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Görsel ve işitsel hafıza arasındaki farklılıkların araştırılması
No full textPLAGIARISM PAGE ..................................................................................................... i ABSTRACT ...................................................................................................................ii ÖZET ............................................................................................................................. iv ACKNOWLEDGMENTS ............................................................................................vii TABLE OF CONTENTS ........................................................................................... viii LIST OF TABLES ......................................................................................................... x LIST OF FIGURES ......................................................................................................xii 1. INTRODUCTION ...................................................................................................... 1 1.1. Overview of Memory .................................................................................................. 1 1.2. Visual versus Auditory Memory ......................................................................... 4 1.2.1. Individual Differences in Visual vs. Auditory Learning and Recall ............. 7 1.2.2. Duration, Capacity and Memory Span .......................................................... 9 1.3. Recall versus Recognition Tasks ....................................................................... 13 1.3.1. Cued-Recall and Paired-Associate Learning (PAL) ................................... 15 1.4. Main Processes of Memory ............................................................................... 16 1.4.1. Encoding, Short-Term and Long-Term Storage ......................................... 16 1.4.1.1.Encoding Strategies ......................................................................... 19 1.4.2. Rehearsal ..................................................................................................... 20 1.4.3. Retrieval ...................................................................................................... 21 1.4.4. Proactive and Retroactive Interference ....................................................... 22 1.5. Presentation Modality ........................................................................................ 24 1.5.1. Serial Position, Primacy and Recency Effect ............................................. 28 1.6. STM and LTM for Familiar and Unfamiliar Words .......................................... 29 1.7. The Purpose of Using Chinese Words in the Study .......................................... 30 2. THE PRESENT STUDY .......................................................................................... 33 3. METHOD ................................................................................................................. 37 3.1. Participants ........................................................................................................ 37 3.2. Materials ............................................................................................................ 37 3.3. Procedure ........................................................................................................... 39 4. RESULTS ................................................................................................................. 43 4.1. Comparison of Visual and Auditory Memory ................................................... 43 ix 4.2. Effects of Modality Condition in Recall ............................................................ 52 4.3. Individual Differences in Visual and Auditory Memory ................................... 54 4.4. Recall Rates of Each Stimuli ............................................................................. 61 4.5. Serial Position, Primacy and Recency Effect .................................................... 63 4.6. Encoding Strategies ........................................................................................... 72 4.6.1. Auditory Encoding Strategies ..................................................................... 72 4.6.2. Visual Encoding Strategies ......................................................................... 75 5.1. Overview of the Study and Results ................................................................... 79 5.2. Comparison of Visual and Auditory Memory ................................................... 83 5.3. Effects of Modality Condition in Recall ............................................................ 87 5.4. Individual Differences in Visual and Auditory Memory ................................... 88 5.5. Recall Rates of Each Stimuli ............................................................................. 90 5.6. Serial Position, Primacy and Recency Effect .................................................... 91 5.7. Encoding Strategies ........................................................................................... 95 5.8. Limitations of the Current Study and Suggestions for Further Research .......... 98 5. DISCUSSION .......................................................................................................... 79 6. CONCLUSION ....................................................................................................... 100 7. REFERENCES ....................................................................................................... 102 8. APPENDICES ....................................................................................................... 118 Appendix A: Informed Consent ........................................................................... 120 Appendix B: Demographic Information Form .................................................... 121 Appendix C: Visual and Auditory Tests Answer Form ....................................... 123 Appendix D: Encoding Strategies Questionnaire ................................................ 124 Appendix E: List of Abbrevations ....................................................................... 125 Appendix F: Items and Statements Used in the Trial .......................................... 