{"id":1690,"date":"2021-10-01T15:00:51","date_gmt":"2021-10-01T15:00:51","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&#038;p=1690"},"modified":"2025-04-11T21:48:31","modified_gmt":"2025-04-11T21:48:31","slug":"psikodilbilim-kognitif-vikimaraton","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/psikodilbilim-kognitif-vikimaraton\/","title":{"rendered":"Psikodilbilim \u2014 Kognitif VikiMaraton"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\" id=\"1dd3\"><em>Bu d\u00f6k\u00fcman 4 Eyl\u00fcl 2021 \u2018de CogIST olarak Vikipedi T\u00fcrkiye\u2019de ger\u00e7ekle\u015ftirdi\u011fimiz katk\u0131lar\u0131n bir ar\u015fivi niteli\u011findedir. Vikipedideki maddeler s\u0131kl\u0131kla de\u011fi\u015ftirilebildi\u011fi i\u00e7in, bu katk\u0131lar\u0131n kendi pay\u0131m\u0131za d\u00fc\u015fen k\u0131sm\u0131n\u0131 belgelemek ve ar\u015fivlemek gere\u011fi duyduk. Bu maddeye&nbsp;<\/em><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bili%C5%9Fsel_dilbilim\" rel=\"noreferrer noopener\" target=\"_blank\"><em>Vikipedi<\/em><\/a><em>\u2019den eri\u015febilirsiniz. T\u00fcm Kognitif VikiMaraton detaylar\u0131na ise&nbsp;<\/em><a href=\"https:\/\/www.cog-ist.com\/kognitif-vikimaraton-detay\" rel=\"noreferrer noopener\" target=\"_blank\"><em>buradan<\/em><\/a><em>&nbsp;ula\u015fabilirsiniz.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"0f29\"><strong>Psikodilbilim<\/strong>&nbsp;veya dilin psikolojisi psikolojik s\u00fcre\u00e7lerle dilsel etkenler aras\u0131ndaki ileti\u015fimi \u00e7al\u0131\u015fan disiplindir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-1\" rel=\"noreferrer noopener\" target=\"_blank\">[1]<\/a>&nbsp;Bu disiplin ba\u015fat olarak dilin nas\u0131l i\u015flendi\u011fi (to process), zihin ve beyinde nas\u0131l temsillendi\u011fi (to represent) ile ilgilenir; yani,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C4%B0nsan\" rel=\"noreferrer noopener\" target=\"_blank\">insanlar\u0131n<\/a>&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Dil\" rel=\"noreferrer noopener\" target=\"_blank\">dili<\/a>&nbsp;edinmesini, kullanmas\u0131n\u0131, anlamas\u0131n\u0131 (to comprehend) ve \u00fcretmesini sa\u011flayan&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikoloji\" rel=\"noreferrer noopener\" target=\"_blank\">psikolojik<\/a>&nbsp;ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Sinirbilim\" rel=\"noreferrer noopener\" target=\"_blank\">n\u00f6robiyolojik<\/a>&nbsp;fakt\u00f6rlerle\u2026<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-2\" rel=\"noreferrer noopener\" target=\"_blank\">[2]<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"4e78\">Psikodilbilim dildeki gramatik yap\u0131lar\u0131n (construction) \u00fcretimi i\u00e7in elzem olan bili\u015fsel yeti (faculty) ve s\u00fcre\u00e7lerle (process) ilgilenir. Ayr\u0131ca bu yap\u0131lar\u0131n bir dinleyici taraf\u0131ndan alg\u0131lan\u0131\u015f\u0131n\u0131 da inceler.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"b641\">Psikodilbilim felsefi ve e\u011fitsel alanlardan hareketle ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Modern ara\u015ft\u0131rmalar, zihnin-beynin dili nas\u0131l i\u015fledi\u011fini incelemek i\u00e7in&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Biyoloji\" rel=\"noreferrer noopener\" target=\"_blank\">biyoloji<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/N%C3%B6robilim\" rel=\"noreferrer noopener\" target=\"_blank\">n\u00f6robilim<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bili%C5%9Fsel_bilim\" rel=\"noreferrer noopener\" target=\"_blank\">bili\u015fsel bilim<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Dilbilim\" rel=\"noreferrer noopener\" target=\"_blank\">dilbilim<\/a>&nbsp;ve enformasyon biliminden yararlan\u0131r. Bunun yan\u0131 s\u0131ra&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Sosyal_bilimler\" rel=\"noreferrer noopener\" target=\"_blank\">sosyal bilimler<\/a>, insan geli\u015fimi, ileti\u015fim teorileri ve bebek geli\u015fimi gibi kimi alanlarla da etkile\u015fimi vard\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"967b\">Beynin n\u00f6rolojik i\u015fleyi\u015fini incelemek i\u00e7in non-invazif tekniklere sahip birka\u00e7 alt disiplin vard\u0131r. \u00d6rne\u011fin:&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Sinirdilbilim\" rel=\"noreferrer noopener\" target=\"_blank\">n\u00f6rolinguistik<\/a>&nbsp;ba\u015fl\u0131 ba\u015f\u0131na bir alan haline geldi; geli\u015fimsel psikodilbilim, psikodilbilimin bir dal\u0131 olarak, \u00e7ocu\u011fun dil \u00f6\u011frenme yetene\u011fi ile ilgilenmektedir.