The architectural cues affecting the effects of architectural images on European and Turkish architectural students

Culture (e.g. age, gender and country) is an effective variable in individuals? responses to architectural products. This thesis exemplifies this fact through empirical research. In the present research that used Lens Model, different cultural groups were represented by European and Turkish architectural students and the phorographs taken from the media (e.g. the professional magazines and internet) were considered as the representations of architectural products. 45 images, each representing a different building with a different program, were shown to the architectural students from Europe (n=25) and Turkey (n=21), and the degrees of affects were measured through a questionnaire. In order to diagnose the architectural cues that cause effect, the same images were presented to a group of architectural teachers (n=13), the ?control group?, and their evaluations were also collected via a questionnaire in which each image was asked to be evaluated in terms of 25 architectural cues. In the first step of Lens Model, the data from student groups regarding ?being effected? were correlated with the data from the control group regarding the architectural cues. In the second phase of the model, regression analyses were performed on the same data in order to diagnose the values and directions (positive/negative) of the effects. Analyses revealed the eight cues that affect students? being effected. The cues that similarly affected both student groups were the issues ?rebelling against gravity?, ?being a skilfull design?, being a challenge? and ?having a strong concept?. The cues that caused difference between the groups were the issues ?being high/tall?, ?complexity? and ?having strong shadows?. These findings indicated that different cultural groups were in agreement about the conceptual architectural cues whereas showed diversity regarding the effects of architectural cues that were physical. Agreements were claimed to be stemming from the shared/common viewpoint that is gained through architectural eduacation whereas diagreements were considered as consequences of belonging geographically/culturally different contexts. This situation supports the hypothesis which proposes the occurance of differences between the architecture students who represent different geographies and cultures within in the same architectural discipline.