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Cognitive and Neural Basis of Discourse Processing

Yıl 2024, Cilt: 8 Sayı: 1, 517 - 530, 13.01.2024
https://doi.org/10.34056/aujef.1249529

Öz

The main goal of the education process is to promote achieving a desired level of academic competence. The design of the didactic process and educational activities considering the factors that affect learning-teaching dynamics is crucial to improve the quality of learning outputs. Reading is one of the key learning areas targeted and emphasized in the education process. Although reading is among the main language skills, the development of reading skills is also important for academic development in other learning areas. Reading is a process of constructing meanings of words and text and occurs through cognitive functions at various levels. The quality of the product to be obtained at the end of the reading process, that is knowledge acquisition, is primarily proportional to the quality of the cognitive mechanisms carried out during the reading process. To access textual meaning, it is necessary to establish how each element in the text assembles in accordance with the discourse structure. Therefore, one of the key components of the reading-comprehension process is discourse processing. The goal of discourse processing is to build mental connections between text segments in order to uncover local and global coherence networks. In this respect, discourse processing itself is a cognitive action that extends to mental processes, and thus it is important for improving reading skills to determine the dynamics of cognitive system functioning during discourse processing and the cortical regions involved in. According to above-mentioned background, the aim of this study is to focus on how the cognitive system functions in discourse processing and to examine which cortical regions are activated in cognitive processes in line with the literature findings.

Kaynakça

  • Aminoff, E. M., Kveraga, K., & Bar, M. (2013). The role of the parahippocampal cortex in cognition. Trends in Cognitive Science, 17(8), 379-390.
  • Beeman, M. J., Bowden, E. M., & Gernsbacher, M. A. (2000). Right and left hemisphere cooperation for drawing perdictive and coherene inferences during normal story comprehension. Brain and Language, 71(2), 310-336.
  • Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction. New Jersey: Pearson.
  • Colvin, R. (2016). Optimising, generating and integrating education practive using neuroscience. Science of Learning, 16012, 1-4.
  • Dolu, N. (2015). Öğrenmenin nörofizyolojisi. A. Mehmet içinde, Öğrenmenin nörofizyolojisi öğretimde yeni yaklaşımlar (s. 2-47). Anı Yayıncılık.
  • Ferstl, E. C., & Kintsch, W. (1999). Learning from text structural knowledge assessment in the study of discourse comprehension. In H. v. Osstendorp, & S. R. Goldman (Eds.), The construction of mental representation during reading (pp. 247-277). Lawrence Erlbaum Associates.
  • Friederici, A. D., & Gierhan, S. M. (2003). The language network. Current Opinion in Neurobiology, 23(2), 250-254.
  • Geake, J., & Copper, R. (2003). Cognitive neuroscience: Implication for education? Westminster Studies in Education, 26(1), 7-20.
  • Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental modes. Journal of Memory & Language, 31, 129-151.
  • Grozs, B., Joshi, A., & Weinstain, S. (1995). Centering: A framework for modeling the local coherence of discourse. Computational Linguistics, 3, 203-225.
  • Kaygısız, Ç. (2022). Educational neuroscience: Issues and challenges. Erciyer Journal of Education, 1, pp. 80-98.
  • Kibrik, A. A. (2011). Reference in discourse. Oxford University Press.
  • Kintsch, W. (1998). Comprehension a paradigm for cognition. Cambridge University Press.
  • Kintsch, W., & Rawson, K. A. (2005). Comprehension. In. M. J. Nowling, & C. Hulme (Eds.) The science of reading (pp. 209-226). Blacwell Publishing.
  • Kuperberg, G. R., Lakshmanan, B. M., Caplan, D. N., & Holcomb, P. J. (2006). Making sense of discourse: An fMRI study of causal inferencing across sentences. NeuroImage, 33(1), 343-361.
  • Kurby, C. A. (2018). Research Metheods Neuroscientific Methods to Study Discourse Processes. In. M. F. Schober, D. N. Napp, & M. A. Britt (Eds.), The Routedge Handbook of Discourse Processes (pp. 131-137). Routledge.
  • Kurby, C. A., & Zacks, J. M. (2015). Situation models in naturalistic comprehension. In. R. M. Willems (Ed.), Cognitive neuroscience of natural language use (pp. 59-76). Cambridge University Press.
  • Maguire, E. A., Frith, C. D., & Morris, R. G. (1999). The functional neuroanatomy of comprehension and memory: The importance of prior knowledge. Brain, 112, 1839-1850.
  • Mazoyer, B. M., Tzourio, N., Frank, V., Syrota, A., Murayama, N., Levrier, O., . . . Mehler, J. (1993). The cortical representation of speech. Journal of Cognitive Neuroscience 5, 467-479.
  • McNabb, M. L., & Thurber, B. B. (2006). Literacy learning in networked classrooms: Using the internet with middle level students. International Reading Association.
  • McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Process 22, 247-288.
  • Moore, D. J., & Wiemer-Hastings, P. (2003). Discourse in computational linguistics and artifical intelligence. In. M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 439-487). Lawrence Erlbaum Associates.
  • Perfetti, C. A., & Frishkoff, G. A. (2008). The neural basis of text and disvourse processing. In. B. Stemmer, & H. A. Whitaker (Eds.), Handbook of the neuroscience of language (pp. 165-174). Elsevier Press.
  • Robertson, D. A., Gernsbacher, M. A., Guidotti, S. J., Robertson, R. R., Irwin, W., Mock, B. J., & Campana, M. E. (2000). Functional neuroanatomy of the cognitivve process of mapping during discourse comprehension. Psychological Science, 11(3), 255-260.
  • Samuels, S. J. (2013). Toward a theory of automaitc information processing. In. D. E. Alderman, N. J. Unrau, & R. B. Ruddel (Eds.), Theoretical models and processing of reading (6th ed. pp.698-718). International Reading Association.
  • Salmelin, R., & Kujala, J. (2006). Neural representation of language: Activation versus longrange connectivity. Trends in Cognitive Science, 10(1), 519-525.
  • Schrag, F. (2013). Can this marrieage be saved? The future of 'neuro-education'. Journal of Philosophy of Education, 47(1), 20-30.
  • Smith, E., & Kosslyn, E. (2014). Cognitive psychology mind and brain. Pearson.
  • Spitsyna, G., Warren, J. E., Scott, S. K., Turkheimer, F. E., & Wise, J. S. (2006). Converging language streams in the human temporal lobe. The Journal of Neuroscience, 26(28), 7328-7336.
  • van der Broek, P., Lorch, R. F., Linderhom, T., & Gustafson, M. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.
  • Wang, B., Hu, X., Li, P., & Yu, P. S. (2021). Cognitive structure learning model for hierarchhical multi-labeled text classification. Knowledge Based System, 218, 1-13.
  • Wiellems, R. M. (2015). Cognitive neuroscience of natural language use. Cambridge University Press.
  • Zacks, J. M., Mar, R. A., & Calarco, N. (2018). The cognitive neuroscience of discourse covered ground and new directions. In. M. F. Schober, D. N. Rapp, & M. A. Britt (Eds), The routledge handbook of discourse processes (pp. 269-294). Routledge.
  • Zwaan, R. A. (2004). The immersed experiencer: Toward an embodied theory of language comprehension. In. B. H. Ross (Eds.), The psychology of learning and motivation (pp. 35-62). Elsevier.
  • Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162-185.
  • Zwaan, R. A., Langston, M. C., & Graesser, A. C. (1995). The Construction of Situation Models in Narrative Comprehension: An Event-Indexing Model. Psychological Science, 6, 162-185.