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"fdff\">\u00c7al\u0131\u015fma Alanlar\u0131<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"a801\"><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikoloji\" rel=\"noreferrer noopener\" target=\"_blank\">Psikodilbilim, psikoloji<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bili%C5%9Fsel_bilim\" rel=\"noreferrer noopener\" target=\"_blank\">bili\u015fsel bilim<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Dilbilim\" rel=\"noreferrer noopener\" target=\"_blank\">dilbilim<\/a>, konu\u015fma ve dil patolojisi ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/S%C3%B6ylem_%C3%A7%C3%B6z%C3%BCmlemesi\" rel=\"noreferrer noopener\" target=\"_blank\">s\u00f6ylem analizi<\/a>&nbsp;dahil olmak \u00fczere \u00e7e\u015fitli farkl\u0131 arkaplanlara sahip ara\u015ft\u0131rmac\u0131lardan olu\u015fan disiplinleraras\u0131 bir \u00e7al\u0131\u015fma alan\u0131d\u0131r. Psikodilbilimciler, a\u015fa\u011f\u0131daki ana alanlara g\u00f6re insanlar\u0131n dili nas\u0131l edindiklerini ve kulland\u0131klar\u0131n\u0131 inceler:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Dil_edinimi\" target=\"_blank\" rel=\"noreferrer noopener\">dil edinimi<\/a>: \u00e7ocuklar dili nas\u0131l edinir?<\/li>\n\n\n\n<li>dil anlay\u0131\u015f\u0131: insanlar dili nas\u0131l anlar?<\/li>\n\n\n\n<li>dil \u00fcretimi: insanlar dili nas\u0131l \u00fcretir?<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C4%B0kinci_dil_edinimi\" target=\"_blank\" rel=\"noreferrer noopener\">ikinci dil edinimi<\/a>: Bir dili zaten bilen insanlar ba\u015fka bir dili nas\u0131l edinir?<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"23e1\">Dili anlama ile ilgilenen bir ara\u015ft\u0131rmac\u0131, bas\u0131l\u0131 metindeki \u00f6r\u00fcnt\u00fclerden&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Ortografi\" rel=\"noreferrer noopener\" target=\"_blank\">ortografik<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bi%C3%A7imbilim\" rel=\"noreferrer noopener\" target=\"_blank\">morfolojik<\/a>,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Sesbilim\" rel=\"noreferrer noopener\" target=\"_blank\">fonolojik<\/a>&nbsp;ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Anlambilim\" rel=\"noreferrer noopener\" target=\"_blank\">anlamsal<\/a>&nbsp;bilgilerin \u00e7\u0131kar\u0131lmas\u0131yla ilgili s\u00fcre\u00e7leri incelemek i\u00e7in okuma s\u0131ras\u0131nda&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Kelime\" rel=\"noreferrer noopener\" target=\"_blank\">kelime tan\u0131ma \u00e7al\u0131\u015fabilir.<\/a>&nbsp;Dil \u00fcretimiyle ilgilenen bir ara\u015ft\u0131rmac\u0131, kavramsal veya anlamsal d\u00fczeyden ba\u015flayarak s\u00f6zc\u00fcklerin telaffuz edilmeye nas\u0131l haz\u0131rland\u0131\u011f\u0131n\u0131 inceleyebilir (bu asl\u0131nda \u00e7a\u011fr\u0131\u015f\u0131mla ilgili bir konudur ve muhtemelen anlamsal farkl\u0131l\u0131kla ilgili kavramsal bir \u00e7er\u00e7eve yoluyla incelenebilir). Bunlar\u0131n yan\u0131 s\u0131ra Geli\u015fimsel Psikodilbilimciler, bebeklerin ve \u00e7ocuklar\u0131n dili \u00f6\u011frenme ve i\u015fleme becerilerini inceler.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-3\" rel=\"noreferrer noopener\" target=\"_blank\">[3]<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"f6c8\"><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Dil\" rel=\"noreferrer noopener\" target=\"_blank\">Psikodilbilim, \u00e7al\u0131\u015fmalar\u0131n\u0131 insan dilini<\/a>&nbsp;olu\u015fturan farkl\u0131 bile\u015fenlere g\u00f6re daha da b\u00f6ler.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"1b29\">Dilbilim ile ilgili alanlar \u015funlar\u0131 i\u00e7erir:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Ses_bilgisi\" target=\"_blank\" rel=\"noreferrer noopener\">Fonetik<\/a>\u00a0ve\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Sesbilim\" target=\"_blank\" rel=\"noreferrer noopener\">fonoloji<\/a>, konu\u015fma seslerinin incelenmesidir. Psikodilbilimde ara\u015ft\u0131rmalar, beynin bu sesleri nas\u0131l i\u015fledi\u011fine ve anlad\u0131\u011f\u0131na odaklan\u0131r.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bi%C3%A7imbilim\" target=\"_blank\" rel=\"noreferrer noopener\">Morfoloji<\/a>, \u00f6zellikle ilgili kelimeler (\u00a0<em>k\u00f6pek<\/em>\u00a0ve\u00a0<em>k\u00f6pekler<\/em>\u00a0gibi) aras\u0131ndaki yap\u0131lar\u0131n ve kurallara dayal\u0131 olarak yeni kelime (\u00e7o\u011ful bir yap\u0131 olu\u015fturmak gibi) olu\u015fumunun incelenmesidir.