Tesadüfi Öğrenmenin Tematik Çerçevesinin Belirlenmesi

Yıl 2024, Cilt: 22 Sayı: 2, 1524 - 1550, 30.08.2024

Abdullah Tereci Nazan Sezen Yüksel

https://doi.org/10.37217/tebd.1471236

Öz

Tesadüfi öğrenme, bireyin dikkat dağıtıcı uyaranlara odaklanma sürecinde başka bir uyaranın bilgisine ulaşması olarak tanımlanan bir öğrenme türüdür. Bu çalışmanın amacı tesadüfi öğrenmenin doğasını anlamak ve farklı disiplinlerde yapılacak olan çalışmalar için tematik çerçevesini ortaya koymaktır. Çalışmanın amacına yönelik bibliyometrik analiz yapılarak tesadüfi öğrenme üzerinde yapılan çalışmalar yazar, yazarların atıf sayısı ve yayının yapıldığı dergi değişkenlerine göre incelenerek, tematik çerçeve için ağ yapısı ve tematik haritalar sunulmuştur. Bibliyometrik analiz için veriler Web of Science üzerinden incidental learning (tesadüfi öğrenme) anahtar kelimesi kullanılarak taranmıştır. Bu nedenle bu araştırma Web of Science veri tabanındaki veriler ile sınırlıdır. Tarama ölçütü olarak, çalışmaların makale ya da bildiri niteliğinde İngilizce dilinde olması tercih edilmiştir. Tarama sonucunda 280 adet çalışmanın analizleri yapılmıştır. Yapılan analizler sonucunda, son 10 yıl içerisinde tesadüfi öğrenme çalışmalarının arttığı ve eğitim bilimleri alanında yayın yapan dergilerde tesadüfi öğrenme çalışmalarının görece az olması dikkat çekmiştir. Kavramsal yapıya bakıldığında 2017 yılından itibaren tesadüfi öğrenme çalışmalarının odağının değiştiği görülmüştür. Ayrıca tesadüfi öğrenme üzerinde yapılan çalışmaların anahtar kelimelerinin en çok informal öğrenme, hafıza ve tesadüfi öğrenme temalarında kümelendiği görülmüştür.

Anahtar Kelimeler

Tesadüfi öğrenme, Tematik çerçeve, Bibliyometrik analiz, İnformal öğrenme, Örtük öğrenme

Determining Thematic Framework of Incidental Learning

Öz

Incidental learning is a type of learning defined as the individual's access to the information of another stimulus in the process of focusing on distracting stimuli. The aim of this study is to understand the nature of incidental learning and to present its thematic framework for future studies in different disciplines. For the purpose of the study, bibliometric analysis was conducted and the studies on incidental learning were examined according to author, the number of citations of authors and the in which the publication was made, and network structure and thematic maps were presented for the thematic framework. For the bibliometric analysis, the data were searched through Web of Science using the keyword incidental learning. Therefore, this research was limited to the data in the Web of Science database. As a criterion, it was preferred that the studies were articles or papers in English language. As a result of the analysis, it was noted that incidental learning studies had increased in the last 10 years and there were relatively few incidental learning studies in journals publishing in the field of educational sciences. When the conceptual structure was examined, it was seen that the focus of incidental learning studies had changed since 2017. In addition, it was observed that the keywords of the studies on incidental learning were mostly clustered in the themes of informal learning, memory and incidental learning.

Anahtar Kelimeler

Incidental learning, Thematic framework, Bibliometric analysis, Informal learning, Implicit learning