Söylem İşlemenin Bilişsel ve Sinirsel Temelleri

Yıl 2024, Cilt: 8 Sayı: 1, 517 - 530, 13.01.2024
https://doi.org/10.34056/aujef.1249529

Öz

Öğretim sürecinin nihai hedefi akademik yeterliliklerin mümkün olan en üst seviyede geliştirilmesidir. Bu nedenle didaktik süreç ve etkinliklerin tasarımında, öğrenme-öğretme dinamikleri üzerindeki etkili olan unsurların belirlenmesi, elde edilecek öğrenme çıktılarının niteliği bakımından son derece önemlidir. Öğretim sürecinde gelişimi hedeflenen ve üzerinde önemle durulan öğrenme alanlarından birisi de okumadır. Zira okuma temel dil becerilerinden birisi olmakla birlikte kuma becerisinin gelişimi, diğer öğrenme alanlarındaki akademik gelişim açısından da önemlidir. Okuma, temel amacı metnin anlamlandırılması olan ve çeşitli düzeylerdeki bilişsel eylemler aracılığıyla gerçekleşen bir eylemdir ve okuma eylemi sonunda elde edilecek ürünün niteliği (bilgi edinme durumu) süreç boyunca gerçekleştirilen işlemlerin niteliği ile doğru orantılı olacaktır. Metinsel anlama erişimde, metinde yer alan her bir unsurun, söylem yapısı uyarınca nasıl bir araya geldiğine dair kurulumların yapılması gerekmektedir. Dolayısıyla okuma-anlama süreci açısından temel unsurlardan birisi söylem işlemedir. Söylem işlemedeki temel hedef yerel ve küresel tutarlılık ağlarını belirginleştirmek üzere metin bölütleri (segmentleri) arasındaki zihinsel bağlantıları yapılandırmaktadır. Bu yönüyle söylem işlemenin kendisi başlı başına zihinsel süreçlere yayılan bilişsel bir eylemdir ve bilişsel sistemin, söylem işlemleme sırasındaki çalışma dinamiklerine ilişkin bilgi ile bu işlemlerin gerçekleştirilmesini sağlayan kortikal alanların belirlenmesi okuma becerisinin gelişimi açısından önemlidir. Bu akademik zeminden hareketle çalışmanın amacı söylem işleme süreçlerinde bilişsel sistemin nasıl çalıştığını ele almak ve bilişsel işlemlerin hangi kortikal alanların aktivasyonu ile sağlandığını yapılan çalışmalardan elde edilen bulgular doğrultusunda irdelemektedir.

