Resim, yazı ve resim ile birlikte yazıyla sunulan nesnelerin Almanca ve Türkçe hatırlamadaki etkisi
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Dosyalar
Tarih
2017
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada resim, yazılı ve hem yazılı hem resim olarak sunulan Almanca kavramların Almanca ve Türkçe sözcük hatırlama performansı üzerindeki etkisi incelenmiştir. Literatürde bu tür sunumların etkisine dair az sayıda araştırma olmasına rağmen, bu sunumların Almanca dil öğreniminde hatırlamayı artırıp artırmayacağı konusunda henüz bir araştırma bulunmamaktadır. Bu araştırmada katılımcılar resim, yazılı ve hem yazılı hem resim olarak sunum koşullarına seçkisiz olarak atanmışlardır. Her uyarıcı 3 saniye aralıklarla sunulmuş ve toplam 8 uyaran resim, yazılı veya hem resim hem de yazılı olarak sunulmuştur. Daha sonra hatırlama performansı iki dilde ölçülmüştür. Araştırmanının sonuçları Almanca sözcük hatırlamada yazılı ve hem yazılı hem görsel sunumun, sadece görsel sunuma göre daha yüksek performansa yol açtığını göstermektedir. Buna ek olarak, Türkçe veya anadilde sözcük hatırlama açısından resim ile hem resim hem de yazılı sunumun, yazılı sunuma göre daha yüksek performansa yol açtığına işaret etmektedir. Bu bulgular ikili kodlama kuramı ve bilişsel yük kuramı açısından tartışılmıştır.
This experiment investigated the effects of the objects presented in the form of pictures, words, and picture-word combinations on recall performance in German and Turkish language. Even though there has been a great interest in the effects of such presentation on English language, less research attention was given on how these stimuli might facilitate recall on German language. In this experiment all participants were exposed to different characteristics of presentations. They were randomly assigned to the experimental conditions: picture, words, and picture-word combination. Each stimulus was presented at 3 second interval and totally 8 stimuli were presented in the way of picture, word, or picture-word combination. Recall performance was then measured for German and Turkish words. The findings of this experiment showed that in terms of recall for German words, the participants in word condition and picture-word condition outperformed those in picture condition. In addition, the participants in picture condition and picture-word condition outperformed those in word condition in terms of recall for Turkish words. These findings were discussed in lights of dual coding theory and cognitive load approaches.
This experiment investigated the effects of the objects presented in the form of pictures, words, and picture-word combinations on recall performance in German and Turkish language. Even though there has been a great interest in the effects of such presentation on English language, less research attention was given on how these stimuli might facilitate recall on German language. In this experiment all participants were exposed to different characteristics of presentations. They were randomly assigned to the experimental conditions: picture, words, and picture-word combination. Each stimulus was presented at 3 second interval and totally 8 stimuli were presented in the way of picture, word, or picture-word combination. Recall performance was then measured for German and Turkish words. The findings of this experiment showed that in terms of recall for German words, the participants in word condition and picture-word condition outperformed those in picture condition. In addition, the participants in picture condition and picture-word condition outperformed those in word condition in terms of recall for Turkish words. These findings were discussed in lights of dual coding theory and cognitive load approaches.
Açıklama
Anahtar Kelimeler
Hatırlama, Bellek, Kodlama, Resim Sunumu, Yazı Sunumu, Resim ve Yazı Sunumu, Tipografi, Recall, Memory, Coding, Image Presentation, Text Presentation, Image and Text Presentation, Typography
Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
17
Sayı
1