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/S%C3%B6zdizim\" target=\"_blank\" rel=\"noreferrer noopener\">Sentaks<\/a>, kelimelerin c\u00fcmleler olu\u015fturmak i\u00e7in nas\u0131l birle\u015ftirildi\u011finin incelenmesidir.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Anlambilim\" target=\"_blank\" rel=\"noreferrer noopener\">Semantik<\/a>, kelimelerin ve c\u00fcmlelerin\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Anlambilim\" target=\"_blank\" rel=\"noreferrer noopener\">anlamlar\u0131yla<\/a>\u00a0ilgilenir. Sentaks, c\u00fcmlelerin bi\u00e7imsel yap\u0131s\u0131yla ilgiliyken semantik, c\u00fcmlelerin asli anlam\u0131yla ilgilenir.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Edimbilim\" target=\"_blank\" rel=\"noreferrer noopener\">Pragmatik<\/a>, anlam\u0131n yorumlanmas\u0131nda\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Ba%C4%9Flam_(dilbilgisi)\" target=\"_blank\" rel=\"noreferrer noopener\">ba\u011flam\u0131n<\/a>\u00a0rol\u00fc ile ilgilenir.<\/li>\n<\/ul>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"2b0d\">Tarih<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"d3cb\">Psikodilbilim dilin \u00f6zelliklerinin nas\u0131l edinildi\u011fini ara\u015ft\u0131rd\u0131\u011f\u0131ndan dolay\u0131 do\u011fu\u015ftanl\u0131\u011fa kar\u015f\u0131 davran\u0131\u015f\u0131n edinilmesi konusundaki tart\u0131\u015fmalardan bir hayli etklieniyor. Bir s\u00fcre i\u00e7in do\u011fu\u015ftan \u00f6zellik konsepti psikoloji \u00e7al\u0131\u015fmalar\u0131nda hi\u00e7 dikkate al\u0131nmad\u0131.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:2-4\" rel=\"noreferrer noopener\" target=\"_blank\">[4]<\/a>&nbsp;Fakat zaman ge\u00e7tik\u00e7e do\u011fu\u015ftanl\u0131\u011fa yeni bir tan\u0131m\u0131n yap\u0131l\u0131r olmas\u0131, do\u011fu\u015ftan olarak ele al\u0131nabilecek davran\u0131\u015flar bir bireyin psikolojik olarak incelenmesinde de tekrar kullan\u0131lmaya ba\u015fland\u0131.&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Davran%C4%B1%C5%9F%C3%A7%C4%B1l%C4%B1k\" rel=\"noreferrer noopener\" target=\"_blank\">Davran\u0131\u015f\u00e7\u0131<\/a>&nbsp;modelin pop\u00fclaritesinin azalmas\u0131n\u0131n ard\u0131ndan,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Etoloji\" rel=\"noreferrer noopener\" target=\"_blank\">etoloji<\/a>, psikoloji i\u00e7inde \u00f6nde gelen bir d\u00fc\u015f\u00fcnce olarak&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C4%B0%C3%A7g%C3%BCd%C3%BC\" rel=\"noreferrer noopener\" target=\"_blank\">yeniden ortaya \u00e7\u0131km\u0131\u015f ve do\u011fu\u015ftan gelen bir insan davran\u0131\u015f\u0131<\/a>&nbsp;olan dil konusunun bir kez daha psikoloji kapsam\u0131nda incelenmesine olanak sa\u011flam\u0131\u015ft\u0131r.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:2-4\" rel=\"noreferrer noopener\" target=\"_blank\">[4]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"c24d\">\u201cPsikodilbilimin\u201d in k\u00f6keni<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"4d0c\">Psikodilbilimin teorik \u00e7er\u00e7evesi, 19. y\u00fczy\u0131l\u0131n sonlar\u0131nda \u201cDilin Psikolojisi\u201d olarak geli\u015ftirilmeye ba\u015fland\u0131. Psikodilbilimin bir bilim olarak, 1936&#8217;da d\u00f6nemin \u00f6nde gelen psikologlar\u0131ndan Jacob Kantor\u2019un&nbsp;<em>An Objective Psychology of Grammar<\/em>&nbsp;adl\u0131 kitab\u0131nda \u201cpsikodilbilim\u201d terimini kullanmas\u0131yla ba\u015flad\u0131\u011f\u0131 kabul edilir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:0-5\" rel=\"noreferrer noopener\" target=\"_blank\">[5]<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"3f22\">Bununla birlikte, \u201cpsikodilbilim\u201d terimi, 1946&#8217;da Kantor\u2019un \u00f6\u011frencisi Nicholas Pronko\u2019nun \u201cPsikodilbilim: Bir \u0130nceleme\u201d ba\u015fl\u0131kl\u0131 bir makale yay\u0131nlamas\u0131yla yayg\u0131n olarak kullan\u0131lmaya ba\u015fland\u0131.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:1-6\" rel=\"noreferrer noopener\" target=\"_blank\">[6]<\/a>&nbsp;Pronko\u2019nun arzusu, birbiriyle ili\u015fkili say\u0131s\u0131z teorik yakla\u015f\u0131m\u0131 tek bir isim alt\u0131nda birle\u015ftirmekti.