Sosyal Rollerin Otobiyografik Bellek Üzerindeki Etkileri: Arkadaşlık ve Öğrencilik Anılarının İçeriği, İşlevleri ve Fenomenolojisi

Abstract

Otobiyografik bellek, bireylerin şu andaki amaç ve güdülenmeleri tarafından yönlendirilen, benlikle ilişkili bir bellek sistemi olarak ele alınmaktadır. Benliğin bir parçası olan sosyal roller ise bireyin sosyal konumuna bağlı olarak (örn., öğrenci veya arkadaş) belirli bir bağlamda nasıl davranması gerektiğini belirler. Sosyal rollerin farklı amaçlar ve güdülenmelerle ilgili olabileceği ileri sürülmektedir. Bugüne kadar sosyal rollerin otobiyografik bellek üzerindeki etkileri ile ilgili çok az çalışma yapılmıştır ve bu çalışmalar sadece bellek temalarına odaklanmıştır. Ancak sosyal roller bağlamında hatırlanan otobiyografik anıların işlevlerine, fenomenolojik özelliklerine ve kimlikle olan bağlantılarına yönelik bir çalışma yapılmamıştır. Bu çalışmanın amacı, arkadaş ve öğrenci rolleriyle ilişkili otobiyografik anıların içerdikleri hâkim temaları, bellek işlevlerini, fenomenolojik özelliklerini ve kimlikle bağlantılarını incelemektir. Bu amaçla katılımcılardan (n = 106), biri arkadaş rolü diğeri öğrenci rolü ile ilişkili iki anı yazmaları ve her bir anıyı işlevleri, fenomenolojik özellikleri ve anının benliğe merkeziliği bakımından değerlendirmeleri istenmiştir. Bulgular, arkadaş ve öğrenci rolüyle ilişkili anıların temaları, bellek işlevleri ve taşıdıkları duygusal değerlik bakımından birbirinden farklılaştığını ortaya koymuştur. Arkadaş rolüyle ilgili anıların öğrencilik anılarına kıyasla daha yüksek sıklıkta ilişkisel (örn., arkadaşlık, romantik ya da aile ilişkisiyle ilgili) tema barındırdığı, daha olumlu duygularla hatırlandığı, benlik ve sosyal işlevlere daha fazla hizmet ettiği ve bireylerin hayatında daha merkezi olan deneyimleri içerdiği bulunmuştur. Öğrenci rolüyle ilişkili anıların ise daha çok başarı/başarısızlık temasına odaklı olduğu gözlemlenmiştir. Öğrencilik rolünde ilişkisel içerikli anılar olsa da bu anılarda otorite (örn., öğretmen) ile kurulan ilişkiler ağır basmaktadır. Bu bulgular, farklı sosyal rollerin ve bu sosyal rollerle ilgili farklı amaç ve güdülenmelerin (örn., içsel ve dışsal güdülenme) insanların otobiyografik anılarını nasıl hatırladıklarını yönlendirebileceğine işaret etmektedir.

Keywords

• Arkadaş rolü
• benlik
• fenomenolojik özellikler
• otobiyografik bellek işlevleri
• öğrenci rolü
• sosyal roller

The Effects of Social Roles on Autobiographical Memory: The Content, Functions and Phenomenological Characteristics of the Friend-role and the Student-role Memories

Abstract

Researchers define autobiographical memory as a self-related memory system guided by the current goals and motivations of individuals. Social roles determine the behavior of individuals in specific contexts according to social position (e.g., student and friend). Research suggests that social roles may be related to different goals and motivations. To date, studies that address the effects of social roles on autobiographical memory are very few, and these studies mainly focus on memory themes. Moreover, research that investigates whether or not and how social roles impact the retrieval of autobiographical memory is lacking. To address this research gap, the current study aims to examine the effects of social roles (i.e., being a student and a friend) on the contents, functions, and phenomenological characteristics of autobiographical memory. Participants (n = 106) report two memories related to the friendship and studentship roles, respectively, and evaluate each memory in terms of functions, phenomenological characteristics, and centrality to the self. The results demonstrate that friend and student memories differed in terms of content, function, and emotional valence. In addition, friend memories contain more relational themes, carry more positive emotions, serve the self and social functions more, and depict a more central place in the lives of individuals compared with student memories. The study also observes that student memories focused more on the theme of success/failure. Although student memories also contain a number of relational themes, the relationships established with authority predominate in these memories. These findings suggest that social roles, goals, and motivations that underlie these roles may drive the remembrance of people of their autobiographical memory.

Keywords

• Friend role
• self
• phenomenology
• autobiographical memory functions
• student roles
• social roles

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