İşleyen Belleğin Okuma Anlama Sürecindeki Rolü ve İşlevi

Bu makalenin amacı, işleyen belleğin okuma anlamadaki işlevini ve rolünü ortaya koymaktır. Eğitimde bilişsel öğrenme kuramlarının etkin kullanımı, son yıllarda düzenli olarak artmaktadır. Bilişsel öğrenme araştırmalarıöncelikle, anlamlısözel öğrenmede içsel bilişsel süreçleri anlamaya ve tanımlamaya çalışmaktadır. İnsan zihni bilgiyi alır, işler, biçim ve içeriğini değiştirir, depolar, gerektiği zaman geri getirir ve tepkiler üretir. Duyusal kayıttan dikkat ve algısüreçleri sonunda ayrılan bilgi, sistemin ikinci öğesi olan kısa süreli veya işleyen belleğe geçer. İşleyen belleğin hem bilgi tutma süresi, hem de kapasitesi sınırlıdır. Kısa süreli belleğin kısa bir süre içinde bilgiyi depolamak ve zihinsel işlemleri yapmak olmak üzere iki önemli işlevi vardır. Bilgiyi işleme kuramıve bilişsel psikolojinin ortaya çıkıp gelişimiyle birlikte, okuma anlamaya yönelik bakışaçılarıda değişmiştir. Okuma anlama sürecinde dilbilimsel beceriler ve zihinsel süreçler arasında karşılıklıbir etkileşim vardır. Bu karşılıklıetkileşim sonucunda metnin anlamıortaya çıkar. Okuma anlama sürecindeki bireysel farklılıklar ve başarısızlıklar sadece dilbilimsel becerilerle açıklanamaz, bu süreçte önemli bir rol oynayan zihinsel süreçler de bu farklılıklara ve başarısızlıklara neden olabilir. Okuma anlamayla ilgili yeni bakışaçılarına göre, okuma bilişsel düzeyde meydana gelen ve değişik becerileri ve süreçleri içeren karmaşık ve bir bu kadar da zor bir etkinliktir. Okuma anlama sürecinde, metindeki kelimelerin işlenip çözümlenmesi ve metinden gelen bilginin, bireyin daha önceden edinip uzun süreli belleğinde depolamışolduğu art alan bilgisiyle uyumlu hale getirilmesi ve ortaya çıkacak uyumsuzlukların giderilmesi gibi süreçler işleyen bellek içerisinde meydana gelmektedir. İşleyen bellek kapasitesindeki yetersizlikler ve işlevindeki eksiklikler okuma anlamayıolumsuz düzeyde etkileyecektir.

Anahtar Kelimeler:

Okuma Anlama, İşleyen Bellek, Zihinsel Süreçler, Bilişsel Psikoloji, Depolama ve İşleme