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:0-5\" rel=\"noreferrer noopener\" target=\"_blank\">[5]<\/a><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:1-6\" rel=\"noreferrer noopener\" target=\"_blank\">[6]<\/a>&nbsp;B\u00f6ylece psikodilbilim ilk kez \u201ctutarl\u0131 olabilecek\u201d disiplinler aras\u0131 bir bilimden bahsetmek i\u00e7in kullan\u0131lm\u0131\u015f oldu<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-7\" rel=\"noreferrer noopener\" target=\"_blank\">[7]<\/a>&nbsp;ve bunun yan\u0131 s\u0131ra Charles E. Osgood ve Thomas A. Sebeok\u2019un 1954 tarihli bir kitab\u0131&nbsp;<em>olan Psikodilbilim: Teori ve Ara\u015ft\u0131rma Sorunlar\u0131 Anketi\u2019nin de ba\u015fl\u0131\u011f\u0131 olarak se\u00e7ildi<\/em>.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-8\" rel=\"noreferrer noopener\" target=\"_blank\">[8]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"ee73\">Teoriler<\/h1>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"d431\">1. Dil edinimi<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"0262\">Halen \u00e7ok fazla tart\u0131\u015fma s\u00fcrmesine ra\u011fmen, \u00e7ocuklar\u0131n dil edinimi \u00fczerine iki temel teori vard\u0131r:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>dilin b\u00fct\u00fcn\u00fcn\u00fcn \u00e7ocuk taraf\u0131ndan \u00f6\u011frenilmesini gerekti\u011fini savunan\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Davran%C4%B1%C5%9F%C3%A7%C4%B1l%C4%B1k\" target=\"_blank\" rel=\"noreferrer noopener\">davran\u0131\u015f\u00e7\u0131 bak\u0131\u015f a\u00e7\u0131s\u0131;<\/a>\u00a0ve<\/li>\n\n\n\n<li>soyut dil sisteminin \u00f6\u011frenilemeyece\u011fine, ancak insanlar\u0131n do\u011fu\u015ftan gelen bir dil yetisine veya \u201c\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Evrensel_dilbilgisi\" target=\"_blank\" rel=\"noreferrer noopener\">evrensel dilbilgisi<\/a>\u00a0\u201c olarak adland\u0131r\u0131lan yap\u0131ya eri\u015fimi oldu\u011funu savunan do\u011fu\u015ftanc\u0131 perspektif.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"4600\">Do\u011fu\u015ftanc\u0131 bak\u0131\u015f a\u00e7\u0131s\u0131 1959&#8217;da&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Noam_Chomsky\" rel=\"noreferrer noopener\" target=\"_blank\">Noam Chomsky\u2019nin<\/a>&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Burrhus_Frederic_Skinner\" rel=\"noreferrer noopener\" target=\"_blank\">BF Skinner\u2019\u0131n<\/a>&nbsp;<em>Verbal Behavior<\/em>&nbsp;(1957) adl\u0131 kitab\u0131na y\u00f6nelik son derece ele\u015ftirel bir inceleme yazmas\u0131yla dikkat \u00e7ekmeye ba\u015flad\u0131.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-9\" rel=\"noreferrer noopener\" target=\"_blank\">[9]<\/a>&nbsp;Bu inceleme, psikolojide&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bili%C5%9Fsel_Devirm\" rel=\"noreferrer noopener\" target=\"_blank\"><em>bili\u015fsel devrimi<\/em><\/a><em>&nbsp;ba\u015flatan metinlerden biri olarak kabul edilir<\/em>. Chomsky, insanlar\u0131n dile \u00f6zel, do\u011fu\u015ftan gelen bir yetene\u011fe sahip oldu\u011funu ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C3%96zyineleme\" rel=\"noreferrer noopener\" target=\"_blank\">\u00f6zyineleme<\/a>&nbsp;gibi karma\u015f\u0131k sentaktik \u00f6zelliklerin beyinde \u201cdo\u011fu\u015ftan geli\u015fti\u011fini\u201d \u00f6ne s\u00fcrd\u00fc. Bu yeteneklerin, en zeki ve sosyal hayvanlar\u0131n bile kavray\u0131\u015f\u0131n\u0131n \u00f6tesinde oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyordu. Chomsky, bir dil edinen \u00e7ocuklar\u0131n olas\u0131 t\u00fcm insan gramerleri aras\u0131ndan se\u00e7mek i\u00e7in geni\u015f bir arama uzam\u0131na sahip oldu\u011funu iddia etti\u011finde, \u00e7ocuklar\u0131n dillerinin t\u00fcm kurallar\u0131n\u0131 \u00f6\u011frenmek i\u00e7in yeterli girdi ald\u0131klar\u0131na dair hi\u00e7bir kan\u0131t yoktu. Bu nedenle, insanlara dil \u00f6\u011frenme yetene\u011fi veren ba\u015fka bir mekanizma olmal\u0131yd\u0131 ve bu ancak do\u011fu\u015ftan geliyor olabilirdi. \u201cDo\u011fu\u015ftanl\u0131k hipotezine\u201d g\u00f6re, b\u00f6ylesi bir dil yetisi insan dilini belirleyen ve bu yetiyi hayvan ileti\u015fiminin en karma\u015f\u0131k bi\u00e7imlerinden bile farkl\u0131 k\u0131lan \u015feydir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"d4a7\">Dilbilim ve psikodilbilim alan\u0131, o zamandan beri Chomsky\u2019nin kar\u015f\u0131s\u0131nda veya taraf\u0131nda olan tepkilerle tan\u0131mland\u0131. Chomsky\u2019nin lehindeki g\u00f6r\u00fc\u015f, insan\u0131n dili kullanma yetene\u011finin (\u00f6zellikle \u00f6zyinelemeyi kullanma yetene\u011finin) her t\u00fcrl\u00fc hayvan yetene\u011finden niteliksel olarak farkl\u0131 oldu\u011funu savunuyor.