Kaynakça

• Ahmed, S. (2017). Intentional learning vs incidental learning. J. Psychol. Clin. Psychiatry, 7(00426), 10-15406.
• Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. Sage Open, 9(1), 2158244019829575.
• Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. Attention and Awareness in Foreign Language Learning, 259-379.
• Aria, M. & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975.
• Asllani, H. & Paçarizi, R. (2021). Enhancing second language incidental vocabulary learning through technology. Journal of Educational and Social Research, 11(4), 107-117.
• Berlyne, D. E. (1960) Conflict, arousal and curiosity. London: McGraw-Hill.
• Berry, D. C. & Broadbent, D. E. (1988). Interactive tasks and the implicit-explicit distinction. British Journal of Psychology, 79, 251– 272.
• Bliss-Moreau, E. & Barrett, L. F. (2009). What's reason got to do with it? Affect as the foundation of learning. Behavioral and Brain Sciences, 32(2), 201-202.
• Brewer, W. F. (1974). There is no convincing evidence for operant and classical conditioning in humans. W. B. Weimer & D. S. Palermo (Ed.), Cognition and symbolic processes içinde (s. 1-42). Hillsdale, NJ: Erlbaum.
• Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539-550.
• Broadus, R. N. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12, 373-379.
• Chapman, A. (1995). Intertextuality in school mathematics: The case of functions. Linguistics and Education, 7(3), 243–262.
• Colgan, D. M. (1970). Effects of instructions on the skin resistance response. Journal of Experimental Psychology, 86(1), 108-112.
• Cook, S. W. & Harris, R. E. (1937). The verbal conditioning of the galvanic skin reflex. Journal of Experimental Psychology, 21(2), 202–210.
• Craik, F. I. & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684.
• Crane, D. (1972). Invisible colleges: Diffusion of knowledge in scientific communities. Chicago: University of Chicago.
• Denhovska, N., Serratrice, L., & Payne, J. (2016). Acquisition of second language grammar under incidental learning conditions: The role of frequency and working memory. Language Learning, 66(1), 159-190.
• Dienes, Z. (2007). Subjective measures of unconscious knowledge. Progress in Brain Research, 168, 49-269.
• Dienes, Z., Altmann, G., Kwan, L., & Goode, A. (1995). Unconscious knowledge of artificial grammars is applied strategically. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(5), 1322-1338.
• Diodato, V. P. & Gellatly, P. (2013). Dictionary of bibliometrics. New York: Routledge.
• Ellis, R. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Buffalo, NY: Multilingual Matters.
• Fakhr, A. M., Farahani, B. D., & Farahani, K. A. A. (2020). Incidental vocabulary learning and retention from audiovisual input and factors affecting them. English Teaching & Learning, 45(2), 167-188.
• Gilbert, D. T. (1999). What the mind’s not. S. Chaiken & Y. Trope (Ed.), Dual- process theories in social psychology içinde (s. 3-11). New York: Guilford.
• Goldin-Meadow, S. (2006). Talking and thinking with our hands. Current Directions in Psychological Science, 15(1), 34-39.
• Hagen, J. W. (1967). The effect of distraction on selective attention. Child Development, 38(3), 685-694.
• Hallahan, D. P., Kauffman, J. M., & Ball, D. W. (1974). Effects of stimulus attenuation on selective attention performance of children. The Journal of Genetic Psychology, 125(2), 71-77.
• Hama, M. & Leow, R. P. (2010). Learning without awareness revisited: Extending Williams (2005). Studies in Second Language Acquisition, 32(3), 465-491.
• Hebb, D. O. (1949). The organization of behavior: a neuropsychological theory. London: Chapman & Hall.
• Hird, M. J. (2000). Gender's nature Intersexuality, transsexualism and the ‘sex’/’gender’ binary. Feminist Theory, 1(3), 347-364.
• Howarth, C. I. & Ellis, K. (1961). The relative intelligibility threshold for one’s own name compared with other names. Quarterly Journal of Experimental Psychology, 13(4), 236-239.
• Ioannidou, C., Busquets-Garcia, A., Ferreira, G., & Marsicano, G. (2021). Neural substrates of incidental associations and mediated learning: The role of cannabinoid receptors. Frontiers in Behavioral Neuroscience, 15, 722796.
• Jacoby, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30(5), 513-541.
• Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Journal of Experimental Psychology, 21(2), 202-210.
• Leow, R. P. (1997). Attention, awareness, and foreign language behavior. Language Learning, 47(3), 467-505.
• Leow, R. (2015). Explicit learning in the L2 classroom. A student centered approach. New York: Routledge.
• Lovibond, P. F. (2003). Causal beliefs and conditioned responses: retrospective revaluation induced by experience and by instruction. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(1), 97-106.
• Lu, Y. (2021). Implication from incidental and intentional learning in taking up a foreign language. 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) içinde (s. 539-544). Zhengzhou: Atlantis.
• Karami, A. (2019). Implementing audio-visual materials (videos), as an incidental vocabulary learning strategy, in second/foreign language learners' vocabulary development: A current review of the most recent research. Journal on English Language Teaching, 9(2), 60-70.
