Yönerge Türü, Kelimelerin Duygusal Değeri ve Cinsiyetin Yönlendirilmiş Unutma Üzerindeki Etkisi

Abstract

Bu çalışmada, kelimelerin duygusal değeri ile cinsiyetin yönlendirilmiş unutma üzerindeki etkisi araştırılmıştır. Yönlendirilmiş unutma etkisi, katılımcılardan hatırlamaları gereken kelimeleri unutmaları; aynı zamanda, unutmaları gereken kelimeleri hatırlamaları istenerek incelenmiştir. Çalışma, iki deneyden oluşmaktadır. Birinci deneyde, duygusal ve nötr kelimelerden oluşan bir kelime listesi katılımcılara bir kez sunulurken, ikinci deneyde aynı kelime listesi katılımcılara iki kez sunulmuştur. Her iki deney iki aşamadan oluşmaktadır. Katılımcılara birinci aşamada item yöntemiyle unut ya da hatırla yönergesiyle verilen kelimeler, ikinci aşamada unutulanı hatırla ya da hatırlananı unut yönergesiyle yeniden sunulmuştur. Her iki aşama sonunda sunulan tüm kelimeler için bir serbest hatırlama görevi verilmiştir.

Araştırmanın sonucunda, birinci aşamada yönlendirilmiş unutma etkisi gözlenirken; ikinci aşamada görülmemiştir. Her iki deneyin birinci aşamasında unutulması istenen kelimeler ikinci aşamada hatırla yönergesiyle yeniden çalışıldıklarında, birinci aşamada hatırlanması istenen ke- limeler kadar hatırlanmışlardır. Bu, geri getirmede ketlemeden kurtulma etkisi (release of retrieval inhibition) olarak tanımlanmaktadır. Birinci aşamada hatırlanması istenilen kelimelerin ikinci aşamada unutulması istendiğinde, katılımcılar daha fazla zaman ve çalışma fırsatı ile hatırlanması istenilmeyen kelimeleri ketleyebilmiştir. Duygusal değeri olan kelimeleri ketlemenin nötr kelimelere; olumlu kelimeleri ketlemenin de olumsuz ve nötr kelimelere göre daha zor olduğu gözlenmiştir. Ayrıca, yönlendirilmiş unutma açısından anlamlı bir cinsiyet farkı bulunmamıştır. 

Keywords

• Yönlendirilmiş unutma,Kelimelerin duygusal değeri,Geri getirmede ketlemeden kurtulma,Tekrarlama etkisi

Effect of Direction Type, Emotional Valence of Words And Gender on Directed Forgetting

Abstract

In the present study, the effects of emotional valence of words and gender on directed forgetting were investigated. The directed forgetting effect was investigated by requiring from participants to forget the words that they have to recall and at the same time, to recall the words that they have to forget. The study was composed of two experiments. In the first experiment, the participants were presented with a list of words consisting of neutral and emotional words once, while the participants were presented with the same list twice in the second experiment. Both experiments were composed of two stages. Under the item method, the words which were presented with the directions of forget or recall in the first stage were presented again with the directions of recall what you have forgotten or forget what you have recalled in the second stage. In the both stages, the subjects were given a free recall test for all the words presented before.

In the end of the study, a directed forgetting effect was observed in the first stage but not in the second stage. In both experiments, when the words which they were wanted to be forgotten in the first stage were studied again, they were recalled as much as the words which they were asked to be recalled in the first stage. This refers to release of retrieval inhibition. When the words which were asked to be forgotten in the first stage were required to be recalled in the second stage, the participants could succeed to inhibit the words which they were not wanted to be recalled with extra time and opportunity to study. It was found that as inhibition of emotional words was more difficult than neutral ones, inhibition of positive words was harder than negative and neutral ones. Moreover, any significant gender differences in terms of directed forgetting was not observed. 

Keywords

• Directed forgetting,Emotional valence of words,Release of retrieval inhibition,Repetition effect

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