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Konuşma Sırasında Yetişkinler ve Çocuklar Tarafından Kullanılan Mimiklerin Mekansal Anlatımlar Sırasında Hafızadaki Rolleri

Memory Functions of Co-Speech Gestures For Child And Adult Speakers In Spatial Descriptions

Journal Name:

  • Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Do gestures play a role in keeping spatial information in memory during speaking? The present study aims to find out whether gestures those speakers spontaneously use while speaking plays a role in memory maintenance for children and whether and how this changes when compared to adults. 28 adults and 25 five-year-old child participants were asked to watch simple motion events shown to them on a laptop. They were then asked to retell what they had seen to an adult listener in 3 conditions; when the still pictures of the objects they were describing (1) were not visible on the screen anymore (2) were visible only to them but not the listener and (3) were visible to both themselves and to the listener. If children and adults use gestures to keep spatial images in memory, then we expected them to use more iconic gestures per word when the objects they are describing are not visible (condition 1) than when they are visible (condition 2 and 3). However our results did not support this hypothesis. We did find neither speech nor the iconic gestures per word to be different across conditions in both adults and children. Thus the memory maintenance function of gesture might not be a primary function of gesture. Instead our findings indicated other functions of gestures similar and different between adults and children in spatial descriptions. Both groups used more points to entities when they were available to both the speaker and the addressee than other situations, indicating children understood communicative situation as adults did.
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Abstract (Original Language): 
Mimikler, konu ma s ras nda mekansal bilgiyi haf zada tutmaya yard mc oluyor mu? Bu çal ma, konu ma s ras nda kullan lan mimik hareketlerinin, haf zada bilgi tutmaya yard mc olup olmad n çocuklarda ve yeti kinlerde kar la t rmal olarak ara t rmay hedeflemektedir. 28 yeti kin ve 25 çocuk kat l mc dan bir bilgisayar yard m yla çe itli hareketler seyretmeleri istenmi tir. Daha sonra gördüklerini yeti kin bir dinleyiciye, 3 farkl durumda anlatmalar istenmi tir; (1) izledikleri filmden hat rlat c herhangi bir resim önlerinde yokken, (2) izledikleri filmden bir resmi dinleyici göremiyor, sadece kendileri görebiliyorken, (3) bu resmi hem kendileri hem de dinleyici görebiliyorken. E er çocuklar ve yeti kinler, mekansal bilgiyi haf zada tutmak için mimikleri kullansalar, resmi görmedikleri durumda (durum 1) gördükleri durumlara (durum 2 18 ve 3) göre kelime ba na daha fazla mimik kullan rlar. Ancak bu çal man n sonuçlar bu hipotezi desteklememi tir. Konu ma içeri i ya da mimik hareketleri hem çocuklarda hem yeti kinlerde durumlar aras nda farkl l k göstermemi tir. Haf zada bilgi tutma mimik hareketlerinin ba l ca görevi olmayabilir. Bu çal man n bulgular göstermi tir ki, mimik hareketlerinin çocuklar ve yeti kinler için birbirine benzer ya da birbirinden farkl daha ba ka görevleri de bulunabilir. Her iki grup da, resmin dinleyici taraf ndan görülebildi i durumlarda daha fazla i aret mimi i kullanm t r. Bu da çocuklar n, yeti kinlerin bak aç s n anlayabildi ini gösterir.
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  • 2
17-34
  • Turkish

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