ÖĞEL Hale BALABAN, AKSU Ayhan KOÇ, İ. Ercan ALP

Kaynak belleği ile dildeki kaynak göstergeleri arasındaki ilişkinin 3-6 yaş çocuklarında incelenmesi

Bu araştırmanın amacı kaynak belleğinin gelişimi ile Türkçe'deki kaynak göstergelerinin kullanımı arasında bir ilişki olup olmadığını incelemektir. Üç, 4, 5 ve 6 yaşlarında anadili Türkçe olan 87 çocuk kaynak belleğini ölçen (1) Bilgi Edinme Yöntemini Saptama ve (2) Bilginin Kimden Öğrenildiğini Belirleme işlemlerine, ve Türkçe'deki kaynak göstergelerinin kullanımını ölçen (I) Doğrudan Deneyimin Anlatımı (-D1 çekim eki ile), (2) Sözel Bildirimden Edinilen Bilginin Anlatımı {(I)mlş çekim eki ile) ve (3) Çıkarımla Edinilen Bilginin Anlatımı (-mlş çekim eki ile) işlemlerine katılmışlardır. Kaynak belleği işlemlerinde 3 yaş çocuklarının diğer yaş gruplarındakilere kıyasla düşük performans gösterdiği bulunmuştur. Doğrudan Deneyimin Anlatımı tşlemi'nde -Dİ ekinin tüm yaş gruplarındaki çocuklar tarafından doğru kullanıldığı. Sözel Bildirimden Edinilen Bilginin Anlatımı ve Çıkarımla Edinilen Bilginin Anlatımı işlemlerinde ise (l)ml.ş ve -mlş kaynak göstergelerinin kullanımının yaşla birlikte arttığı görülmüştür. Çocukların sözel bildirim yoluyla edindikleri bilgiyi doğru kaynak göstergesi kullanarak aktarma başarılarının Bilginin Kimden Öğrenildiğini Belirleme Işlemi'ndeki başarı düzeylerini yordadığı bulunmuştur. Bu işlemden elde edilen bulgular Drummey ve Newcombe'un (2002) aynı yöntemi kullanarak İngilizce konuşan çocuklarla yaptığı çalışmasının bulgularıyla karşılaştırılmış ve Türkçe konuşan çocukların İngilizce konuşan çocuklara kıyasla daha erken yaşta daha yüksek başarı gösterdikleri ortaya konmuştur. Bulgular kaynak belleğinin gelişimi ve dil ile bilişsel süreçler arasındaki ilişkiler bağlamında tartışılmıştır.

The relationship between source memory and linguistic encoding of source: A study of 3-6 year-olds

This study aimed to explore whether the development of source memory is related to the use of linguistic markers of evidentiality. Eighty-seven 3-, 4-, 5-, and 6-year-old Turkish-speaking monolingual children participated in two source memory tasks: (I) Mode of Knowledge Acquisition Task and (2) Source Identification Task, and three language tasks (1) Direct Experience Task, (2) Inference Task and (3) Reportative Task. Results of the source memory tasks revealed lower performance for 3-ycar-old children compared to older children. On the Direct Experience Task, children of all ages could use the -D1 inflection correctly, but in the other two language tasks younger children displayed lower performance than older children in using the correct evidentiality markers. Children's performance in using (I)mlş on the Reportative Task was found to predict their performance on the Source Identification Task. Moreover, children's performance on this source memory task was compared to English-speaking children's performance on the same task in Drummey and Newcombe's (2002) study. This comparison indicated that Turkish-speaking children show correct source identification performance at an earlier age compared to English-speaking children. The findings are discussed in terms of the development of source memory and the relation between language and cognition.

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