Kaynakça

  • Aminoff, E. M., Kveraga, K., & Bar, M. (2013). The role of the parahippocampal cortex in cognition. Trends in Cognitive Science, 17(8), 379-390.
  • Beeman, M. J., Bowden, E. M., & Gernsbacher, M. A. (2000). Right and left hemisphere cooperation for drawing perdictive and coherene inferences during normal story comprehension. Brain and Language, 71(2), 310-336.
  • Bruning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. R. (2004). Cognitive psychology and instruction. New Jersey: Pearson.
  • Colvin, R. (2016). Optimising, generating and integrating education practive using neuroscience. Science of Learning, 16012, 1-4.
  • Dolu, N. (2015). Öğrenmenin nörofizyolojisi. A. Mehmet içinde, Öğrenmenin nörofizyolojisi öğretimde yeni yaklaşımlar (s. 2-47). Anı Yayıncılık.
  • Ferstl, E. C., & Kintsch, W. (1999). Learning from text structural knowledge assessment in the study of discourse comprehension. In H. v. Osstendorp, & S. R. Goldman (Eds.), The construction of mental representation during reading (pp. 247-277). Lawrence Erlbaum Associates.
  • Friederici, A. D., & Gierhan, S. M. (2003). The language network. Current Opinion in Neurobiology, 23(2), 250-254.
  • Geake, J., & Copper, R. (2003). Cognitive neuroscience: Implication for education? Westminster Studies in Education, 26(1), 7-20.
  • Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental modes. Journal of Memory & Language, 31, 129-151.
  • Grozs, B., Joshi, A., & Weinstain, S. (1995). Centering: A framework for modeling the local coherence of discourse. Computational Linguistics, 3, 203-225.
  • Kaygısız, Ç. (2022). Educational neuroscience: Issues and challenges. Erciyer Journal of Education, 1, pp. 80-98.
  • Kibrik, A. A. (2011). Reference in discourse. Oxford University Press.
  • Kintsch, W. (1998). Comprehension a paradigm for cognition. Cambridge University Press.
  • Kintsch, W., & Rawson, K. A. (2005). Comprehension. In. M. J. Nowling, & C. Hulme (Eds.) The science of reading (pp. 209-226). Blacwell Publishing.
  • Kuperberg, G. R., Lakshmanan, B. M., Caplan, D. N., & Holcomb, P. J. (2006). Making sense of discourse: An fMRI study of causal inferencing across sentences. NeuroImage, 33(1), 343-361.
  • Kurby, C. A. (2018). Research Metheods Neuroscientific Methods to Study Discourse Processes. In. M. F. Schober, D. N. Napp, & M. A. Britt (Eds.), The Routedge Handbook of Discourse Processes (pp. 131-137). Routledge.
  • Kurby, C. A., & Zacks, J. M. (2015). Situation models in naturalistic comprehension. In. R. M. Willems (Ed.), Cognitive neuroscience of natural language use (pp. 59-76). Cambridge University Press.
  • Maguire, E. A., Frith, C. D., & Morris, R. G. (1999). The functional neuroanatomy of comprehension and memory: The importance of prior knowledge. Brain, 112, 1839-1850.
  • Mazoyer, B. M., Tzourio, N., Frank, V., Syrota, A., Murayama, N., Levrier, O., . . . Mehler, J. (1993). The cortical representation of speech. Journal of Cognitive Neuroscience 5, 467-479.
  • McNabb, M. L., & Thurber, B. B. (2006). Literacy learning in networked classrooms: Using the internet with middle level students. International Reading Association.
  • McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Process 22, 247-288.
  • Moore, D. J., & Wiemer-Hastings, P. (2003). Discourse in computational linguistics and artifical intelligence. In. M. A. Gernsbacher, & S. R. Goldman (Eds.), Handbook of discourse processes (pp. 439-487). Lawrence Erlbaum Associates.
  • Perfetti, C. A., & Frishkoff, G. A. (2008). The neural basis of text and disvourse processing. In. B. Stemmer, & H. A. Whitaker (Eds.), Handbook of the neuroscience of language (pp. 165-174). Elsevier Press.
  • Robertson, D. A., Gernsbacher, M. A., Guidotti, S. J., Robertson, R. R., Irwin, W., Mock, B. J., & Campana, M. E. (2000). Functional neuroanatomy of the cognitivve process of mapping during discourse comprehension. Psychological Science, 11(3), 255-260.
  • Samuels, S. J. (2013). Toward a theory of automaitc information processing. In. D. E. Alderman, N. J. Unrau, & R. B. Ruddel (Eds.), Theoretical models and processing of reading (6th ed. pp.698-718). International Reading Association.
  • Salmelin, R., & Kujala, J. (2006). Neural representation of language: Activation versus longrange connectivity. Trends in Cognitive Science, 10(1), 519-525.
  • Schrag, F. (2013). Can this marrieage be saved? The future of 'neuro-education'. Journal of Philosophy of Education, 47(1), 20-30.
  • Smith, E., & Kosslyn, E. (2014). Cognitive psychology mind and brain. Pearson.
  • Spitsyna, G., Warren, J. E., Scott, S. K., Turkheimer, F. E., & Wise, J. S. (2006). Converging language streams in the human temporal lobe. The Journal of Neuroscience, 26(28), 7328-7336.
  • van der Broek, P., Lorch, R. F., Linderhom, T., & Gustafson, M. (2001). The effects of readers' goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.
  • Wang, B., Hu, X., Li, P., & Yu, P. S. (2021). Cognitive structure learning model for hierarchhical multi-labeled text classification. Knowledge Based System, 218, 1-13.
  • Wiellems, R. M. (2015). Cognitive neuroscience of natural language use. Cambridge University Press.
  • Zacks, J. M., Mar, R. A., & Calarco, N. (2018). The cognitive neuroscience of discourse covered ground and new directions. In. M. F. Schober, D. N. Rapp, & M. A. Britt (Eds), The routledge handbook of discourse processes (pp. 269-294). Routledge.
  • Zwaan, R. A. (2004). The immersed experiencer: Toward an embodied theory of language comprehension. In. B. H. Ross (Eds.), The psychology of learning and motivation (pp. 35-62). Elsevier.
  • Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162-185.
  • Zwaan, R. A., Langston, M. C., & Graesser, A. C. (1995). The Construction of Situation Models in Narrative Comprehension: An Event-Indexing Model. Psychological Science, 6, 162-185.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makalesi
Yazarlar

