺘﺄﺜﻴﺭ ﻁﻭل ﺍﻟﻜﻠﻤﺔ‪ :‬ﺤﻴﺙ ﻟﻭﺤﻅ ﺃﻥ ﺍﺴﺘﺭﺠﺎﻉ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻘﺼﻴﺭﺓ ﺃﺴﻬل ﻤﻥ ﺍﻟﻁﻭﻴﻠﺔ‬
‫‪ -3‬ﺘﺄﺜﻴﺭ ﺍﻟﻘﻤﻊ ﺍﻟﻠﻔﻅﻲ‪ :‬ﻭﻴﺘﻀﺢ ﺫﻟﻙ ﻋﻨﺩ ﻋﺩﻡ ﺍﻻﺴﺘﺭﺠﺎﻉ ﻟﻠﻜﻠﻤﺎﺕ ﻓﺈﻥ ﺍﻟﻘﻤﻊ ﻴﻌﻤل ﻋﻠﻰ ﺇﺯﺍﻟﺔ ﺘـﺄﺜﻴﺭ ﻁـﻭل ﺍﻟﻜﻠﻤـﺔ‪ ،‬ﻭ‬
‫ﻫﻨﺎﻙ ﺃﻴﻀﺎ ﻨﻘل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﻥ ﺍﻟﺸﻔﺭﺍﺕ ﻭﺍﻟﺩﻟﻴل ﺍﻟﻌﺼﺏ ﻨﻔﺴﻲ )ﺒﺎﺩﻟﻲ‪ ،(419 :2000 ،‬ﻭﻴﻨﻘﺴـﻡ ﺍﻟﻤﻜـﻭﻥ ﺍﻟﻠﻔﻅـﻲ‬
‫ﺒﺩﻭﺭﻩ ﺇﻟﻰ ﻤﻜﻭﻨﻴﻥ ﻓﺭﻋﻴﻴﻥ ﻫﻤﺎ ‪:‬‬
‫‪ 1-2-3‬ﺠﻬﺎﺯ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻨﻁﻕ )ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻠﻔﻅﻲ(‪:‬ﻴﺴﺘﻁﻴﻊ ﺤﻔﻅ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﻁﺭﻴﻕ ﻨﻁﻘﻬﺎ ﺩﺍﺨﻠﻴﺎ‪ ،‬ﻓﻌﻨﺩﻤﺎ ﻨﺭﻴـﺩ‬
‫ﺃﻥ ﻨﺤﻔﻅ ﺭﻗﻡ ﻫﺎﺘﻑ ﻓﺈﻨﻨﺎ ﻨﻜﺭﺭﻩ ﺒﺼﻭﺕ ﻤﻨﺨﻔﺽ‪ ،‬ﻭ ﻴﻨﻅﻡ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺘﻨﻅﻴﻤﺎ ﺯﻤﻨﻴﺎ ﻭﺘﺘﺎﺒﻌﻴﺎ‪ ،‬ﻭﻴﻤﻜـﻥ‬
‫ﻋﺩﻩ ﺍﻟﺼﻭﺕ ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬
‫‪ 1-2-3‬ﺍﻟﻤﺨﺯﻥ ﺍﻟﺼﻭﺘﻲ‪ :‬ﻴﺤﻔﻅ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻟﻜﻼﻡ ﺍﻋﺘﻤﺎﺩﺍ ﻟﻐﻭﻴﺎ‪ ،‬ﻭﻴﻌﻤل ﻜﺄﺫﻥ ﺩﺍﺨﻠﻴﺔ‪ ،‬ﻭﺘﺘﻼﺸـﻰ‬
‫ﻓﻴﻪ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻌﺩ ‪ 1،5‬ﺇﻟﻰ ‪ 2‬ﺜﺎﻨﻴﺔ‪ ،‬ﻭﻟﻜﻥ ﻴﻤﻜﻥ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺒﻘﺎﺀ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺃﻜﺜﺭ ﻋﻥ ﻁﺭﻴﻕ ﺠﻬﺎﺯ ﺍﻟـﺘﺤﻜﻡ ﻓـﻲ‬
‫ﺍﻟﻨﻁﻕ ﺃﻱ ﻋﻥ ﻁﺭﻴﻕ ﺘﻜﺭﺍﺭﻫﺎ‪.‬‬
‫ﻴﻌﻤل ﻋﻨﺼﺭ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ )ﺠﻬﺎﺯ ﺍﻟﺘﻜﺭﺍﺭ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﺍﻟﻤﺨﺯﻥ ﺍﻟﺼﻭﺘﻲ( ﻤﻌﺎ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻤﻬﺎﻡ ﻤﺜل ﺍﻟﻘـﺭﺍﺀﺓ‪ ،‬ﺤﻴـﺙ‬
‫ﻴﺴﺘﺨﺩﻡ ﺠﻬﺎﺯ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻨﻁﻕ ﻓﻲ ﺘﺤﻭﻴل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﻜﺘﻭﺒﺔ ﺇﻟﻰ ﺭﻤﺯ ﻟﻐﻭﻱ ﻗﺒل ﺘﺴﺠﻴﻠﻪ ﻓﻲ ﺍﻟﻤﺨﺯﻥ ﺍﻟﻠﻔﻅﻲ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﺩﺨل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻟﻤﺨﺯﻥ ﺍﻟﺼﻭﺘﻲ ﺒﺜﻼﺙ ﻁﺭﺍﺌﻕ ﻤﺨﺘﻠﻔﺔ ﻫﻲ‪:‬‬
‫‪ -‬ﺍﻟﺴﺠل ﺍﻟﺤﺴﻲ‪ :‬ﺤﻴﺙ ﺘﺩﺨل ﺍﻟﻤﺎﺩﺓ ﺍﻟﺴﻤﻌﻴﺔ ﻤﺒﺎﺸﺭﺓ ﻓﻲ ﺍﻟﺴﺠل ﺍﻟﺤﺴﻲ‪.‬‬
‫‪ -‬ﺠﻬﺎﺯ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻨﻁﻕ‪ :‬ﺃﻱ ﻤﺎﺩﺓ ﺘﻨﻁﻕ ﺩﺍﺨﻠﻴﺎ ﻓﻲ ﺠﻬﺎﺯ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻨﻁﻕ ﻴﻤﻜﻥ ﺃﻥ ﺘﺩﺨل ﺍﻟﻤﺨﺯﻥ ﺍﻟﻠﻐﻭﻱ‪.‬‬
‫‪ -‬ﺍﺴﺘﺭﺠﺎﻉ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ ﻤﻥ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ )ﺃﺒﻭ ﺍﻟﺩﻴﺎﺭ‪(37 :2012 ،‬‬