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-10\" rel=\"noreferrer noopener\" target=\"_blank\">[10]<\/a>&nbsp;Bu yetenek, uygun bir mutasyondan veya ba\u015flang\u0131\u00e7ta ba\u015fka ama\u00e7lar i\u00e7in geli\u015fen becerilerin adaptasyonundan kaynaklanm\u0131\u015f olabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"14b3\">Dilin d\u0131\u015fsal girdi a\u011f\u0131rl\u0131kl\u0131 olarak \u00f6\u011frenilmesi gerekti\u011fi g\u00f6r\u00fc\u015f\u00fc \u00f6zellikle 1960&#8217;tan \u00f6nce pop\u00fclerdi ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Jean_Piaget\" rel=\"noreferrer noopener\" target=\"_blank\">Jean Piaget<\/a>&nbsp;ve emprist&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Rudolf_Carnap\" rel=\"noreferrer noopener\" target=\"_blank\">Rudolf Carnap\u2019\u0131n<\/a>&nbsp;mentalistik teorileri taraf\u0131ndan temsil ediliyordu. Benzer \u015fekilde, davran\u0131\u015f\u00e7\u0131 psikoloji ekol\u00fc, dilin ko\u015fullu tepkiyle \u015fekillenen bir davran\u0131\u015f oldu\u011fu g\u00f6r\u00fc\u015f\u00fcn\u00fc ortaya koyar; bu y\u00fczden o da \u00f6\u011frenildi\u011fini savunur. Dilin \u00f6\u011frenilebilece\u011fi g\u00f6r\u00fc\u015f\u00fcnde, yani yeterince dilsel veriye maruz kald\u0131\u011f\u0131m\u0131z g\u00f6r\u00fc\u015f\u00fcnde, belirimcilik esinlenen g\u00fcncel bir canlanma ya\u015fanmaktad\u0131r. Bu g\u00f6r\u00fc\u015f do\u011fu\u015ftanc\u0131l\u0131\u011f\u0131n yanl\u0131\u015flanamaz oldu\u011funu, bilimsel olarak test edilebilir g\u00f6r\u00fc\u015f olmad\u0131\u011f\u0131n\u0131 savunur. Benzer bir \u00e7izgiyi takip ederek, 1980&#8217;lerden bu yana bilgisayar teknolojisindeki art\u0131\u015fla birlikte, ara\u015ft\u0131rmac\u0131lar n\u00f6ral a\u011f modellerini kullanarak dil edinimini sim\u00fcle edebildiler.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-11\" rel=\"noreferrer noopener\" target=\"_blank\">[11]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"1ce6\">2. Dil Anlama<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"ee46\">Dilin yap\u0131lar\u0131 ve kullan\u0131mlar\u0131, ontolojik kavray\u0131\u015flar\u0131n olu\u015fumu ile ili\u015fkilidir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-12\" rel=\"noreferrer noopener\" target=\"_blank\">[12]<\/a>&nbsp;Baz\u0131lar\u0131 bu sistemi, anlam ve bilgi al\u0131\u015fveri\u015finde bulunmak ve ayn\u0131 zamanda dile anlam vermek i\u00e7in kavramsal ve semantik sayg\u0131y\u0131 kullanan, b\u00f6ylece bir \u201cdurdurma\u201d k\u0131s\u0131tlamas\u0131na ba\u011fl\u0131 semantik s\u00fcre\u00e7leri inceleyen ve tan\u0131mlayan \u201cdil kullan\u0131c\u0131lar\u0131 aras\u0131nda yap\u0131land\u0131r\u0131lm\u0131\u015f i\u015fbirli\u011fi\u201d olarak g\u00f6r\u00fcr. S\u0131radan erteleme vakalar\u0131 de\u011fildir. Erteleme normalde bir nedenle yap\u0131l\u0131r ve mant\u0131kl\u0131 bir ki\u015fi, iyi bir neden varsa her zaman ertelemeye e\u011filimlidir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-13\" rel=\"noreferrer noopener\" target=\"_blank\">[13]<\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"140c\">2.1. Okuma<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"1adc\">Dil anlama alan\u0131ndaki bir soru da \u015fudur: insanlar bir c\u00fcmleyi okurken, o c\u00fcmleyi anlama s\u00fcreci (yani, c\u00fcmle i\u015fleme) nas\u0131l ger\u00e7ekle\u015fir? \u015eimdiye kadar deneysel \u00e7al\u0131\u015fmalar, c\u00fcmle anlaman\u0131n mimarisi ve mekanizmalar\u0131 hakk\u0131nda \u00e7e\u015fitli teorilere yol a\u00e7m\u0131\u015ft\u0131r. Bu teoriler tipik olarak, c\u00fcmlede yer alan, okuyucunun anlam olu\u015fturmak i\u00e7in kullanabilece\u011fi bilgi t\u00fcrleri ve okuman\u0131n hangi noktas\u0131nda bu bilgilerin okuyucu i\u00e7in eri\u015filebilir hale geldi\u011fi ile ilgilidir. \u201cMod\u00fcler\u201d ve \u201cinteraktif\u201d i\u015fleme gibi konular, sahada teorik ayr\u0131\u015fmalara yol a\u00e7m\u0131\u015ft\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"b34f\">C\u00fcmle i\u015fleme hakk\u0131ndaki mod\u00fcler g\u00f6r\u00fc\u015f, bir c\u00fcmleyi okumayla ilgili a\u015famalar\u0131n ba\u011f\u0131ms\u0131z olarak ayr\u0131 ayr\u0131 mod\u00fcllerden olu\u015ftu\u011funu, b\u00f6ylece i\u015flev g\u00f6rd\u00fc\u011f\u00fcn\u00fc savunur. Bu mod\u00fcllerin birbirleriyle s\u0131n\u0131rl\u0131 etkile\u015fimi vard\u0131r. \u00d6rne\u011fin, etkili bir c\u00fcmle i\u015fleme teorisi olan \u201cbah\u00e7e yolu teorisi (garden-path theory)\u201d, c\u00fcmle i\u015fleme s\u0131ras\u0131nda ilk olarak sentaktik analizin ger\u00e7ekle\u015fti\u011fini belirtir. Bu teoriye g\u00f6re, okuyucu bir c\u00fcmleyi okurken, \u00e7abay\u0131 ve bili\u015fsel y\u00fck\u00fc en aza indirmek i\u00e7in m\u00fcmk\u00fcn olan en basit yap\u0131 zihninde olu\u015fur.