• Krashen, S. D. (1992). Fundamentals of language education. Torrance, CA: Laredo.
• Mach, E. (1973). On thought experiments. Philosophical Forum, 4(3), 449–457.
• McLaren, I. P. L., Forrest, C. L. D., McLaren, R. P., Jones, F. W., Aitken, M. R. F., & Mackintosh, N. J. (2014). Associations and propositions: The case for a dual- process account of learning in humans. Neurobiology of Learning and Memory, 108, 185-195.
• Miller, P. H. & Weiss, M. G. (1981). Children's attention allocation, understanding of attention, and performance on the incidental learning task. Child Development, 1183-1190.
• Mitchell, C. J., De Houwer, J., & Lovibond, P. F. (2009). The propositional nature of human associative learning. Behavioral and Brain Sciences, 32(2), 183-198.
• Moed, H. F. (2005). Citation analysis in research evaluation. Dordrecht, The Netherlands: Springer.
• Neal, A., & Hesketh, B. (1997). Episodic knowledge and implicit learning. Psychonomic Bulletin & Review, 4, 24-37.
• Nicholas, D. & Ritchie, M. (1978). Literature and bibliometrics. Hamden, Conn: Linnet.
• O’Halloran, K. L. (1999). Towards a systemic functional analysis of multisemiotic mathematics texts. Semiotica, 124(1-2), 1–29.
• Paek, S., Hoffman, D. L., & Saravanos, A. (2017). Spatial contiguity and incidental learning in multimedia environments. British Journal of Educational Technology, 48(6), 1390-1401.
• Pavlov, I. P. (1927). Conditioned reflexes (F. V. Anrep, Çev.). London: Oxford University.
• Pelham, W. E. & Ross, A. O. (1977). Selective attention in children with reading problems: A developmental study of incidental learning. Journal of Abnormal Child Psychology, 5(1), 1-8.
• Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3(4), 359-400.
• Perruchet, P. & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Sciences, 10(5), 233-238.
• Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25, 348-349.
• Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 6(6), 855-863.
• Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118(3), 219-235.
• Reber, A. S. (1993). Implicit learning and tacit knowledge. London: Oxford University.
• Rebuschat, P. & Williams, J. N. (2012). Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, 33(4), 829-856.
• Rebuschat, P. (2013). Measuring implicit and explicit knowledge in second language research. Language Learning, 63(3), 595-626.
• Rodgers, M. (2017). The pedagogical role of a white instructor’s racial awareness narrative. Rhetorics of Whiteness: Postracial Hauntings in Popular Culture, Social Media, and Education, 222-234.
• Rogers, J., Révész, A., & Rebuschat, P. (2015). Challenges in implicit learning research: Validating a novel artificial language. Implicit and explicit learning of languages içinde (s. 275-300). London: John Benjamins.
• Rogers, J., Révész, A., & Rebuschat, P. (2016). Implicit and explicit knowledge of inflectional morphology. Applied Psycholinguistics, 37(4), 781-812.
• Rosa, E. & O'Neill, M. D. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21(4), 511-556.
• Shanks, D. R. (2007). Associationism and cognition: Human contingency learning at 25. Quarterly Journal of Experimental Psychology, 60(3), 291-309.
• Schmidt, J. R. (2021). Incidental learning of simple stimulus-response associations: A review of color-word contingency learning research. LAnnee Psychologique, 121(2), 77-127.
• Seger, C. A. (1994). Implicit learning. Psychological Bulletin, 115(2), 163-196.
• Small, H. (1973). Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science, 24(4), 265-269.
• Tereci, A. & Sezen-Yüksel, N. (2021). Investigation of incidental learning in a mathematical activity on secondary school students by their success. İlkogretim Online, 20(2), 189-197.
• Ting, R. Y. L. (2005). Mobile learning: Current trend and future challenges. Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05) içinde (s. 603-607). Kaohsiung: IEEE.
• Tonta, Y. (2017). TÜBİTAK Türkiye Adresli Uluslararası Bilimsel Yayınları Teşvik (UBYT) programının değerlendirilmesi. Ankara: TÜBİTAK ULAKBİM.
• Treisman, A. M. (1964). Selective attention in man. British Medical Bulletin, 20(1), 12-16.
• Thomas, N. (2020). Incidental L2 vocabulary learning: Recent developments and implications for future research. Reading in a Foreing Language, 32(1), 49-60.
• Velichkovsky, B. B. (2017). Consciousness and working memory: Current trends and research perspectives. Consciousness and Cognition, 55, 35-45.
• Yılmaz, M. (1999). Kütüphane ve bilgibilimi açısından bibliyometrinin önemi. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Yılmaz, M. (2019). Bibliyometriye eleştirel bir bakış. Türk Kütüphaneciliği, 33(1), 43-49.
• Wagnon, C. C., Wehrmann, K., Klöppel, S., & Peter, J. (2019). Incidental learning: A systematic review of its effect on episodic memory performance in older age. Frontiers in Aging Neuroscience, 11, 173-189.
• Waring, R. & Nation, P. (2004). Second language reading and incidental vocabulary learning. Angles on the English Speaking World, 4(1), 11-23.
• White, H. D. & Griffith, B. C. (1981). Author cocitation: A literature measure of intellectual structure. Journal of the American Society for Information Science, 32(3), 163-171.