Çağrı Kaygısız 0000-0002-9650-3889

Yayımlanma Tarihi 13 Ocak 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 1

Kaynak Göster

APA Kaygısız, Ç. (2024). Söylem İşlemenin Bilişsel ve Sinirsel Temelleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 517-530. https://doi.org/10.34056/aujef.1249529
AMA Kaygısız Ç. Söylem İşlemenin Bilişsel ve Sinirsel Temelleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. Ocak 2024;8(1):517-530. doi:10.34056/aujef.1249529
Chicago Kaygısız, Çağrı. “Söylem İşlemenin Bilişsel Ve Sinirsel Temelleri”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 8, sy. 1 (Ocak 2024): 517-30. https://doi.org/10.34056/aujef.1249529.
EndNote Kaygısız Ç (01 Ocak 2024) Söylem İşlemenin Bilişsel ve Sinirsel Temelleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 8 1 517–530.
IEEE Ç. Kaygısız, “Söylem İşlemenin Bilişsel ve Sinirsel Temelleri”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 8, sy. 1, ss. 517–530, 2024, doi: 10.34056/aujef.1249529.
ISNAD Kaygısız, Çağrı. “Söylem İşlemenin Bilişsel Ve Sinirsel Temelleri”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 8/1 (Ocak 2024), 517-530. https://doi.org/10.34056/aujef.1249529.
JAMA Kaygısız Ç. Söylem İşlemenin Bilişsel ve Sinirsel Temelleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2024;8:517–530.
MLA Kaygısız, Çağrı. “Söylem İşlemenin Bilişsel Ve Sinirsel Temelleri”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 8, sy. 1, 2024, ss. 517-30, doi:10.34056/aujef.1249529.
Vancouver Kaygısız Ç. Söylem İşlemenin Bilişsel ve Sinirsel Temelleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2024;8(1):517-30.

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