Araştırma Makalesi

Using Temporal Information to Construct Situation Models of Narratives

Sayı: 66 27 Ocak 2026
PDF İndir
TR EN

Using Temporal Information to Construct Situation Models of Narratives

Öz

The ultimate goal of the act of reading is to understand the text and gain knowledge. For this purpose, the cognitive system creates a two-dimensional mental representation of the event situations in the text during the reading process, namely, the text base and the situation model. The text base is the aggregation of words forming propositional structures; the structuring of the relations between propositions form the macro-text structure. However, text-based mental representations are not sufficient to understand the text; therefore, creating mental representations of the temporal and spatial location of event situations in the text and the situation model is necessary to provide information about the text entities. In this sense, situation models are mental processors that enable the integration of the mental representation of the web of relationships comprising the text with the readers’ world knowledge. However, as the amount of information that the working memory can process simultaneously is limited, the amount of information that one can use in forming the situation model is limited. For this reason, determining the variables used in the formation of the situation model and the projections of these variables on the surface structure of the text in terms of the reading and comprehension process is important. Therefore, this study aims to reveal whether the information about the temporal structure and aspects assumes a function in the processing of narrative texts and the formation of situation models in Turkish.

Anahtar Kelimeler

Reading comprehension, situation model, temporal information, aspect, narrative text

Etik Beyan

This research was conducted with the permission obtained by the Ankara University Scientific Research and Publication Ethics Social and Human Sciences Board's decision dated 21/06/2021 and numbered 11/225.

Kaynakça

  1. Anglin, G. J., vaez, H., & Cunningham, K. L. (2004). Visual representation and learning: The role of stattic and animated graphics. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communication and Technology (pp. 865-916). Lawrence Erlbaum Associates, Publisher.
  2. Bauer, M. (1996). Lernthorien. H. Hierdes, & T. Hug In, Taschenbuch der pädagogik (Band. 3). Schneider Verlag Hohengehren.
  3. Bestgen, Y. (1998). Segmentation markers as trace and signal of discours. Journal of Pragmatics, 29, 753-763. https://doi.org.10.1016/S0378-2166(97)00082-9
  4. Carlisle, J. F. (2000). Awareness of the structural and meaning of morphological complex words: Impact on reading. Reading and Writting: An Interdisciplinary Journal, 12, 169-190. https://doi.org.10.1023/A:1008131926604
  5. Carreiras, M., Carriedo, N., Alonso, M. A., & Fernandes, A. (1997). The role of verb tense and verb aspect in the foregrounding of ınformation during reading. Memory and Cognition, 25(4), 438-446. https://doi.org.10.3758/BF03201120
  6. 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 representations during reading (pp. 247-277). Lawrence Erlbaum Associates, Publisher.
  7. Garnham, A., Oakhill, J., Ehrlich, M. E., & Carreiras, M. (1995). Representations and processes in the ınterpretation of pronouns: New evidence from spanish and french. Journal of Memory and Language(34), 41-62. https://doi.org.10.1006/jmla.1995.1003
  8. Gernsbacher, M. A. (1990). Language comprehension as structure building. Erlbaum.
  9. Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory & Language, 31, 129-151. https://doi.org.10.1016/0749-596X(92)90008-L
  10. Glenberg, A. M., Meyer, M., & Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83. https://doi.org.10.1016/0749-596X(87)90063-5

Kaynak Göster

APA
Kaygısız, Ç., & Uzun, G. (2026). Using Temporal Information to Construct Situation Models of Narratives. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 66, 30-43. https://doi.org/10.9779/pauefd.1561645
AMA
1.Kaygısız Ç, Uzun G. Using Temporal Information to Construct Situation Models of Narratives. PAÜEFD. 2026;(66):30-43. doi:10.9779/pauefd.1561645
Chicago
Kaygısız, Çağrı, ve Gülsün Uzun. 2026. “Using Temporal Information to Construct Situation Models of Narratives”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 66: 30-43. https://doi.org/10.9779/pauefd.1561645.
EndNote
Kaygısız Ç, Uzun G (01 Ocak 2026) Using Temporal Information to Construct Situation Models of Narratives. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 66 30–43.
IEEE
[1]Ç. Kaygısız ve G. Uzun, “Using Temporal Information to Construct Situation Models of Narratives”, PAÜEFD, sy 66, ss. 30–43, Oca. 2026, doi: 10.9779/pauefd.1561645.
ISNAD
Kaygısız, Çağrı - Uzun, Gülsün. “Using Temporal Information to Construct Situation Models of Narratives”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 66 (01 Ocak 2026): 30-43. https://doi.org/10.9779/pauefd.1561645.
JAMA
1.Kaygısız Ç, Uzun G. Using Temporal Information to Construct Situation Models of Narratives. PAÜEFD. 2026;:30–43.
MLA
Kaygısız, Çağrı, ve Gülsün Uzun. “Using Temporal Information to Construct Situation Models of Narratives”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 66, Ocak 2026, ss. 30-43, doi:10.9779/pauefd.1561645.
Vancouver
1.Çağrı Kaygısız, Gülsün Uzun. Using Temporal Information to Construct Situation Models of Narratives. PAÜEFD. 01 Ocak 2026;(66):30-43. doi:10.9779/pauefd.1561645