The Role and Function of Working Memory in Reading Comprehension Process

The aim of this article is to present working memory’s function and role in reading comprehension. The effective use of cognitive learning models in education has increased regularly in recent years. Studies in cognitive learning initially tries to understand and describe cohesion-cognitive processes in meaningful verbal learning. Human brain gets the information, works on it, changes its shape and content, stores it, and retrieves when needed and produces reactions. Information which leaves sensory memory at the end of the processes of attention and perception passes to short-term memory or working memory, the second element of the system. Working memory’s duration of saving information and its capacity is limited. Short-term memory has two significant fuctions; storing the information in a short time and operating mental work. Model of information processing and point of view related to reading comprehension after the emergence of cognitive psychology has changed. There is an interaction between linguistic skills and mental processes in process of comprehension. As a result of this interaction, the meaning of the text will emerge. Individual differences and failures in process of comprehension cannot be explained only by linguistic skills; mental processes that play a significant role in this proceess also may cause these differences and failures. According to new points of view realated to reading comprehension, reading takes place in cognitive level, and it is a complex task which requires different skills and processes as well as being very different. In process of comprehension, such processes as processing and analyze of words in text, integrating the information in text with the background information which was acquired and kept in individual’s memory for a long time, and solving ambiguities. Inadequacy in capacity of working memory and deficiency in its fuction will also effect comprehension negatively. Pschologists of cognitive science state that memory is composed of three components such as sensory memory, short-term memory or working memory and long-term memory. The concept of working memory is called as a specific memory function which is related to making the data meaningful and gathering information units. Working memory that is thought to have a significant role in a lot of complex thinking structures such as reasoning, solving problems and language reading comprehension has a great importance in reading comprehension. Reading is a complex process that involves multiple mental functions which are working in concert to discern meaning from text. Reading comprehension is a difficult and complex task that requires use of working memory and is thought to take place in cognitive level. Working memory in reading process is related to recognizing and encoding of sentences or words in remembering the thing that has been read. Working memory where the information from available text and long-term memory is entegrated is a dynamic system and working field. Working memory also revises and entegrates the information that is coming from verbal short-term memory to make easy to understand the text. Temporary storing of information is the core of reading comprehension. In order to understand a text thoroughly, working memory must be in interaction with both long-term and short-term memory. It is suggested that reading comprehension takes place in working memory. Amount of working memory which is used for comprehension depends on automatical level of fundamental reading skills and functions of components of working memory such as processing and storing. Working memory has such fucntions as understanding complex structures and preserving sentence structures during reading. In order to make understandable some explicit details, and to entagrate the background knowledge from long-term memory, and to supply coherence of text, information from different sentences must be entegrated. Working memory functions as a buffer for the sentences which come from text, which provides readers to entegrate the meanings in order to enable intersentence coherence. Working memory holds information from long-term memory, and it aims to make the ıntegration easy of this information. Active working memory enables the mental suspension of information while using or manipulating it. Active working memory is necessary to understand text. Good readers can keep track of different details and make connections between them. Active working memory is the mental place where the connecting takes place. People who have difficulty in reading comprehension generally have difficulty in working memory, which affects the ability to process information and it also affects reading comprehension. This is because people relate what they are currently reading to what they just read. When working memory is not working accurately, readers cannot put the current words into context by what they just read. Instead of reading the words as part of a sentence or part of a paragraph, difficulty in reading comprehension causes the person to read the words individually, without any context. Because working memory may not work accurately, the student is unable to answer questions after just reading the information. During analyze of text, working memory is required to hold propositions and thoughts from text, to inference, to develop an understanding for construction coherence of a text, and to be aware of ambiguity. At this point of view, working memory is one of the fundemental components of process of comprehension. Comprehension depends on the capacity of the amount of working memory, which holds the information derived from the text. This information makes the understanding of this text easier. Differences in the capacity of working memory most probably influence the performance of reading comprehension and, they are the reason for individual differences in comprehension. Working memory is composed of phonogical loop, visual-spatial sketchpad and central executive. Two of these components are phonological loop and visuo-spatial sketchpad. These components are responsible for saving the coming information in mind. While phonological loop deals with use of audial information and saving it, visuo-spatial sketchpad is responsible for keeping the visual and spatial information in mind. Central executive, the third component, is responsible for choosing store to save information and collecting this information. It is supported by these two sub-systems, and it controls the attention. It is also responsible for coordination of cognitive processes when more than one activities are done at the same time

Keywords:

Reading Comprehension, Working Memory, Mental Processes, Cognitive Psycologie, Storage and Processing,

