TÜRKÇE'DEKİ GEÇMİŞ ZAMAN BİLDİRME KİPLERİNİN TÜMCE HATIRLAMAYA ETKİSİ

Bu çalışmada, Türkçe'deki geçmiş zaman bildirme eklerinin, tümcelerin hatırlanmasına olan etkisi incelenmiştir. Gelişimsel alan yazın kapsamında, bilginin kaynağını dilde zorunlu olarak, doğrudan (-dI eki ile) ya da dolaylı olarak (-mIŞ eki ile) kodlamaya yarayan bu eklerin varlığının, zihin kuramının daha erken anlaşılmasına yol açabileceği sıklıkla tartışılmaktadır. Buna rağmen, geçmiş zaman-kaynak bildirme eklerinin zihinde nasıl temsil edildiği ile ilgili çok az sayıda araştırma vardır. Bu çalışmanın bulgularına göre -dI eki ile ifade edilen tümcelerin hatırlanma oranı –mIş eki ile ifade edilen tümcelere göre daha yüksektir. Buna göre, ana dili Türkçe olan bireyler için, birinci el kaynaktan elde edilen bilginin, dolaylı yoldan elde edilen bilgiye göre zihinde daha kuvvetli temsil edildiği fikri desteklenmektedir. Bulguların niteliği, dil ve düşünce arasındaki ilişkiyi konu alan kuramsal çerçeveler ışığında tartışılmış ve alan yazına olan katkısı değerlendirilmiştir.

THE EFFECT OF TURKISH TENSE-ASPECT MARKERS ON MEMORY FOR SENTENCES

The present study investigates the influence of the past tense-aspect (evidential) markers in Turkish on the recall of sentences. It has been widely discussed in the cognitive developmental literature whether learners of languages imbued with source distinctions (direct perceptual sources vs indirect sources) would be more sensitive to tracking the informational stance of the speakers compared to the learners of the languages which do not code this distinction as a standard part of the message. Interestingly however, how evidential markers are represented in the mind is rarely investigated. In the present study, adult participants recalled sentences marked with the direct perception marker -dI more accurately than sentences marked with the indirect source marker, -mIş. These findings present the first empirical support with a free recall task that native Turkish speakers may privilege first-hand sources more than the second-hand sources when learning information, suggesting that obligatory coding of source information in language may influence memory processes. The findings were discussed within the scope of the theoretical framework on the language and cognition relationship as well as the implications education.

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