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‫ﻭﻗﺩ ﺒﻴﻨﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺃﻫﻤﻴﺔ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ‪ ،‬ﻻﺴﻴﻤﺎ ﻓﻲ ﺤﺎل ﺘﻌﻠﻤﻬﺎ ﻓﻲ ﺴﻥ ﻤﺒﻜـﺭ ﻜﻤـﺎ‬
‫ﻴﺭﺘﺒﻁ ﺇﻨﺘﺎﺝ ﺍﻟﻠﻐﺔ ﺃﻴﻀﺎ ﺒﻘﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﺴﺘﺩﻋﺎﺀ ﺍﻟﺠﻤل ﻏﻴﺭ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ‪.‬‬
‫ﺃﻁﻠﻕ ﺒﺎﺩﻟﻲ ‪ 1974‬ﻋﻠﻰ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ –ﺍﻟﻤﻜﺎﻨﻲ‪ ،‬ﻭﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ ﺍﺴﻡ ﺍﻷﻨﻅﻤﺔ ﺍﻟﺨﺎﺩﻤـﺔ‪ ،‬ﺇﺫ ﺘﺴـﺎﻋﺩ ﺍﻟﻤﻨﻔـﺫ‬
‫ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﺘﻨﻔﻴﺫﻱ ﻋﻠﻰ ﺃﺩﺍﺀ ﻋﻤﻠﻪ )ﺒﺩﻴﻭﻱ‪.(73 :2000 ،‬‬
‫‪ 2-3‬ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﻤﺭﻜﺯﻱ‪ :‬ﻫﻭ ﺠﻬﺎﺯ ﻟﻠﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﺘﺒﺎﻩ ﻴﺭﺍﻗﺏ ﻋﻤل ﺍﻟﻌﻨﺎﺼﺭ ﺍﻷﺨﺭﻯ ﻭ ﻴﻨﺴﻘﻬﺎ‪ ،‬ﻫﻭ ﺃﻫﻡ ﻋﻨﺎﺼﺭ ﻨﻤـﻭﺫﺝ‬
‫ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﻷﻨﻪ ﻴﺘﺩﺨل ﻓﻲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻜﻠﻬﺎ‪ ،‬ﻭﻗﺩ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﺍﺴﻡ ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﻤﺭﻜﺯﻱ ﻷﻨـﻪ ﻴﺨﺼـﺹ ﺍﻻﻨﺘﺒـﺎﻩ‬
‫ﻟﻠﻤﺩﺨﻼﺕ ﻭﻴﻭﺠﻪ ﺒﻘﻴﺔ ﺍﻟﻌﻨﺎﺼﺭ‪.‬‬
‫ﻴﺭﻯ ﺒﺎﺩﻟﻲ ﺃﻥ ﻫﺫﺍ ﺍﻟﻤﻌﺎﻟﺞ ﺫﻭ ﺴﻌﺔ ﻤﺤﺩﻭﺩﺓ‪ ،‬ﻭﻫﻭ ﺠﻬﺎﺯ ﻤﺭﻥ ﻟﻠﻐﺎﻴﺔ ﻴﺴﺘﻁﻴﻊ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺃﻱ ﻗﻨﺎﺓ ﺤﺴﻴﺔ‬
‫ﺒﻁﺭﺍﺌﻕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻤﺎ ﻴﺴﺘﻁﻴﻊ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺨﻼل ﻓﺘﺭﺓ ﻗﺼﻴﺭﺓ‪.‬‬
‫ﻭﻴﻨﻅﺭ ﺒﺎﺩﻟﻲ ﻭﻫﻴﺘﺵ ‪ 1974‬ﺇﻟﻰ ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﻤﺭﻜﺯﻱ ﻋﻠﻰ ﺃﻨﻪ ﺍﻟﻤﻌﻤل ﺍﻟﻌﻘﻠﻲ ﻟﻠﻤﻌﺎﻟﺠﺔ ﺍﻟﻔﻭﺭﻴﺔ ﻭﺍﻟﺘﺨﺯﻴﻥ ﺒﺎﻹﻀـﺎﻓﺔ‬
‫ﺇﻟﻰ ﻭﻅﻴﻔﺔ ﺃﺨﺭﻯ ﻫﻲ ﻜﺒﺕ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻤﻬﻤﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺤﺘﻰ ﻻ ﺘﺅﺜﺭ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻟﻤﻬﻤـﺔ‪ ،‬ﻭﻫـﻭ ﻴﺴـﺘﺭﺠﻊ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻭﻴﻜﺒﺕ ﺨﻼﻑ ﺫﻟﻙ)ﺃﺒﻭ ﺍﻟﺩﻴﺎﺭ‪.(37 :2012 ،‬‬
‫ﻴﻌﺘﺒﺭ ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﻤﺭﻜﺯﻱ ﺃﻫﻡ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺫﻟﻙ ﻷﻨﻪ ﻴﻌﻤل ﻋﻠﻰ ﺘﻨﻅﻴﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻭﺍﺭﺩﺓ ﺇﻟﻰ ﺍﻟـﺫﺍﻜﺭﺓ‬
‫ﺍﻟﻌﺎﻤﻠﺔ ﻭﺘﺨﺯﻴﻨﻬﺎ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ‪ ،‬ﻭﺍﺴﺘﺭﺠﺎﻉ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺴﺎﺒﻕ ﺘﺨﺯﻴﻨﻬﺎ ﻓﻲ ﺃﻨﻤﺎﻁ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻷﺨﺭﻯ ﻤﺜل ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ‪،‬‬
‫ﺃﻤﺎ ﻤﺼﺎﺩﺭ ﺍﻟﻤﻌﺎﻟﺠﺔ ﻟﻬﺫﺍ ﺍﻟﻤﻜﻭﻥ ﻓﻬﻲ ﻤﺤﺩﻭﺩﺓ ﺍﻟﺴﻌﺔ )ﺒﺩﻴﻭﻱ‪.(72 :2005 ،‬‬
‫ﻭﻗﺩ ﻨﻅﺭ ﺒﺎﺩﻟﻲ ﺇﻟﻰ ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﻤﺭﻜﺯﻱ ﻋﻠﻰ ﺃﻨﻪ ﺠﻭﻫﺭﺓ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺍﻟﻤﺴﺌﻭل ﻋﻥ ﺍﻻﻨﺘﺒﺎﻩ ﻻﺨﺘﻴﺎﺭ ﺍﻹﺴﺘﺭﺍﺘﺠﻴﺔ‬
‫ﻭﺍﻟﺘﺤﻜﻡ ﻓﻲ ﻤﻌﺎﻟﺠﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﻤﻌﻨﻴﺔ ﺒﺎﻟﺘﺨﺯﻴﻥ ﻗﺼﻴﺭ ﺍﻟﻤﺩﻯ‪ ،‬ﻭﻤﻬﺎﻡ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻌﺎﻤﺔ ﻭﺘﻨﺴﻴﻘﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺒﺎﻟﻤﻬﺎﻡ‬
‫ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -‬ﺍﻻﻨﺘﺒﺎﻩ ﺍﻻﻨﺘﻘﺎﺌﻲ ﻟﻤﺜﻴﺭ ﻤﻌﻴﻥ‪ ،‬ﻭﻜﻑ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﻤﻌﻁل ﻟﻶﺨﺭ‪.‬‬
‫‪ -‬ﺘﺤﻭﻴل ﺍﺴﺘﺭﺍﺘﺠﻴﺎﺕ ﺍﻻﺴﺘﺭﺠﺎﻉ ﻜﺘﻠﻙ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻤﻬﺎﻡ ﺍﻟﺘﻭﻟﻴﺩ ﺍﻟﻌﺸﻭﺍﺌﻲ ‪.‬‬
‫‪ -‬ﺘﻨﺴﻴﻕ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﺯﺩﻭﺠﺔ‪ ،‬ﺤﻴﺙ ﻴﻭﺯﻉ ﺍﻟﻤﺼﺎﺩﺭ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻟﺘﻨﻔﻴﺫ ﺍﻟﻤﺘﺯﺍﻤﻥ ﻟﻤﻬﻤﺘﻴﻥ‪.‬‬
‫‪ -‬ﺍﻟﺘﺤﺩﻴﺙ ﺍﻟﻤﺴﺘﻤﺭ ﻟﻤﺤﺘﻭﻯ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻤﺩﺨﻼﺕ ﺍﻟﺤﺴﻴﺔ ﺍﻟﺠﺩﻴﺩﺓ‪.‬‬
‫‪ -‬ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺨﺯﻨﺔ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ )ﻜﻭﻟﺕ‪ ،‬ﻟﻴﻨﺩﻥ ‪(2002‬‬
‫‪ -‬ﺘﻨﺴﻴﻕ ﺍﻟﻨﺸﺎﻁ ﺩﺍﺨل ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﻭﻴﺤﻜﻡ ﻋﻤﻠﻴﺔ ﻨﻘل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﻥ ﺍﻷﺠﺯﺍﺀ ﺍﻷﺨﺭﻯ ﻟﻠﻨﻅﺎﻡ ﺍﻟﻤﻌﺭﻓﻲ‪.‬‬
‫‪ -‬ﻴﺤﺩﺩ ﻤﺩﺨﻼﺕ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﻭﻤﺩﺨﻼﺕ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ‪ -‬ﺍﻟﻤﻜﺎﻨﻲ‪.‬‬