PDF

___

Abu-Rabia, S. (2003): The Influence of Working Memory on Reading and Creative Writing Processes in a Second Language, Educational Psychology, 23: 2, 209- 222
Alexander, P. A; Winne, P. H. (2006) : Handbook of Educational Psychology. Editörler Patricia, A. A.; Winne, P. H. Winne . (2. Baskı). USA: Routledge.
Aoron, P.G., Joshi, R. M. (1989): Reading and writing disorders in different orthographic systems (ed.): P. G. Aaron, R. Malatesha Joshi, NATO a s ı serıes serıes , behavıoral and socıal scıences , 52. USA: Springer Science & Business.
Baddeley, A.D., Hitch, G.J.L (1974). Working Memory In: G.A. Bower (1974) (Ed.): The psychology of learning and motivation: advances in research and theory (Vol. 8, pp. 47-89), New York:http://en.wikipedia.org/wiki/ Working_ memory (Erişim tarihi, 20.11.2009)
Berliner, D. C., Calfee, R. (1996) : Handbook of Educational Psychology (ed.): David, C. B.; Robert, C. Philadelphia: Lawrence Erlbaum Associates.
Bower, G. H.(1975): The Psychology of Learning and Motivation: Advances in Research and Theory, Cilt 9/The Psychology of Learning and Motivation (ed.): Gordon H. Bower. USA: Academic Pres.
Cain, K. (2006): Childeren’s Reading Comprehension: The Role of Working memory in Normal and Impaired Development. In: Pickering, S. J. (2006): Working memory and Education Educational psychology series (ed.): Pickering, S. J. USA: Academic Press
Cain, K., Oakhill, J. (2004): Reading Comprehension Difficulties. In: Terezinha Nunes, Peter Bryant (2004): Handbook of Children's Literacy (ed.): Terezinha Nunes, Peter Bryant. USA: Springer.
Carpenter, P., Just. M.A (1989): The Role of Working Memory in Language Comprehension. In: Simon, H. A.; Klahr D.; Kotovsky, K. (1989): Complex information processing: The Impact of Herbert A. Simon, Carnegıe Mellon Symposıa On Cognıtıon, (ed.): Simon, H. A.; Klahr D. ; Kotovsky, K.. USA: Routledge.
Chiappe, P., Siegel, L. S., Hasher, L. (2002): Working Memory , Inhibition and Reading Skill. In: Shobov, Serge P. (2002): Perspectives on Cognitive Psychology (ed.): Shobov, Serge P. Hauppauge NY: Nova Publishers.
Dehn, M. J. (2006): Essentials of Processing Assessment, Cilt 49/Essentials of Psychological -Assessment Series. NewYork: John Wiley and Sons.
Fletcher, J. M. (2006): Learning disabilities: from identification to intervention. NewYork: Guilford Press.
Gathercole, S. E., Baddeley, A. D. (1993): Working Memory and Language. Hove (U.K.): Philadelphia: Lawrence Erlbaum Associates Ltd.
Graesser, A. C. (2007): Theories of Text Comprehension: The Importance of Reading Stratgies to Theoretical Foundation of Reading Comprehension. In: Danielle S. McNamara (2007): Reading comprehension Strategies: Theories, Interventions, and Technologies (ed.): Danielle S. McNamara. USA: Routledge.
Haris, J., Qualls, C. D. (2000): Association of Eleborative or Maintenance Rehearsal with Age, Reading Comprehension, and Verbal Working Memory, Aphosiology. In: Kearns, Kevin P. (2000). 29th Clinical Aphasiology Conference, Conference On Clınıcal Aphasıology//Clınıcal Aphasıology (ed.): Kevin P. Kearns. Special Issues of Aphasiology Series vol.14.No.5/6 s.516. Philadelphia: Psychology Press
Haris, R. J., Cady, E. T., Quoctran, T. (2006): Comprehension and Memory.In: Byrant, Jennings; Vorderer, Peter (2006): Psychology of entertainment LEA's Communication Series (ed.): Jennings Bryant, Peter Vorderer. USA: Routledge.
İlkhan, İbrahim (2003) Semantik und Psyschologie: Sprache im Kognitiven Bereich.(Anlam Bilimi ve Psikoloji,Dil’in Bilişsel Alan İçersindeki Yeri). Selçuk Üniveristesi Sosyal Bilimler Enstitüsü Dergisi, Sayı: 10, 265-271.
Jonides, J. (1995): Working Memory and Thinking, chapter 7; In: Osherson, D N.; Smith, E. E.; Gleitman, L. R. (1995): An Invitation to Cognitive Science: Thinking (ed.): Edward, E. S. ve Daniel, N. O. Cilt 3/An Invitation to Cognitive Science, Lila R. G., A Bradford book. USA: MİT Press
Kearns, K. P (2000): 29th Clinical Aphasiology Conference, Conference On Clınıcal Aphasıology//Clınıcal Aphasıology, Special Issues of Aphasiology Series (ed.): Kevin P. Kearns. Philadelphia: Psychology Press.
Kintsch, W. (1998): Comprehension: a Paradigm for Cognition, Chapter 7, The Role of Working Memory. England: Cambridge University Pres.
Kintsch, W. (1998): Comprehension: a paradigm for cognition. USA: Cambridge University Pres.
Macizo, P., Bajo, M. T. (2009): Schema Activation in Translation and Reading: A Paradoxical Effect (EJ833329) Psicologica: International Journal of Methodology and Experimental Psychology, v.30 n1, Journal Articles; Reports – Research, p59-89.