126The Yeditepe University Open Access System is a compilation of national and international indexed publications for the institutional archive of scientific publications prepared by Yeditepe University students (graduate, doctoral, and/or equivalent). Copyright and rights of use may belong to the authors and/or Yeditepe University.YÖK id number : 648599The main aim of this study was to examine the differences between auditory and visual memory and to investigate the encoding strategies during the recall of the unfamiliar Chinese words that was presented briefly, both visually (written word) and aurally (spoken word). Furthermore, primacy and recency effect were investigated and each stimuli was analyzed in accordance with the visual and auditory scores. The experiment took place in the psychology laboratory and 88 university students between the ages of 19-25 were selected for the experiment. The trial consisted of three parts. The first part was the learning phase. Learning phase of the trial process required participants to attend combination of visual and auditory modalities by visually monitoring the Chinese words' representations in picture format, together with textually displayed related Chinese word, and aurally, by hearing the same Chinese words in audio format. Participants were then tested with regard to their recall ability of the Chinese words in both modalities. During the auditory and visual tests in the second and third parts of the trial, the Chinese words that were presented in the first part were given one by one as a cue in mixed order without images, and the participants were instructed to write down the Turkish meaning of the words they recalled in the answer form. In the auditory test section, the auditory cue words were repeated five times over a period of time (13400 ms) as it was in the first section and participants only heard the Chinese words. Also, in the visual section, the words remained on the screen for the same period of time (13400 ms) as shown in the first part and participants only saw the Chinese cue words on the screen without any accompanying spoken word. In both test parts, all the words were identical to what they exposed in the learning phase. In order to randomize and eliminate possible differences, half of the participants were given the auditory test first and then the visual test; the other half first started with the visual test and then the auditory test. Immediately after being tested, participants were asked to describe the recall strategy they used to remember the words through a short questionnaire and all the results were analyzed. Individual differences in visual and auditory encoding strategies and their effect on recall performance were also investigated. In conclusion, the findings of this research were as follows: although it was observed that the number of correct recall in the auditory test was higher than those in the visual test, there was no statistically significant difference in between auditory and visual memory performances, the recall rates of visual and auditory information did not differ significantly by gender, in comparison of individual differences in visual and auditory recall scores, individuals whose auditory memory performance is superior to visual were predominant, primacy effect was superior in the recall rate of visual items and recency effect were superior in the recall rate of auditory items. Nonetheless, primacy effect was found as effective as recency effect in the recall of the auditory information. Furthermore, participants who used the associated them with some other words strategy achieved the highest level of auditory recall performance. On the other hand, matched the Chinese characters with fruit images strategy provided the highest level of visual recall performance to the participants. All of the results supported our hypotheses except the first and the last finding. Keywords: auditory memory, visual memory, modality effect, recall, primacy effect, recency effect, encoding strategies.Turkish: Bu çalışmanın temel amacı, hem görsel (yazılı kelime) hem de işitsel (sözlü kelime) olarak kısa süreli sunulan tanıdık olmayan Çince kelimeleri hatırlarken işitsel ve görsel hafıza arasındaki farklılıkları incelemek ve bu uyaranları hafızaya kodlamak için kullanılan stratejileri araştırmaktır. Ayrıca bu uyaranları hatırlarken öncelik ve sonralık etkisinin belirgin olup olmadığı da araştırılmış ve her bir uyaran görsel ve işitsel hatırlanma oranlarına bakılarak analiz edilmiştir. Deney, psikoloji laboratuvarında gerçekleşmiş ve deney için 19-25 yaşları arasındaki 88 üniversite öğrencisi seçilmiştir. Deney üç bölümden oluşmaktadır. İlk bölüm öğrenme aşamasıdır. Deneyin öğrenme aşaması, katılımcıların Çince kelimelerin temsillerini resim formatında görsel olarak izlerken, yazılı metin olarak ilgili Çince kelimeyi görerek ve işitsel olarak aynı Çince kelimeleri ses formatında duyarak, görsel ve işitsel modalite kombinasyonlarını dikkatlice incelemelerini gerektirmiştir. Katılımcılar daha sonra her iki modalite için de Çince kelimeleri hatırlama becerileri açısından test edilmiştir. Araştırmanın ikinci ve üçüncü bölümlerindeki işitsel ve görsel testler sırasında, ilk bölümde sunulan Çince kelimeler ipucu olarak, birer birer, karışık sırayla verilmiş ve katılımcılara hatırladıkları kelimelerin Türkçe anlamını cevap formuna yazmaları talimatı verilmiştir. İşitsel test bölümünde, işitsel kelimeler belli bir süre boyunca (13400 ms) ilk bölümdeki gibi beş kez tekrarlandı. Bu bölümde katılımcılar yalnızca Çince kelimeleri duydu. Görsel bölümdeki kelimeler de, ilk bölümdeki süreyle eşit olarak ekranda kalmıştır (13400 ms). Bu bölümde katılımcılar herhangi bir eşlik eden sesli kelime olmadan yalnızca Çince kelimeleri gördüler. Her iki bölümde de, tüm kelimeler katılımcıların ilk bölümde öğrendikleriyle özdeştir. Olası farklılıkları rastgeleleştirmek ve elimine etmek için katılımcıların yarısına önce işitsel test, daha sonra görsel test verildi; diğer yarısı ise ilk olarak görsel testten başladı ve ardından işitsel teste tabi tutuldu. Testlerin hemen ardından katılımcılardan kelimeleri hatırlamak için kullandıkları hatırlama stratejilerini kısa bir anket aracılığıyla açıklamaları istendi ve tüm sonuçlar analiz edildi. Görsel ve işitsel kodlama stratejilerindeki bireysel farklılıklar ve bunların hatırlama performansı üzerindeki etkileri de ayrıca araştırıldı. Sonuç olarak, bu araştırmanın bulguları özetle şunladır: işitsel testteki doğru hatırlama sayısının görsel testteki doğru hatırlama sayısından daha yüksek olduğu gözlense de, işitsel ve görsel hafıza performansları arasında istatistiksel olarak anlamlı bir farklılık bulunamamıştır, görsel ve işitsel verilerin hatırlanma oranları cinsiyete göre anlamlı farklılık göstermemiştir, görsel ve işitsel hatırlama skorları arasındaki bireysel farklılıklar karşılaştırıldığında, işitsel bellek performansı görselden üstün olan bireyler baskın bulunmuştur, öncelik etkisi görsel öğelerin hatırlanmasında daha baskınken, sonralık etkisi ise işitsel öğelerin hatırlanmasında daha baskındır. Bununla birlikte, öncelik etkisinin de işitsel verilerin hatırlanmasında sonralık etkisi kadar etkili olduğu bulunmuştur. Ayrıca, başka kelimelere benzetme stratejisini kullananlar en yüksek düzeyde işitsel hatırlama performansı elde ederken, Çince karakterlerlerle meyve resimleriyle eşleştirme stratejisini kullanan katılımcılar en yüksek seviye görsel hatırlama performansına ulaşmışlardır. İlk ve son bulgu dışındaki tüm sonuçlar hipotezlerimizi desteklemiştir. Anahtar kelimeler: işitsel hafıza, görsel hafıza, biçem etkisi, hatırlama, öncelik etkisi, sonralık etkisi, kodlama stratejileri
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