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‫‪201730‬‬ ‫‪‬‬

‫‪ -‬ﺍﺴﺘﺭﺠﺎﻉ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ‪.‬‬

‫ﻴﻌﺘﺒﺭ ﻤﻜﻭﻥ ﺍﻟﻀﺒﻁ ﺍﻟﺘﻨﻔﻴﺫﻱ ﺍﻟﻤﺭﻜﺯﻱ ﻤﻥ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺸﺩﻴﺩﺓ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﻠﻌﺏ ﺩﻭﺭﺍ ﻤﻬﻤﺎ ﻋﺒـﺭ‬
‫ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﻤﺭﺍﺤل ﺘﺠﻬﻴﺯ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻤﻥ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺤﺘﻰ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ‪ ،‬ﻭﻗﺩ ﺘﻨﺎﻭﻟﺘﻪ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺘﻲ‬
‫ﺍﻫﺘﻤﺕ ﺒﺘﺠﻬﻴﺯ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ .‬ﻓﻘﺩ ﺴﺒﻕ ﻭﺤﺩﺩ ﺍﻟﻀﺒﻁ ﺍﻟﺘﻨﻔﻴﺫﻱ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻨﻅﺎﻡ ﻟﻺﺸﺭﺍﻑ ﺍﻻﻨﺘﺒﺎﻫﻲ ﺨﺎﺹ ﺒﻨﻭﻋﻴﻥ ﻤﻥ ﺤﺎﻻﺕ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺍﻷﻭﻟﻰ ﺤﺎﻟﺔ ﺸﺭﻭﺩ ﺍﻟﺫﻫﻥ ﻭﻫﻰ ﻓﻘﺩ ﺍﻻﺘﺼﺎل ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻬﺎﻤﺔ ﻟﺩﻯ ﺍﻟﻌﺎﺩﻴﻴﻥ ﺃﻤﺎ ﺍﻟﺜﺎﻨﻴﺔ ﺤﺎﻟـﺔ ﺍﻀـﻁﺭﺍﺏ‬
‫ﺍﻟﻀﺒﻁ ﺍﻻﻨﺘﺒﺎﻫﻲ‪ ،‬ﺒﺤﻴﺙ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻟﻔﺭﺩ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻻﻨﺘﺒﺎﻩ‪ .‬ﻭﺍﻟﻤﻌﺭﻭﻑ ﻋـﻥ ﺍﻟﻀـﺒﻁ ﺍﻟﺘﻨﻔﻴـﺫﻱ ﻜﻌﻤﻠﻴـﺔ‬
‫ﺍﻨﺘﺒﺎﻫﻴﺔ‪ ،‬ﺃﻨﻬﺎ ﺘﻌﺎﺩل ﻤﻜﻭﻥ ﺍﻟﻀﺒﻁ ﺍﻟﺘﻨﻔﻴﺫﻱ ﺍﻟﻤﺭﻜﺯﻱ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺨﺎﺼﺔ ﺒﺠﻌـل ﺍﻟﻔـﺭﺩ ﺃﻜﺜـﺭ ﺘﺭﻜﻴـﺯﺍﹰ‬
‫ﻭﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﺴﺘﻤﺭﺍﺭ ﻭﻋﻴﻪ ﺒﺎﻟﻤﺜﻴﺭ ﻭﺒﺎﻟﻤﻭﻗﻑ‪ ،‬ﺤﺘﻰ ﻻ ﻴﺘﻭﻗﻑ ﺍﻷﺩﺍﺀ ﻓﻲ ﺍﻟﻤﻬﺎﻡ ﺍﻟﺼﻌﺒﺔ )ﺒﺎﺩﻟﻲ‪(89 :2002 ،‬‬
‫ﺤﻴﺙ ﻴﺘﻭﻓﺭ ﻟﺩﻴﻪ ﻤﺭﺍﺤل ﻤﺜل‬ ‫ﻴﺭﻱ ﺒﺎﺩﻟﻲ ﺃﻥ ﺍﻟﻀﺒﻁ ﺍﻟﺘﻨﻔﻴﺫﻱ ﻴﻘﻭﻡ ﺒﻌﻤﻠﻴﺘﻴﻥ ﻫﺎﻤﺘﻴﻥ ﻋﻨﺩ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺘﺒﺩﻴل ﺍﻟﻤﻬﻤﺔ‬
‫ﻤﺭﺤﻠﺔ ﻤﺭﺍﺠﻌﺔ ﺘﺒﺩﻴل ﺍﻟﻬﺩﻑ‪ ،‬ﻭﺍﻟﺜﺎﻨﻴﺔ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻨﺸﻴﻁ ﺍﻟﻤﺤﻜﻡ‪ ،‬ﺤﻴﺙ ﻴﺠﺩ ﺍﻟﻔﺭﺩ ﺃﻥ ﺍﻟﺘﻨﺸﻴﻁ ﺍﻟﻤﺒﻨﻲ ﻋﻠﻲ ﻗﻭﺍﻋـﺩ ﻴﺤﺘـﺎﺝ‬
‫ﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﻭﻗﺕ ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﺍﻟﻔﺭﺩ ﻤﻥ ﺇﺠﺭﺍﺀ ﺘﺒﺩﻴل ﺍﻟﻤﻬﻤﺔ ﻤﻥ ﻤﻬﻤﺔ ﻤﺄﻟﻭﻓﺔ ﻟﻐﻴﺭ ﻤﺄﻟﻭﻓﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺘﺒﺩﻴل ﺍﻟﻤﻬﻤﺔ ﺒـﺄﺨﺭﻯ‬
‫ﻤﻀﺎﺩﺓ‪.‬‬
‫ﻴﻘﺩﻡ ﻜل ﻤﻥ)‪ ( Rubinstein,et al 2001‬ﻨﻤﻭﺫﺠﺎ ﻟﺘﻭﻀﻴﺢ ﻜﻴﻔﻴﺔ ﺘﻌﺎﻤل ﻋﻤﻠﻴﺔ ﺍﻟﻀﺒﻁ ﺍﻟﺘﻨﻔﻴﺫﻱ ﻤﻊ ﺘﻐﻴﻴﺭ ﺍﻟﻤﻬﻤـﺔ‬
‫ﻤﻥ ﺨﻼل ﻨﻤﻭﺫﺝ ﻤﻌﺭﻭﻑ ﺒﻨﻤﻭﺫﺝ ﻤﺭﺤﻠﺔ ﺍﻟﻀﺒﻁ ﺍﻟﺘﻨﻔﻴﺫﻱ ﻟﺘﻐﻴﻴﺭ ﺍﻟﻤﻬﻤﺔ‪.‬‬
‫ﻟﻘﺩ ﺘﻁﻭﺭﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺒﻌﺩ ﺫﺍﻟﻙ ﺤﻴﺙ ﺃﻀﻴﻑ ﻤﻜﻭﻥ ﺁﺨﺭ ﺇﻟﻰ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺴﻨﺔ ‪ 2000‬ﺃﻁﻠﻕ ﻋﻠﻴـﻪ ‪/‬ﺍﻟﺤـﺎﺠﺯ‬
‫ﺍﻟﻌﺭﻀﻲ ﺃﻭ ﻤﻜﻭﻥ ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ‬
‫‪ 2-4‬ﻤﻜﻭﻥ ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ‪ :‬ﺘﻌﻭﺩ ﺇﺭﻫﺎﺼﺎﺕ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﺇﻟﻰ ﻤﺎ ﺍﻓﺘﺭﻀﻪ ﻜل ﻤـﻥ )‪ (1995 Ericsson et Kintisch‬ﻤـﻥ‬
‫ﻀﺭﻭﺭﺓ ﺇﻀﺎﻓﺔ ﻤﻴﻜﺎﻨﺯﻡ ﺁﺨﺭ ﻴﺴﺎﻫﻡ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻤﺎ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻟﺴﻌﺔ ﺍﻟﻬﺎﺌﻠﺔ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻟﺩﻯ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻬﺭﺓ ﺤﻴﺙ‬
‫ﻭﺠﺩ ﺃﻥ ﺒﻌﺽ ﻋﺎﺯﻓﻲ ﺍﻟﺒﻴﺎﻨﻭ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻟﻐﻨﺎﺀ ﻓﻲ ﺃﺜﻨﺎﺀ ﻗﺭﺍﺀﺓ ﺍﻟﻨﻭﺘﺔ ﺍﻟﻤﻭﺴﻴﻘﻴﺔ ﻤﻥ ﺩﻭﻥ ﺃﻱ ﺘﺩﺨل‪ ،‬ﻭﺃﺩﺍﺀ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ‬
‫ﻤﻬﻤﺔ ﺍﻟﺘﺘﺒﻊ ﺍﻟﻤﻜﺎﻨﻲ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻟﻘﻴﺎﻡ ﺒﻌﻤﻠﻴﺎﺕ ﻋﺩ ﺫﻫﻨﻲ ﺃﻭ ﺤﺴﺎﺒﻪ‪ ،‬ﻤﻤﺎ ﺠﻌﻠﻬﻤﺎ ﻴﻌﺘﻘﺩﺍﻥ ﺒﻭﺠﻭﺩ ﻨﻭﻉ ﻤﻥ ﺍﻟـﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠـﺔ‬
‫ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺍﻟﻤﻌﺭﻭﻓﺔ ﻗﺼﻴﺭﺓ ﺍﻷﻤﺩ‪ ،‬ﻭﻴﻤﺜل ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ ﻨﻅﺎﻡ ﺘﺨﺯﻴﻥ ﺫﻭ ﺸﻔﺭﺓ ﻤﺘﻌـﺩﺩﺓ‬
‫ﺍﻟﻤﻜﻭﻨﺎﺕ ﻴﻘﻭﻡ ﺒﺘﺠﻤﻴﻊ ﺍﻷﺤﺩﺍﺙ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ ﺃﻭ ﺍﻟﻤﺸﺎﻫﺩ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ ﻭﻫﻭ ﻭﺍﺴﻊ ﻭﻤﺤﺩﻭﺩ ﻴﺘﺩﺨل ﻭﻴﺭﺒﻁ ﺒـﻴﻥ ﻨﻅـﻡ ﻋﺩﻴـﺩﺓ‬
‫ﺘﺴﺘﺨﺩﻡ ﺸﻔﺭﺍﺕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﻌﻨﻲ ﻤﺼﺩ ﺃﻨﻪ ﻴﻨﺸﻁ ﻤﺼﺎﺩﺭ ﻋﺩﻴﺩﺓ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺁﻥ ﻭﺍﺤﺩ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻜـﻭﻴﻥ ﻨﻤـﻭﺫﺝ‬
‫ﻭﺍﻀﺢ ﻟﻠﻤﻬﻤﺔ ﻭﻤﻥ ﺜﻤﺔ ﻤﻌﺎﻟﺠﺘﻬﺎ‪ ،‬ﻜﻤﺎ ﻴﻌﺎﻟﺞ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻟﻤﻨﻅﻭﻤﺘﻴﻥ ﺍﻟﻔﺭﻋﻴﺘﻴﻥ ﻭﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤـﺩ‪ ،‬ﺜـﻡ ﻴﺤﻠـل‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ )ﺒﺎﺩﻟﻲ‪.(4 :2004 ،‬‬
‫ﺇﻨﻪ ﺍﻟﻤﺴﺌﻭل ﻋﻥ ﻤﺅﺍﺯﺭﺓ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﻤﻬﻤﺘﻴﻥ ﻤﻨﻔﺼﻠﺘﻴﻥ ﻤﻥ ﺨﻼل ﺴﻌﺔ ﺘﻨﻔﻴﺫﻴﺔ ﻗﺎﺒﻠﺔ ﻟﻼﻨﻔﺼﺎل ﻭﺘﻭﺯﻴـﻊ ﺍﻻﻨﺘﺒـﺎﻩ‬
‫ﻋﻠﻰ ﻤﻬﻤﺘﻴﻥ ﻓﻲ ﺁﻥ ﻭﺍﺤﺩ )‪.( Karaten,204-918‬‬
‫ﻭﻟﻌل ﻫﺫﻩ ﺍﻟﻭﻅﻴﻔﺔ ﻫﻲ ﺍﻟﺘﻲ ﺠﻌﻠﺕ ﺒﺎﺩﻟﻲ ﻴﻘﺘﺭﺤﻪ ﻤﻜﻭﻨﺎ ﻓﺭﻋﻴﺎ ﺭﺍﺒﻌﺎ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﻭﻴﺘﺤﻭل ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻘﺩﻴﻡ ﺜﻼﺜﻲ‬
‫ﺍﻟﻤﻜﻭﻨﺎﺕ ﺇﻟﻰ ﻨﻤﻭﺫﺝ ﺤﺩﻴﺙ ﺭﺒﺎﻋﻲ ﺍﻟﻤﻜﻭﻨﺎﺕ‪.‬‬
‫ﻴﻭﻀﺢ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺤﺩﻴﺙ ﺍﻟﺘﺭﺍﺒﻁﺎﺕ ﺒﻴﻥ ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ ﻋﻥ ﻁﺭﻴـﻕ ﺍﻟﻤﻨﻅﻭﻤـﺎﺕ‬
‫ﺍﻟﻔﺭﻋﻴﺔ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ‪.‬‬
‫ﻴﻼﺤﻅ ﺃﻥ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺠﺩﻴﺩ ﻤﺘﻌﺩﺩ ﺍﻟﻤﻜﻭﻨﺎﺕ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻘﺩﻴﻡ ﻓﻲ ﻨﻘﻁﺘﻴﻥ‬