Mcnabb, M. L., Thurber, B. B. (2006): Literacy Learning in Networked Classrooms: Using the Internet with Middle-level Students. Newark: International Reading Association.
Mcnabb, M. L., Thurber, B. B., Dibuz, B., Mcdermott, P. A., Lee, C. A. (2006): Literacy Learning in Networked Classrooms: Using the Internet with Middle-Level Students. Newark: International Reading Association, ED491844
Milton J. D. (2008): Working Memory and Academic Learning: Assessment and Intervention. NewYork: John Wiley and Sons.
Nation, K. (2009) : Childeren’s Reading Comprehension Difficulties. In: Snowling, M. J.; Hulme, C. (2009): The Science of Reading: a Handbook (ed.): Snowling, M. J.; Hulme , C., Cilt 17/Blackwell Handbooks of Developmental Psychology . USA: Wiley-Blackwell.
Oakhill, J., Cain, K. (2007): Issues of Causality in Children’s Reading Comprehension.In: McNamara, Danielle S. (2007): Reading comprehension strategies: theories, interventions, and Technologies, (ed.). Danielle S. McNamara. USA: Routledge.
Osaka, M, Osaka, N. (2002): The Effect of Focusing on a Sentence in Japanese Reading Span Test. In: Witruk E. ; Friederici, A. D.; Lachmann, T. (2002) Basic Functions of Language, Reading and Reading Disability (ed.): Friederici, A. D.; Lachmann, T., Volume 20 of Neuropsychology and Cognition . USA : Springer.
Osaka, M. (2006): Reading and Working; In: Mineharu Nakayama, (2006): The Handbook of East Asian Psycholinguistics: Japanese (ed.): Mineharu Nakayama, Ping Li, The Handbook of East Asian Psycholinguistics v./2. USA: Cambridge University Pres.
Randall, M. (2007): Memory, psychology and second language learning, Cilt 19/Language Learning And Language Teaching Language Teaching . USA: John Benjamins Publishing Company.
Reese, H. W. (1982): Advances in Child Development and Behavior (ed.) : Hayne W. R., Lewis Paeff Lipsitt, Chıld Development And Behavıor, Serial Publication Series. v/16, s.85-86. USA: Academic Press
Richardsson, J.T.E. (1996) Evolving Concepts of the Working Memory In: Richardson, John T.E. (1996) Working memory and human cognition, Counterpoints (ed.): John T. E. Richardson, Counterpoints: Cognition, Memory, and Language, Counterpoints Series. USA: Oxford University Press US.
Ross, Brian H. (2004): The psychology of learning and motivation: advances in research and theory (ed.): Brian H. Ross, Psychology of learning and motivation, Advances in research and theory, 45. USA: Academic Press
Siegel, L. S. (1994): Working Memory and Reading: A life Span Perspective. In: Anik de R., Graham J. H. (1994): Development of Working memory (ed.): Anik de R.; Graham, J. H. Philadelphia: Psychology Press.
Snow, C. E. (2002): Reading for understanding: toward an R&D program in reading comprehension. (ed.) Catherine E. Snow, Science and Technology Policy Institute (Rand Corporation), Science and Technology Policy Institute (Rand Corporation), Office of Educational Research and Improvement. Sayı 1465, USA: Corporation. The research described in this report was prepared for the Office of Educational Research and Improvement (OERI), U.S. Department of Education.
Sousa, D. A. (2005): How the brain learns to read (ed.): David A. S. Yayıncı. USA: Corwin Press.
Spına, B. M., Marcia A. B., Amber M. J., Maureen D. (2007): Comprehension in a Neurodevelopmental Disorer. In: Cain K., Oakhill, J. (2007): Children's Comprehension Problems in Oral and Written Language: a Cognitive Perspective, Challenges in Language and Literacy (ed.). Cain K. ; Oakhill J. NewYork: Guilford Press.
Tomitch, L. M. B. (1999): Individual Differences in Working Memory Capacity and the Recall of Predicted Elements in the Text. Paper presented at the Annual Meeting of the American Association for Applied Linguistics, ED452735.
Williams, J. D. (1996): Preparing to Teach Writing. Philadelphia: Lawrence Erlbaum Associates, 1996
Zeigler, C. A., Fine, A. H, Smith, J. (2003): Educational Intervention Fort he Adolescent Student in the Therapy Setting In: Fine, Aubrey H.; Kotkin, Ronald A (2003) : Therapist's guide to learning and attention disorders (ed.): Aubrey H. Fine, Ronald A. Kotkin, Professional psychology series, Practical resources for the mental health Professional .USA: Academic Press
Zoelch, C., Seitz, K. Hengsteller, R. S. (2006): From Rag(Bag)s to Riches easuring the Developing Central Executive, Catholic University of Eichstatt- Ingolstadt. In: Wolfgang S., Ruth Schumann- Hengsteler, Beate S (2006): Young Children's Cognitive Development: Interrelationships Among Executive Functioning, Working Memory, Verbal Ability, and Theory of Mind (ed.): Wolfgang S., Ruth Schumann-Hengsteler, Beate S. USA: Routledge.