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-14\" rel=\"noreferrer noopener\" target=\"_blank\">[14]<\/a>&nbsp;Bu, anlamsal analizden veya ba\u011flama ba\u011fl\u0131 bilgilerden herhangi bir girdi olmadan yap\u0131l\u0131r. Dolay\u0131s\u0131yla, \u201cThe evidence examined by the lawyer turned out to be unreliable\u201d c\u00fcmlesinde, okuyucu \u201cexamined\u201d kelimesine geldi\u011finde, delilin bir \u015feyi inceledi\u011fi gibi bir anlam ortaya \u00e7\u0131kar \u00e7\u00fcnk\u00fc bu, o s\u0131rada ula\u015f\u0131labilen en basit yap\u0131d\u0131r. Bu tarz bir anlamland\u0131rma mant\u0131ks\u0131z \u015fekilde sonu\u00e7lansa bile yap\u0131l\u0131r. Delil, bir \u015feyi inceleyemez \u00e7\u00fcnk\u00fc canl\u0131 ve ak\u0131ll\u0131 bir \u00f6zne de\u011fildir \u00f6rne\u011fin. Bunun \u201c\u00f6nce sentaks\u201d g\u00f6r\u00fc\u015f\u00fcn\u00fc benimseyen teorilere g\u00f6re, anlamsal bilgi daha sonraki bir a\u015famada i\u015flenir. Okuyucu ancak daha sonra, ilk ayr\u0131\u015ft\u0131rmay\u0131 \u201cdelil\u201din incelendi\u011fi bir \u00e7\u00f6z\u00fcmleme olarak g\u00f6zden ge\u00e7irmesi gerekti\u011fini anlayacakt\u0131r. Bu \u00f6rnekte okuyucular, genellikle hatalar\u0131n\u0131 \u201cby the lawyer\u201d k\u0131sm\u0131na ula\u015ft\u0131klar\u0131nda anlarlar ve geri d\u00f6n\u00fcp c\u00fcmleyi yeniden de\u011ferlendirmeleri gerekir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-15\" rel=\"noreferrer noopener\" target=\"_blank\">[15]<\/a>&nbsp;Bu yeniden analiz normalde oldu\u011fundan daha fazla efor gerektirir ve okuman\u0131n yava\u015flamas\u0131na yol a\u00e7abilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"0c7c\">Mod\u00fcler g\u00f6r\u00fc\u015f\u00fcn aksine, k\u0131s\u0131tlamaya dayal\u0131 (constraint based) s\u00f6zc\u00fcksel yakla\u015f\u0131m gibi interaktif bir c\u00fcmle i\u015fleme teorisi, bir c\u00fcmle i\u00e7inde yer alan t\u00fcm mevcut bilgilerin herhangi bir zamanda i\u015flenebilece\u011fini varsayar.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-16\" rel=\"noreferrer noopener\" target=\"_blank\">[16]<\/a>&nbsp;\u0130nteraktif g\u00f6r\u00fc\u015fe g\u00f6re, bir c\u00fcmlenin semanti\u011fi (\u00f6rne\u011fin, c\u00fcmlenin mant\u0131kl\u0131l\u0131\u011f\u0131 gibi), bir c\u00fcmlenin yap\u0131s\u0131n\u0131 belirlemeye yard\u0131mc\u0131 olma i\u015flevini de kar\u015f\u0131layarak erkenden devreye giriyor olabilir. Dolay\u0131s\u0131yla yukar\u0131daki c\u00fcmlede okuyucu, ba\u015ftan incelemeyi yapmak yerine bu mant\u0131kl\u0131l\u0131k bilgisinden hareketle \u201cdelilin\u201d incelendi\u011fini varsayabilecektir. Hem mod\u00fcler hem de interaktif g\u00f6r\u00fc\u015fleri destekleyecek veri mevcuttur; hangi g\u00f6r\u00fc\u015f\u00fcn do\u011fru oldu\u011fu ise tart\u0131\u015fmal\u0131d\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"2021\">Okurken, g\u00f6z hareketleri zihnin baz\u0131 kelimeleri atlamas\u0131na sebep olabilir. Bu dikkatle alakal\u0131d\u0131r ve \u00f6nemli olarak g\u00f6r\u00fclmeyen kelimeleri g\u00f6z h\u0131zl\u0131ca ge\u00e7er. Bu s\u0131rada bu kelimeyi tamamen g\u00f6zden ka\u00e7\u0131rmak veya onun yerine yanl\u0131\u015f bir kelime yerle\u015ftirmek m\u00fcmk\u00fcnd\u00fcr. Bu, \u201cParis in the the Spring\u201d.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-17\" rel=\"noreferrer noopener\" target=\"_blank\">[17]<\/a>&nbsp;c\u00fcmlesinde g\u00f6r\u00fclebilir. Bu c\u00fcmle olduk\u00e7a yayg\u0131n, psikolojik bir testtir ve genellikle, \u00f6zellikle de ikisinin aras\u0131nda bo\u015fluk veya \u00e7izgi varsa ikinci \u201cthe\u201dy\u0131 g\u00f6rmez.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"0149\">3. Dil \u00fcretimi<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"95de\">Dil \u00fcretimi, insanlar\u0131n, yaz\u0131l\u0131 veya s\u00f6zl\u00fc bi\u00e7imde, di\u011ferlerine anla\u015f\u0131l\u0131r gelecek \u015fekilde anlam iletebilmek i\u00e7in dili \u00fcretme s\u00fcre\u00e7lerini ifade eder. \u0130nsanlar\u0131n kurallara tabi dilleri kullanarak anlamlar\u0131 temsil etme \u015feklini a\u00e7\u0131klaman\u0131n en etkili yollar\u0131ndan biri, yanl\u0131\u015f ba\u015flang\u0131\u00e7lar, tekrarlama, yeniden form\u00fcle etme ve kelimeler veya c\u00fcmleler aras\u0131nda s\u00fcrekli duraklamalar gibi konu\u015fma hatalar\u0131n\u0131 g\u00f6zlemlemek ve analiz etmektir. Dil s\u00fcr\u00e7meleri, benzer kar\u0131\u015f\u0131mlar, ikameler, de\u011fi\u015f toku\u015flar (\u00f6rn.