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‫ﺍﻷﻭﻟﻰ‪ :‬ﻭﺠﻭﺩ ﺭﻭﺍﺒﻁ ﺒﻴﻥ ﺍﻟﻤﻨﻅﻭﻤﺘﻴﻥ ﺍﻟﻔﺭﻋﻴﺘﻴﻥ ﻭﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ ﺍﻟﻠﻔﻅﻴﺔ ﺍﻟﺒﺼﺭﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻭﺠﺩ ﺭﺍﺒﻁﺔ ﺒﻴﻥ ﺩﺍﺌـﺭﺓ‬
‫ﺍﻟﺘﻭﻅﻴﻑ ﺍﻟﺼﻭﺘﻲ ﻭﺍﻟﻠﻐﺔ‪ ،‬ﺃﻱ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﻜﻤﺎ ﺘﻭﺠﺩ ﺭﺍﺒﻁﺔ ﻤﻤﺎﺜﻠﺔ ﺒﻴﻥ ﻤﺴﻭﺩﺓ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺒﺼﺭﻴﺔ ﺍﻟﻤﻜﺎﻨﻴﺔ ﻭﺍﻟﻤﻌـﺎﻨﻲ‬
‫ﺍﻟﺒﺼﺭﻴﺔ‪ ،‬ﻭﺍﻷﺨﻴﺭﺓ ﻨﺘﺠﺕ ﻤﻥ ﺍﻟﺘﺭﺍﻜﻡ ﺍﻟﺩﻭﺭﻱ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﻏﻴﺭ ﺍﻟﻠﻔﻅﻴﺔ ﺫﺍﺕ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻤﺜل ﺃﻨﻤﺎﻁ ﺃﻟﻭﺍﻥ ﺍﻷﺸـﻴﺎﺀ ﺃﻭ ﻜﻴـﻑ‬
‫ﻴﺘﺤﺭﻙ ﺤﻴﻭﺍﻥ ﻤﻌﻴﻥ ﺃﻭ ﻓﺭﺩ ‪.‬‬
‫ﺍﻟﺜﺎﻨﻴـﺔ‪ :‬ﻭﻫﻭ ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ ﺃﻭ ﺤﺎﺠﺯ ﺍﻷﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻔﺘﺭﺽ ﺃﻨﻪ ﻴﺭﺒﻁ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ ﻤﻊ‬
‫ﺘﻠﻙ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻘﺎﺩﻤﺔ ﻤﻥ ﻤﺨﺎﺯﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﻭﻴﻌﺘﻤﺩ ﺫﻟﻙ ﻋﻠﻰ ﺍﻟﻤﻨﻔﺫ ﺍﻟﻤﺭﻜﺯﻱ‪.‬‬
‫ﻭﻟﻬﺫﺍ ﺍﻟﻤﻨﻔﺫ ﺃﻤﺎﻜﻥ ﺘﺸﺭﻴﺤﻴﺔ ﺒﺎﻟﻤﺦ ﻴﻌﺘﻘﺩ ﺃﻨﻬﺎ ﺘﻭﺠﺩ ﻓﻲ ﺍﻟﻔﺼﻭﺹ ﺍﻟﺠﺒﻬﻴﺔ ﻭﺃﻤﺎﻜﻥ ﺃﺨﺭﻯ ﻟﻡ ﺘﺘﻀـﺢ ﺒﻌـﺩ ﺇﻻ ﺃﻥ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺭﻨﻴﻥ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻲ ﺍﻟﻭﻅﻴﻔﻲ ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﺘﻭﻀﺢ ﻋﻠﻰ ﺤﺩ ﻗﻭﻟﻬﻡ ﻋﻠﻰ ﻭﺠﻭﺩ ﻤﺼﺩﺭ ﺁﺨﺭ ﻴﺴﻤﺢ ﺒﺎﻻﺤﺘﻔﺎﻅ ﺍﻟﻤﺅﻗـﺕ‬
‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺘﻜﺎﻤﻠﺔ )‪ (Aedila, 2003: 237‬ﻭﻴﺭﻯ ﺃﻥ ﺍﻷﻜﺜﺭ ﺩﻗﺔ ﺃﻥ ﻨﺴﺘﺒﺩل ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ ﺍﻟﺫﻱ ﺍﻗﺘﺭﺤﻪ ﺒﺎﺩﻟﻲ ﺒﻤﻨﻅﻭﻤﺔ‬
‫ﺍﻟﺴﻴﻤﺎﻨﻴﺘﻴﺔ ﺘﻀﺎﻑ ﺇﻟﻰ ﻤﻨﻅﻭﻤﺔ ﺍﻟﺘﻭﻅﻴﻑ ﺍﻟﺼﻭﺘﻲ ﺒﺎﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻟﻸﺴﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -1‬ﺃﻥ ﺍﻟﻤﻨﻅﻭﻤﺔ ﺍﻟﺴﻴﻤﺎﻨﻴﺘﻴﺔ ﻤﻨﻅﻭﻤﺔ ﻟﻐﻭﻴﺔ ﺨﺎﻟﺼﺔ ﺘﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺫﺍﺕ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﺃﻤﺎ ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ ﻓﻬﻭ ﻴﺠﻤـﻊ‬
‫ﺒﻴﻥ ﺍﻟﺘﺸﻔﻴﺭ ﺍﻟﻠﻐﻭﻱ ﻭﺍﻟﺒﺼﺭﻱ ﻭﻴﺩﻤﺞ ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻭﻴﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻠﻔﻅﻴﺔ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺒﺼﺭﻴﺔ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﻜﺎﻨﻴﺔ ‪.‬‬
‫‪ -2‬ﺃﻥ ﺍﻟﻤﻨﻅﻭﻤﺔ ﺍﻟﺴﻴﻤﺎﻨﻴﺘﻴﺔ ﺘﻌﺎﻟﺞ ﺘﺄﺜﻴﺭ ﺍﻟﻤﻌﻨﻰ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﻭﻻﺴﻴﻤﺎ ﺃﺜﺭ ﺍﻟﺘﻜﺭﺍﺭ‪ ،‬ﻭﻫﺫﺍ ﻻ ﻴﻌﺎﻟﺠﻬﺎ ﻤﺼﺩ ﺍﻷﺤﺩﺍﺙ‪.‬‬
‫‪ -3‬ﻜﻠﻤﺔ ﺤﺩﺙ ﻓﻲ ﺘﺭﺍﺙ ﺍﻟﺫﺍﻜﺭﺓ ﻴﺸﻴﺭ ﺇﻟﻰ ﺫﺍﻜﺭﺓ ﺨﺒﺭﻴﺔ ﻏﻴﺭ ﻟﻔﻅﻴﺔ ﻭﻻ ﻴﺸﻴﺭ ﺇﻟﻰ ﺫﺍﻜﺭﺓ ﻟﻔﻅﻴﺔ‬
‫ﻭﺒﺫﻟﻙ ﻴﺼﺒﺢ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺠﺩﻴﺩ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻜﺎﻷﺘﻲ‪:‬‬

‫اﻟﻤﻜﻮن اﻟﺒﺼﺮي‪-‬‬ ‫اﻟﻤﻜﻮن اﻟﻠﻔﻈﻲ‬

‫اﻟﻤﻌﺎﻟﺞ اﻟﻤﺮﻛﺰي‬
‫اﻟﻤﻜﺎﻧﻲ‬

‫ﻣﺼﺪ اﻷﺣﺪاث‬

‫اﻟﻤﻌﺎﻧﻰ اﻟﺒﺼﺮﯾﺔ‬ ‫ﻣﺮﺣﻠﺔ اﻟﺬاﻛﺮة طﻮﯾﻠﺔ اﻷﻣﺪ‬

‫اﻟﻠﻐـﺔ‬

‫ﺍﻟﺸﻜل ﺭﻗﻡ )‪ (3‬ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﺍﻟﻤﻁﻭﺭ‬

‫‪ -4‬ﻨﻘﺩ ﻭﺘﻘﻴﻴﻡ‪ :‬ﻴﻌﺩ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻤﻥ ﺃﻫﻡ ﻨﻤﺎﺫﺝ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺃﻭﺴﻌﻬﺎ ﺍﻨﺘﺸﺎﺭﺍ‪ ،‬ﺤﻅﻲ ﺒﺎﻟﻘﺒﻭل ﻋﻨﺩ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﻋﻠﻤﺎﺀ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‬
‫ﺍﻟﻤﻌﺭﻓﻲ‪ ،‬ﻓﻘﺩ ﻀﻡ ﺃﺭﺒﻌﺔ ﻤﻜﻭﻨﺎﺕ ﺃﺴﺎﺴﻴﺔ‪ ،‬ﻋﻠﻰ ﺨﻼﻑ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻷﺨﺭﻯ ﺍﻟﺘﻲ ﻟﻡ ﺘﺸﺭ ﻟﻬﺫﺍ ﺍﻟﻤﻜﻭﻥ‪.‬‬
‫ﻟﻘﺩ ﻭﻀﻊ ﺒﺎﺩﻟﻲ ﻨﻤﻭﺫﺝ ﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﻭﺍﻗﺘﺭﺡ ﺃﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻨﻅﺎﻤﺎ ﻴﺘﺄﻟﻑ ﻤﻥ ﻤﻜﻭﻥ ﺼﻭﺘﻲ ﻭﻤﻜﻭﻥ ﺒﺼﺭﻱ‬
‫ﺒﻤﺜﺎﺒﺔ ﻨﻤﺎﺫﺝ ﺨﺎﺩﻤﺔ ﻟﻠﻤﻨﻔﺫ ﺍﻟﻤﺭﻜﺯﻱ‪ ،‬ﻭﺃﻥ ﻤﻜﻭﻨﺎﺕ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻤﻨﻔﺼﻠﺔ ﻭﻤﺤﺩﻭﺩﺓ ﺍﻟﺴﻌﺔ‪ ،‬ﺘﻘﻭﻡ ﺒﺎﻟﺘﺨﺯﻴﻥ ﻭﺍﻟﻤﻌﺎﻟﺠﺔ ﻓـﻲ‬
‫ﻨﻔﺱ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻭﻓﻕ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻓﺈﻥ ﺍﻟﻤﻨﻔﺫ ﺍﻟﺭﺌﻴﺴﻲ ﻫﻭ ﺍﻟﻤﺘﺤﻜﻡ ﻭﺍﻟﻤﺴﻴﻁﺭ ﻓﻲ ﺍﺴﺘﻘﺒﺎل ﻭﺘﺨﺯﻴﻥ ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‪ ،‬ﻭﺘﺨـﺯﻴﻥ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻷﻨﻅﻤﺔ ﺍﻟﺨﺎﺩﻤﺔ ﻟﺤﻴﻥ ﺘﺠﻬﻴﺯﻫﺎ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﻤﻌﺭﻓﻴﺔ ﺃﺨﺭﻯ‪ ،‬ﻭﻗﺩ ﺃﻁﻠﻕ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻤﺘﻌﺩﺩ ﺍﻟﻤﻜﻭﻨﺎﺕ‪،‬‬
‫ﻷﻨﻪ ﻴﺨﺘﻠﻑ ﻋﻥ ﻨﻤﻭﺫﺝ ﺍﻟﺫﺍﻜﺭﺓ ﻗﺼﻴﺭﺓ ﺍﻟﻤﺩﻯ ﺫﺍﺕ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻭﺍﺤﺩ ﻭﺍﻟﻤﺨﺯﻥ ﺍﻟﻭﺍﺤﺩ )ﺒﺎﺩﻟﻲ‪.(60 :2002 ،‬‬

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‫‪201730‬‬ ‫‪‬‬

‫ﺇﺴﺘﻨﺩ ﺒﺎﺩﻟﻲ ﺇﻟﻰ ﺃﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻤﻭﺭﺩ ﻤﺤﺩﻭﺩ ﻭﻴﻨﻘﺴﻡ ﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﺘﺨﺯﻴﻥ ﻭﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﻟﻡ ﻴﺤﺩﺩ ﻤـﺩﻯ‬
‫ﻤﺤﺩﻭﺩﻴﺔ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭ ﺴﻌﺘﻬﺎ ﺍﻟﺤﻘﻴﻘﺔ‪ ،‬ﻭﻗﺩ ﺍﺸﺘﺭﻙ ﻤﻊ ﻨﻤﺎﺫﺝ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻷﺨﺭﻯ ﻓﻲ ﻫﺫﻩ ﺍﻟﻔﻜﺭﺓ ﻓﻘﺩ‪ ،‬ﻭﻟﻜﻥ ﺒﺎﺩﻟﻲ ﺘﻜﻠـﻡ‬
‫ﻋﻥ ﻤﻜﻭﻨﺎﺕ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺤﺩﺩ ﺨﺼﺎﺌﺹ ﻭﻭﻅﻴﻔﺔ ﻜل ﻤﻜﻭﻥ ﻭﻗﺩ ﺍﺸﺘﺭﻙ ﻓﻲ ﻫﺫﺍ ﻤﻊ ﻨﻤﻭﺫﺝ ﺭﺍﻴﺕ )‪ (1993‬ﺍﻟﺫﻱ ﺘﻜﻠﻡ‬
‫ﻓﻲ ﻨﻤﻭﺫﺠﻪ ﻋﻥ ﻋﻤل ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ ﻤﻥ ﺠﻬﺔ ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻋﻥ ﻋﻤل ﻤﻜﻭﻨﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻤﻊ ﺍﻟﺫﺍﻜﺭﺓ‬
‫ﺍﻟﺤﺴﻴﺔ ﻭ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻟﻡ ﻴﺘﻁﺭﻕ ﺇﻟﻴﻪ ﺒﺎﺩﻟﻲ ﻓﻲ ﻨﻤﻭﺫﺠﻪ‪.‬‬
‫ﻜﻤﺎ ﻗﺩﻡ ﻤﺎﻟﻴﻡ )‪ (1994‬ﻨﻤﻭﺫﺠﺎ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺍﺘﻔﻕ ﻤﻊ ﺒﺎﺩﻟﻲ ﻓﻲ ﻨﻤﻭﺫﺠﻪ ﺍﻟﺜﻼﺜﻲ ﺤﻴﺙ ﺘﻜﻠﻡ ﻋﻥ ﺍﻟﻤﻜﻭﻨﺎﺕ ﺍﻟﺜﻼﺜﺔ‬
‫ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ )ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﺍﻟﻤﻜﻭﻥ ﻏﻴﺭ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﺍﻟﻤﻨﻔﺫ ﺍﻟﻤﺭﻜﺯﻱ( ﻓﻴﺨﺘﻠﻑ ﻋﻥ ﺒﺎﺩﻟﻲ ﻓﻲ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜـﺎﻨﻲ‬
‫ﻭ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻭﻜﻠﺔ ﻟﻠﻤﻨﻔﺫ ﺍﻟﺒﺼﺭﻱ‪.‬‬
‫ﻭﺃﺸﺎﺭ ﻫﺎﺒﻴﺭ ﻻﻨﺩﺕ )‪ (1997‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺒﺤﻭﺙ ﻭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺃﺠﺭﻴﺕ ﺒﺸﺄﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺃﺸﺎﺭﺕ‬
‫ﻨﺘﺎﺌﺠﻬﺎ ﺇﻟﻰ ﻭﺠﻭﺩ ﻤﺼﺎﺩﺭ ﺃﺨﺭﻯ ﺘﺄﺘﻲ ﻤﻨﻬﺎ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻏﻴﺭ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﻲ ﺤـﺩﺩﻫﺎ ﺒـﺎﺩﻟﻲ )ﺍﻟﻤﻜﻭﻨـﺎﺕ‬
‫ﺍﻟﺜﻼﺜﺔ( ﻭﻫﺫﻩ ﺍﻟﻤﺼﺎﺩﺭ ﻤﺜل ﺍﻟﻤﻌﺭﻓﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻭﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺩﻻﻟﻴﺔ ﺍﻟﻤﺠﺭﺩﺓ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭ ﻫﺎﺒﻴﺭ ﻻﻨﺩﺕ ﺇﻟﻰ ﻤﺼﺎﺩ ﺃﺨـﺭﻯ ﻟـﻡ‬
‫ﺘﺒﺤﺙ ﺒﺤﺜﺎ ﻭﺍﺤﺩﺍ ﻭﺍﺴﻌﺎ ﻤﺜل ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﺤﺭﻜﻴﺔ‪ ،‬ﻭﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﺴﻤﻌﻴﺔ )ﺃﺒﻭ ﺍﻟﺩﻴﺎﺭ‪.(37 :2012 ،‬‬
‫ﻟﻘﺩ ﺒﻘﻴﺕ ﻋﺩﺓ ﺘﺴﺎﺅﻻ ﺘﺘﻌﻠﻕ ﺒﺒﻨﻴﺔ ﻭﻭﻅﺎﺌﻑ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻏﻴﺭ ﻤﺜﺒﺘﺔ‪ ،‬ﻭﺃﻫﻡ ﺍﻻﻨﺘﻘﺎﺩﺍﺕ ﺍﻟﺘﻲ ﻭﺠﻬـﺕ‬
‫ﻟﻬﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﺘﺨﺹ ﺃﻨﻅﻤﺔ ﺍﻟﺘﺨﺯﻴﻥ‪ ،‬ﺤﻴﺙ ﺍﻗﺘﺭﺤﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺠﻭﺩ ﻅﻭﺍﻫﺭ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻤﺭﺘﺒﻁﺔ ﺒﺄﻨﻤﺎﻁ ﻤﺨﺘﻠﻔﺔ‬
‫ﻋﻥ ﺘﻠﻙ ﺍﻟﻤﺴﻨﺩﺓ ﻟﻸﻨﻅﻤﺔ ﺍﻟﺘﺎﺒﻌﺔ ﻟﻠﻨﻤﻭﺫﺝ‪ ،‬ﺇﻥ ﺒﻌﺽ ﻤﻌﻁﻴﺎﺕ ﺍﻟﺫﺍﻜﺭﺓ ﺤﺴﺏ ﺒﺎﺩﻟﻲ‪ ،‬ﺤﻴﺙ ﺃﺸـﺎﺭ ﺩﺍﺩ ﻭﺯﻤـﻼﺅﻩ ﺒﻌـﺽ‬
‫ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺄﻨﻤﺎﻁ ﺍﻟﺸﻤﻴﺔ ﻭﺍﻟﻠﻤﺴﺔ‪ ،‬ﻭﺍﻗﺘﺭﺡ ﺇﺩﺨﺎل ﺘﻐﻴﺭﺍﺕ ﺩﺍﺨل ﻨﻔﺱ ﺍﻟﻨﻤﻁ ﻓﻤﺜﻼ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻠﻐﺔ ﺘﻡ ﺘﺴﺠﻴل‬
‫ﺍﻟﻔﺼل ﺒﻴﻥ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻴﺔ‪ ،‬ﻭﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻨﺤﻭﻴﺔ‪ ،‬ﻭﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠـﺔ ﻟﻠﻤﻌﻠﻭﻤـﺎﺕ‬
‫ﺍﻟﺩﻻﻟﻴﺔ‪.‬‬
‫ﺇﻥ ﺃﺨﺩ ﻫﺫﻩ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻴﺘﻁﻠﺏ ﺇﻀﺎﻓﺔ ﻤﻜﻭﻨﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻜﺫﺍ ﺘﺠﺯﺌﺔ ﺒﻌﺽ ﺍﻷﻨﻅﻤﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﻠﻨﻤﻭﺫﺝ‪.‬‬
‫ﻜﻤﺎ ﺃﻀﻴﻑ ﺤﺩ ﺁﺨﺭ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻤﻥ ﻁﺭﻑ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻌﻠﻤﺎﺀ ﻭﻤﻥ ﻁﺭﻑ ﺒﺎﺩﻟﻲ ﻨﻔﺴﻪ ﺘﻌﻠﻕ ﺒﻀﻌﻑ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻴﻥ‬
‫ﺍﻹﺩﺍﺭﻱ ﺍﻟﻤﺭﻜﺯﻱ‪ ،‬ﻫﺫﺍ ﺭﻏﻡ ﺍﻟﺠﻬﻭﺩ ﺍﻟﻤﺤﻘﻘﺔ ﻟﺘﺄﻜﻴﺩ ﺨﺼﺎﺌﺹ ﻭ ﻭﻅﺎﺌﻑ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻟﺒﺎﺩﻟﻲ‪.‬‬
‫ﺍﻨﺘﻘﺩ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻓﻲ ﻋﺩﺓ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺜل ﺘﻌﻴﻴﻥ ﺍﻟﺜﺎﻨﻭﻱ ﻭ ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻟﻤﺭﻜﺯﻱ‪ ،‬ﻜﺫﺍ ﻋﺩﻡ ﻨﻘﺩ ﺍﻷﻨﻅﻤﺔ ﺍﻟﺘﺎﺒﻌـﺔ‪،‬‬
‫ﻓﺎﻟﻨﻤﻭﺫﺝ ﻻ ﻴﻌﻜﺱ ﺘﻌﻘﺩ ﺍﻟﻤﻌﺭﻓﺔ‪ .‬ﺃﻴﻀﺎ ﻤﻥ ﺍﻻﻨﺘﻘﺎﺩﺍﺕ ﺍﻟﻤﻭﺠﻬﺔ ﻟﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻤﻥ ﺨﻼل ﺍﻟﻤﻜﻭﻨـﺎﺕ ﺍﻟﺘـﻲ ﺍﻓﺘﺭﻀـﻬﺎ ﺃﻥ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻟﺤﺎﺠﺯ ﺍﻟﻌﺭﻀﻲ ﻭﺍﻹﺩﺍﺭﻱ ﺍﻟﻤﺭﻜﺯﻱ ﺒﻘﻴﺕ ﻏﺎﻤﻀﺔ ﻭ ﺍﻟﺤﺩﻭﺩ ﺍﻟﻔﺎﺼﻠﺔ ﺒﻴﻥ ﺍﻟﺤﺎﺠﺯ ﺍﻟﻌﺭﻀـﻲ ﻭﺍﻷﻨﻅﻤـﺔ‬
‫ﺍﻟﺘﺎﺒﻌﺔ ﻟﻬﺎ ﺒﻘﻴﺕ ﻏﺎﻤﻀﺔ ﻭ ﻏﻴﺭ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﺤﺩﻴﺜﺎ ﺘﻤﺕ ﺇﺠﺭﺍﺀﺍﺕ ﻟﻠﻜﺸﻑ ﻋﻥ ﺍﻟﺤﺎﺠﺯ ﺍﻟﻌﺭﻀﻲ ﻭ ﺍﻟﺘﻲ ﺃﻗﺭﺕ ﺒﻭﺠﻭﺩ ﻨﻅـﺎﻡ‬
‫ﻟﻠﺘﺨﺯﻴﻥ ﺍﻟﻤﺅﻗﺕ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺩﻤﺠﺔ ﻤﺨﺘﻠﻑ ﻋﻥ ﺍﻟﻤﻌﺎﻟﺞ ﺍﻟﻠﻔﻅﻲ ﻭ ﺍﻟﻤﻜﺎﻨﻲ‪ .‬ﻜﻤﺎ ﺃﻥ ﺒﺎﺩﻟﻲ ﺘﻜﻠﻡ ﻋﻥ ﺍﻟﺭﻭﺍﺒﻁ ﺍﻟﺘﻲ ﺘـﺭﺒﻁ‬
‫ﺒﻴﻥ ﺍﻟﻤﻨﻅﻭﻤﻴﻥ ﺍﻟﻔﺭﻋﻴﻴﻥ ﻭ ﺍﻟﺫﺍﻜﺭﺓ ﻁﻭﻴﻠﺔ ﺍﻷﻤﺩ ﺍﻟﺒﺼﺭﻴﺔ ﻭ ﺍﻟﻤﻜﺎﻨﻴﺔ‪ ،‬ﻟﻜﻨﻪ ﻟﻡ ﻴﺤﺩﺩ ﻁﺒﻴﻌﺔ ﻫﺘﻪ ﺍﻟﺭﻭﺍﺒﻁ‪.‬‬
‫ﻭﻴﺅﻜﺩ ﺴﺘﺭﻟﻴﻨﻎ )‪ (2005‬ﻋﻠﻰ ﺃﻨﻪ ﻤﻬﻤﺎ ﻜﺎﻥ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺫﻱ ﻨﺘﺒﻨﺎﻩ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻟﺫﺍﻜﺭﺓ‪ ،‬ﻓـﺈﻥ ﻫﻨـﺎﻙ ﻋﻤﻠﻴـﺎﺕ‬
‫ﺃﺴﺎﺴﻴﺔ ﻻ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻨﻬﺎ ﻭﻫﻲ ﻋﻤﻠﻴﺔ ﺇﺩﺨﺎل ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺇﻟﻰ ﺍﻟﺫﺍﻜﺭﺓ )ﺘﺭﻤﻴﺯ ﺃﻭ ﻤﺩﺨﻼﺕ(‪ ،‬ﻭﺍﻟﺤﻔـﺎﻅ ﻋﻠـﻰ ﻫـﺫﻩ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ )ﺘﺨﺯﻴﻥ(‪ ،‬ﺘﺫﻜﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻨﺩ ﺍﻟﺤﺎﺠﺔ )ﺍﺴﺘﺩﻋﺎﺀ ﻭﺇﺨﺭﺍﺝ( ﻭﻴﺸﻴﺭ ﺠﺭﻭﻡ ﻓﻲ ﻫﺫﺍ ﺍﻟﺼﺩﺩ ﺃﻨﻪ ﻋﻨﺩﻤﺎ‬
‫ﻨﻌﺠﺯ ﻋﻥ ﺘﺫﻜﺭ ﻤﻌﻠﻭﻤﺔ ﻤﺎ ﻓﺈﻥ ﺍﻟﺨﻠل ﻴﻜﻤﻥ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻹﺩﺨﺎل ﺃﻭ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺘﺨـﺯﻴﻥ‪ ،‬ﺃﻭ ﻓـﻲ ﻤﺭﺤﻠـﺔ ﺍﻻﺴـﺘﺩﻋﺎﺀ‬
‫ﻭﺍﻻﺴﺘﺭﺠﺎﻉ )ﺍﻟﺤﻤﻭﻱ ﻭﺨﺼﺎﻭﺓ‪.(232 :2011 ،‬‬