&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Spoonerism\" rel=\"noreferrer noopener\" target=\"_blank\">Spoonerism<\/a>&nbsp;) ve \u00e7e\u015fitli telaffuz hatalar\u0131 da bunlara dahildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"9778\">Bu konu\u015fma hatalar\u0131n\u0131n, dilin nas\u0131l \u00fcretildi\u011fini anlamak i\u00e7in \u00f6nemli ipu\u00e7lar\u0131 bar\u0131nd\u0131r\u0131r, \u00e7\u00fcnk\u00fc \u015funlar\u0131 yans\u0131t\u0131rlar:<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-18\" rel=\"noreferrer noopener\" target=\"_blank\">[18]<\/a><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Konu\u015fma \u00f6nceden planlanan bir aktivitedir: Bir \u00f6\u011fenin yer de\u011fi\u015ftirmesi ve o \u00f6\u011fedeki \u00e7e\u015fitli de\u011fi\u015fiklikler gibi konu\u015fma hatalar\u0131, ki\u015finin konu\u015fmadan \u00f6nce t\u00fcm c\u00fcmlesini planlamad\u0131\u011f\u0131n\u0131 g\u00f6sterir. Bunun yerine, konu\u015fma \u00fcretim s\u00fcrecinde dil becerileri s\u00fcrekli olarak tetiktedir. Bu, \u00e7al\u0131\u015fma belle\u011finin s\u0131n\u0131rlamas\u0131 ile a\u00e7\u0131klanabilir. \u00d6zellikle, \u00f6\u011fenin de\u011fi\u015fimiyle ilgili hatalar, ki\u015finin c\u00fcmlesini ileriye do\u011fru, ancak yaln\u0131zca \u00f6nemli fikirleri (\u00f6rne\u011fin, temel anlam\u0131 olu\u015fturan kelimeler) a\u00e7\u0131s\u0131ndan ve yaln\u0131zca belirli bir \u00f6l\u00e7\u00fcde planlad\u0131\u011f\u0131 ipucunu verir.<\/li>\n\n\n\n<li>Leksikon, semantik ve fonolojik olarak d\u00fczenlenir: ikame ve telaffuz hatalar\u0131, leksikonun sadece anlam\u0131 ile de\u011fil ayn\u0131 zamanda formuyla da d\u00fczenlendi\u011fini g\u00f6sterir.<\/li>\n\n\n\n<li>Morfolojik olarak karma\u015f\u0131k kelimeler bir araya getirilir: bir kelime i\u00e7inde morfolojik \u00f6\u011felerin bir araya getirili\u015fi s\u0131ras\u0131nda yap\u0131lan hatalar, kelime \u00fcretiminde (ve muhtemelen zihinsel leksikonda) bu s\u00fcreci y\u00f6neten bir yap\u0131n\u0131n varl\u0131\u011f\u0131na delalet edebilir. Ba\u015fka bir deyi\u015fle, konu\u015fmac\u0131lar morfolojik olarak karma\u015f\u0131k s\u00f6zc\u00fckleri, morfemleri \u00f6bekler halinde almak yerine onlar\u0131 birle\u015ftirerek olu\u015ftururlar.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"fc0c\">Bu noktada, dil \u00fcretiminin \u00fc\u00e7 ayr\u0131 a\u015famas\u0131 aras\u0131ndaki farklar\u0131 tespit etmek yararl\u0131 olacakt\u0131r:<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-Psycholinguistics-19\" rel=\"noreferrer noopener\" target=\"_blank\">[19]<\/a><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>kavramsalla\u015ft\u0131rma: \u201cne s\u00f6ylenece\u011fini belirleme\u201d;<\/li>\n\n\n\n<li>form\u00fclasyon: \u201cbir \u015feyi s\u00f6yleme niyetini dilsel forma \u00e7evirmek\u201d;<\/li>\n\n\n\n<li>y\u00fcr\u00fctme: \u201ctelaffuzun ayr\u0131nt\u0131l\u0131 \u015fekilde planlanmas\u0131 ve telaffuz etme s\u00fcrecinin kendisi\u201d.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"cda0\">Psikodilbilim ara\u015ft\u0131rmalar\u0131, b\u00fcy\u00fck \u00f6l\u00e7\u00fcde form\u00fclasyon s\u00fcreciyle ilgilendi \u00e7\u00fcnk\u00fc kavramsalla\u015ft\u0131rma a\u015famas\u0131 bilimsel a\u00e7\u0131dan \u00e7al\u0131\u015fabilmek i\u00e7in olduk\u00e7a g\u00fc\u00e7 bir konudur.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-Psycholinguistics-19\" rel=\"noreferrer noopener\" target=\"_blank\">[19]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"d9c4\">Metodoloji<\/h1>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"4f33\">1. Davran\u0131\u015fsal g\u00f6revler<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"5f49\">Psikodilbilimde, \u00f6zellikle erken d\u00f6nemlerde y\u00fcr\u00fct\u00fclen deneylerin \u00e7o\u011fu, do\u011fas\u0131 gere\u011fi davran\u0131\u015fsald\u0131r. Bu t\u00fcr \u00e7al\u0131\u015fmalarda deneklere dilsel uyaranlar sunulur ve yan\u0131t vermeleri istenir. \u00d6rne\u011fin, bir kelime hakk\u0131nda bir yarg\u0131da bulunmalar\u0131 (s\u00f6zc\u00fcksel karar), uyar\u0131c\u0131y\u0131 yeniden \u00fcretmeleri veya g\u00f6rsel olarak sunulan bir kelimeyi y\u00fcksek sesle s\u00f6ylemeleri istenebilir. Uyaranlara tepki vermek i\u00e7in tepki s\u00fcreleri (genellikle milisaniye d\u00fczeyinde) ve do\u011fru tepkilerin oran\u0131, davran\u0131\u015fsal g\u00f6revlerde en s\u0131k kullan\u0131lan performans \u00f6l\u00e7\u00fctleridir. Bu t\u00fcr deneyler