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‫ﻟﻘﻲ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﺘﺩﻋﻴﻤﺎ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻹﻤﺒﺭﻴﻘﻴﺔ ﻭﺍﻟﻌﺎﻤﻠﻴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺇﺠﺭﺍﺅﻫﺎ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﺘـﺘﻜﻠﻡ‬
‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻤﺜل ﺩﺭﺍﺴﺔ‪ Oberauer.Sub.Schulze.wilklm.etWitman 2000‬ﻭﺩﺭﺍﺴﺔ‪ Harnung2011‬ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟـﻰ‬
‫ﺘﺄﻜﻴﺩ ﺜﻼﺜﺔ ﻤﻜﻭﻨﺎﺕ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﻓﻘﺩ ﺠﺎﺀﺕ ﻤﺅﻴﺩﺓ ﻟﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ‪ ،‬ﻭﺩﺭﺍﺴﺔ ‪ Gisselgard 2014‬ﺍﻟﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻟـﻰ ﺩﻭﺭ‬
‫ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﺍﻟﻠﻔﻅﻴﺔ ﻓﻲ ﺘﺸﻔﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﻠﻔﻅﻴﺔ‪ ،‬ﻭ ﺩﺭﺍﺴﺔ ﺤﺴﻴﻥ ‪ 2013‬ﺍﻻﻤﺒﺭﻴﻘﻴﺔ ﺍﻟﺘﻲ ﺩﻋﻤـﺕ ﻨﻤـﻭﺫﺝ‬
‫ﺒﺎﺩﻟﻲ ﺠﺯﺌﻴﺎ ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﻔﺤﻭﺼﻴﻥ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻴﺴﺘﺨﺩﻤﻭﻥ ﻜل ﻤﻥ ﺍﻟﺸﻔﺭﺍﺕ ﺍﻟﺒﺼﺭﻴﺔ ﻭﺍﻟﺼـﻭﺘﻴﺔ‬
‫ﻓﻲ ﺘﺸﻔﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ‪.‬‬
‫ﻜﻤﺎ ﻟﻘﻲ ﺍﻟﻨﻤﻭﺫﺝ ﺃﻴﻀﺎ ﺩﻋﻤﺎ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﻗﺎﻤﺕ ﻋﻠﻰ ﺘﺸﻔﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓـﻲ ﺍﻟﻠﻐـﺔ ﺍﻟﻴﺒﺎﻨﻴـﺔ ﻭ ﺍﻟﺼـﻴﻨﻴﺔ‪،‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﺸﺨﺹ ﻴﺴﺘﺨﺩﻡ ﺘﺸﻔﻴﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ‪ ،‬ﻓﻘﺩ ﺩﻋﻤﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻴﻀﺎ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ‪.‬‬
‫ﻴﺘﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﺩﺭﺍﺴﺎﺕ ﺩﻋﻤﺕ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ‪ ،‬ﺒﺎﻟﻤﻘﺎﺒل ﻫﻨﺎﻙ ﺩﺭﺍﺴﺎﺕ ﻓﻨﺩﺘﻪ‪.‬‬
‫ﻫﺫﺍ ﻭﻗﺩ ﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻭ ﺃﺴﻤﺎﺀ ﺃﺤﻤﺩ –ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﺎﺩﺭﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴـﺔ‪ -‬ﻓـﻲ ﺩﺭﺍﺴـﺘﻬﺎ‬
‫ﺍﻟﻬﺎﺩﻓﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺼﺩﻕ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻌﺎﻤﻠﻲ ﻟﻤﻬﺎﻡ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺇﻟﻰ ﺃﻨﻬﺎ ﻋﺒﺎﺭﺓ ﻋﻥ ﺜﻼﺜﺔ ﻋﻭﺍﻤـل ﺘﻨـﺘﻅﻡ ﺤﻭﻟﻬـﺎ‬
‫)ﺍﻟﻤﻜﻭﻥ ﺍﻟﺼﻭﺘﻲ‪ ،‬ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ‪ ،‬ﺍﻟﻤﻨﻔﺫ ﺍﻟﻤﺭﻜﺯﻱ( ﺃﻱ ﺃﻥ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺘﻬﺎ ﺠﺎﺀﺕ ﻤﺩﻋﻤﺔ ﺼﺩﻕ ﻨﻤﻭﺫﺝ ﺒـﺎﺩﻟﻲ‬
‫ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺼﺭﻴﺔ‪ ،‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺘﺸﺒﻌﺔ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺼﻭﺘﻲ‪ ،‬ﻭﻴﻠﻴﻪ ﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ ﻭﺃﺨﻴﺭﺍ ﺍﻟﻤﻨﻔـﺫ‬
‫ﺍﻟﻤﺭﻜﺯﻱ‪).‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ‪(95: 2014 ،‬‬
‫ﻴﻌﺩ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻤﻥ ﺃﻫﻡ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﺘﻁﺭﻗﺕ ﺇﻟﻰ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭ ﺒﺎﺩﻟﻲ ﻭﻫﻴﺘﺵ ﺇﻟﻰ ﺜﻼﺜـﺔ ﻨﻅـﻡ‪،‬‬
‫ﺍﻟﻤﻜﻭﻥ ﺍﻟﻠﻔﻅﻲ ﻴﻬﺘﻡ ﺒﺎﻟﺘﺴﻤﻴﻊ ﻟﻺﺒﻘﺎﺀ ﺒﻐﻴﺔ ﺍﻻﺴﺘﺭﺠﺎﻉ ﺍﻟﻔﻭﺭﻱ ﻭﻴﺘﻭﻟﻰ ﻫﺫﺍ ﺍﻟﻤﻜﻭﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻠﻔﻅﻴﺔ‪ ،‬ﻭﺍﻟﻤﻜﻭﻥ ﺍﻟﺒﺼـﺭﻱ‬
‫ﺍﻟﻤﻜﺎﻨﻲ ﺍﻟﺫﻱ ﻴﻬﺘﻡ ﺒﺎﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺒﺼﺭﻴﺔ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻜﺎﻨﻴﺔ ﻓﻲ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻜﻤﺎ ﻴﺘﻭﻟﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻴل‬
‫ﻭﺍﻟﺒﺤﺙ ﺍﻟﺒﺼﺭﻱ ﺍﻟﻤﻜﺎﻨﻲ‪ ،‬ﻭﺍﻟﻤﻨﻔﺫ ﺍﻟﻤﺭﻜﺯﻱ ﺃﻭ ﻤﺎ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﻨﻅﺎﻡ ﺍﻟﺘﺤﻜﻡ ﺍﻟﺘﻨﻔﻴﺫﻱ ﻭﻫﻭ ﺍﻟﻨﻅﺎﻡ ﺍﻟﻤﺴﺌﻭل ﻋـﻥ ﺍﻟـﺫﺍﻜﺭﺓ‬
‫ﺍﻟﻌﺎﻤﻠﺔ ﻭﻭﻅﻴﻔﺘﻪ ﺍﻟﺘﻨﺴﻴﻕ ﺒﻴﻥ ﻤﻜﻭﻨﺎﺘﻬﺎ‪ ،‬ﺜﻡ ﺃﻀﺎﻑ ﺒﺎﺩﻟﻲ ﺴﻨﺔ ‪ 2002‬ﻤﻜﻭﻨﺎﹰ ﺭﺍﺒﻌﺎﹰ ﺃﻁﻠﻕ ﻤﺼـﺩ ﺍﻷﺤـﺩﺍﺙ ﺃﻭ ﺍﻟﺤـﺎﺠﺯ‬
‫ﺍﻟﻌﺭﻀﻲ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻨﻨﺎ ﻨﺩﻋﻭ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺇﻟﻰ ﻀﺭﻭﺭﺓ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺍﻟﻨﻤﻭﺫﺝ ﻭﺃﺨﺫﻩ ﺒﺎﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺘﻤﺤـﻴﺹ ﻗﺼـﺩ ﺍﻟﺘﺤﻘـﻕ‬
‫ﺇﺠﺭﺍﺌﻴﺎ ﻤﻥ ﺼﺤﺘﻪ ﺨﺎﺼﺔ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻋﺎﻤﺔ ﻭﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﺨﺎﺼﺔ‪ ،‬ﻭﻟﺫﻟﻙ ﻤﻥ ﺃﺠل ﺍﻟﻌﻤل ﺒﻪ ﻜﺄﺴﺎﺱ ﻟﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ‬
‫ﻭﺘﻨﺸﻴﻁﻴﺔ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻟﻤﺎ ﻟﻬﺎ ﻤﻥ ﺃﻫﻤﻴﺔ ﺒﺎﻟﻐﺔ ﻓﻲ ﺤﻴﺎﺓ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﺨﺎﺼﺔ ﺍﻷﻁﻔﺎل ﻟﻤﺎ ﻟﻬﺎ ﻤﻥ ﻋﻼﻗﺔ ﻭﻁﻴﺩﺓ ﺒﺼـﻌﻭﺒﺎﺕ‬
‫ﺍﻟﺘﻌﻠﻡ‪.‬‬

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 ‫‪201730‬‬ ‫‪‬‬

‫ﻗﺎﺌﻤﺔ ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫ﺍﻟﺒﺤﻴﺭﻱ‪ ،‬ﺃﺒﻭ ﺍﻟﺩﻴﺎﺭ ﺃﺴﻌﺩ ﻭﺠﺎﺩ ﻤﺤﻔﻭﻅﻲ ﻋﺒﺩ ﺍﻟﺴﺘﺎﺭ)‪ ،(2012‬ﻗﺎﻤﻭﺱ ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻭﻤﻔﺭﺍﺩﺍﺘﻬﺎ‪ ،‬ﻁ‪ ،1‬ﺍﻟﻜﻭﻴﺕ ‪،‬ﺴﻠﺴﻠﺔ ﻤﺭﻜﺯ ﺘﻘﻭﻴﻡ‬
‫ﻭﺘﻌﻠﻴﻡ ﺍﻟﻁﻔل‪.‬‬
‫ﺃﺒﻭ ﺍﻟﺩﻴﺎﺭ‪ ،‬ﻤﺴﻌﺩ )‪ ،(2012‬ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻁ‪ ،1‬ﺩﺍﺭ ﺍﻟﻜﻭﻴﺕ‪ ،‬ﻤﺭﻜﺯ ﺘﻘﻭﻴﻡ ﻭﺘﻌﻠﻴﻡ ﺍﻟﻁﻔل‪.‬‬
‫ﺍﻟﺯﻴﺎﺕ‪ ،‬ﻓﺘﺤﻲ ﻤﺼﻁﻔﻰ )‪ ،(1998‬ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﺍﻷﺴﺱ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻭﺍﻟﻌﻼﺠﻴﺔ‪ ،‬ﻤﺼﺭ‪ :‬ﺩﺍﺭ ﺍﻟﻨﺸﺭ ﻟﻠﺠﺎﻤﻌﺎﺕ‬
‫ﺯﻫﺭﺍﻥ‪ ،‬ﺤﺎﻤﺩ ﻋﺒﺩ ﺍﻟﺴﻼﻡ )‪ ،(1984‬ﻗﺎﻤﻭﺱ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻘﺎﻫﺭﺓ‪ ،‬ﻁ‪ ،2‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﻓﻭﻗﻴﺔ‪ ،‬ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ )‪ ،(2004‬ﺴﻌﺔ ﺍﻟﺫﺍﻜﺭﺓ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺘﺴﻔﻴﺭ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻤﻥ ﺫﻭﻱ ﺼﻌﻭﺒﺎﺕ ﺘﻌﻠـﻡ‬
‫ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪.270-207 ،(42) 14 ،‬‬
‫ﻋﺒﺩ ﺍﻟﻘﻭﻱ‪ ،‬ﺴﺎﻤﻲ)‪ ،(1995‬ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻲ‪) ،‬ﻁ‪ (1‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ‪ ،‬ﺃﺴﻤﺎﺀ ﺤﻤﺯﺓ ﻤﺤﻤﺩ )‪ ،(2014‬ﺍﻟﺒﻨﺎﺀ ﺍﻟﻌﺎﻤﻠﻲ ﻟﻠﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻓﻲ ﻀﻭﺀ ﻨﻤﻭﺫﺝ ﺒﺎﺩﻟﻲ ﻟﺩﻯ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺠﺎﻤﻌﺔ ﺍﻟﻔﻴﻭﻡ ‪،‬ﻤﺠﻠﺔ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﻔﻴﻭﻡ ﻟﻠﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﻤﺼﺭ‪.132-90 ،(3)3 ،‬‬
‫ﻜﺎﻤل ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻭﻫﺎﺏ ﻤﺤﻤﺩ )‪ ،(1994‬ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻲ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻁﻨﻁﺎ‬
‫ﻜﺎﻤل ﻤﺤﻤﺩ ﻋﻠﻲ )‪ ،(2003‬ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺒﻴﻥ ﺍﻟﻔﻬﻡ ﻭﺍﻟﻤﻭﺍﺠﻬﺔ‪ ،‬ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ :‬ﻤﺭﻜﺯ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﻟﻠﻜﺘﺎﺏ‪.‬‬
‫ﻜﺎﻤل ﻤﺤﻤﺩ ﻋﻠﻲ )‪ ،(2005‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻟﺒﻌﺽ ﺍﻟﺨﺼﺎﺌﺹ ﻭﻅﺎﺌﻑ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﺒﺼﺭﻴﺔ ﺍﻟﻤﻜﺎﻨﻴﺔ ﺍﻟﻌﺎﻤﻠﺔ ﻟﺩﻯ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤـﻥ ﺫﻭﻱ‬
‫ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ )ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻹﺩﺭﺍﻙ ﺍﻟﺒﺼﺭﻱ ﻟﻠﻨﺹ ﺍﻟﻤﻘﺭﻭﺀ( ﻭﺍﻟﻌﺎﺩﻴﻴﻥ ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻟﺤﻠﻘﺔ ﺍﻷﻭﻟﻰ ﺒﺎﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ‪ ،‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ‬
‫ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻁﻨﻁﺎ‪.(34) ،2) ،‬‬
‫ﺍﻟﺤﻤﻭﻱ‪ ،‬ﻓﺭﺍﺱ ﻭﺨﺼﺎﻭﻨﺔ‪ ،‬ﺃﻤﻨﺔ )‪ ،(2011‬ﺩﻭﺭ ﺴﻌﺔ ﺍﻟﺫﺍﻜﺭﺓ ﺍﻟﻌﺎﻤﻠﺔ ﻭﺍﻟﻨﻭﻉ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻟﻘﺭﺍﺌﻲ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻓﻲ‬
‫ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ‪.232-212 ،(03) 07،‬‬
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