genellikle&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Haz%C4%B1rlama_etkisi\" rel=\"noreferrer noopener\" target=\"_blank\">haz\u0131rlama etkilerinden<\/a>&nbsp;(priming effect) yararlan\u0131r, bu sayede deneyde g\u00f6r\u00fcnen bir \u201chaz\u0131rlay\u0131c\u0131\u201d s\u00f6zc\u00fck veya t\u00fcmcecik, daha sonra ilgili bir \u201chedef\u201d s\u00f6zc\u00fck i\u00e7in s\u00f6zc\u00fcksel karar\u0131 h\u0131zland\u0131rabilir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-packard-20\" rel=\"noreferrer noopener\" target=\"_blank\">[20]<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"79f3\">Psikodilbilim ara\u015ft\u0131rmalar\u0131nda davran\u0131\u015fsal y\u00f6ntemlerin nas\u0131l kullan\u0131labilece\u011fine bir \u00f6rnek olarak, Fischler (1977), s\u00f6zc\u00fcksel karar g\u00f6revini kullanarak, s\u00f6zc\u00fck kodlama konusunu inceledi.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:3-21\" rel=\"noreferrer noopener\" target=\"_blank\">[21]<\/a>&nbsp;Kat\u0131l\u0131mc\u0131lardan iki harf dizisinin \u0130ngilizce kelimeler olup olmad\u0131\u011f\u0131 konusunda karar vermelerini istedi. Bazen dizeler \u201cevet\u201d yan\u0131t\u0131 gerektiren ger\u00e7ek \u0130ngilizce kelimeler oluyor ve bazense \u201chay\u0131r\u201d yan\u0131t\u0131 gerektiren ger\u00e7ek bir kelime olmayan harf dizileri oluyordu. D\u00fczg\u00fcn kelimelerin bir alt k\u00fcmesi anlamsal olarak ili\u015fkiliyken (\u00f6rne\u011fin kedi-k\u00f6pek), di\u011ferleri ilgisizdi (\u00f6rne\u011fin ekmek-g\u00f6vde). Fischler, ili\u015fkili s\u00f6zc\u00fck \u00e7iftlerine, ili\u015fkisiz s\u00f6zc\u00fck \u00e7iftlerine k\u0131yasla daha h\u0131zl\u0131 yan\u0131t verildi\u011fini bulmu\u015ftur; bu, anlamsal ili\u015fkinin s\u00f6zc\u00fck kodlamay\u0131 kolayla\u015ft\u0131rabilece\u011fini d\u00fc\u015f\u00fcnd\u00fcrmektedir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-:3-21\" rel=\"noreferrer noopener\" target=\"_blank\">[21]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"7aa6\">2. G\u00f6z hareketleri<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"b2e4\">Son zamanlarda, \u00e7evrimi\u00e7i dil i\u015flemeyi incelemek i\u00e7in&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/G%C3%B6z_takibi\" rel=\"noreferrer noopener\" target=\"_blank\">g\u00f6z izleme kullan\u0131lm\u0131\u015ft\u0131r.<\/a>&nbsp;Rayner (1978) ile ba\u015flayarak, okuma s\u0131ras\u0131nda g\u00f6z hareketlerini anlaman\u0131n \u00f6nemi ortaya konmu\u015ftur.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-22\" rel=\"noreferrer noopener\" target=\"_blank\">[22]<\/a>&nbsp;Daha sonra Tanenhaus ve ark. (1995), konu\u015fulan dille ilgili bili\u015fsel s\u00fcre\u00e7leri incelemek i\u00e7in bir g\u00f6rsel d\u00fcnya paradigmas\u0131 kulland\u0131.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-23\" rel=\"noreferrer noopener\" target=\"_blank\">[23]<\/a>&nbsp;G\u00f6z hareketlerinin mevcut dikkat oda\u011f\u0131yla yak\u0131ndan ba\u011flant\u0131l\u0131 oldu\u011fu varsay\u0131l\u0131rsa, bir \u00f6zne konu\u015fulan dili dinlerken g\u00f6z hareketlerini izleyerek dil i\u015fleme \u00fczerinde \u00e7al\u0131\u015f\u0131labilir.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"2e46\">3. Dil \u00fcretim hatalar\u0131<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"32b6\">Dilin yaz\u0131m\u0131 ve yaz\u0131m\u0131n\u0131n&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/S%C3%BCr%C3%A7%C3%BClisan\" rel=\"noreferrer noopener\" target=\"_blank\">yan\u0131 s\u0131ra konu\u015fmadaki<\/a>&nbsp;sistematik hatalar\u0131n analizi, dilsel s\u00fcre\u00e7lere dair \u00e7e\u015fitli kan\u0131tlar sa\u011flayabilir. \u00d6zellikle konu\u015fma s\u0131ras\u0131nda yap\u0131lan hatalar, bir konu\u015fmac\u0131 konu\u015fman\u0131n ortas\u0131ndayken zihnin dili nas\u0131l \u00fcretti\u011fine dair fikir verebilir. Konu\u015fma hatalar\u0131, hatalar\u0131n kendilerini g\u00f6sterme yollar\u0131ndan g\u00f6r\u00fcld\u00fc\u011f\u00fc gibi, dil \u00fcretiminin s\u00f6zc\u00fcksel,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Bi%C3%A7imbirim\" rel=\"noreferrer noopener\" target=\"_blank\">morfem<\/a>&nbsp;ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Sesbirim\" rel=\"noreferrer noopener\" target=\"_blank\">fonem<\/a>&nbsp;kodlama ad\u0131mlar\u0131nda ayr\u0131 ayr\u0131 meydana gelebilir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-linguisticsociety1-24\" rel=\"noreferrer noopener\" target=\"_blank\">[24]<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"6ae9\">Konu\u015fma hatalar\u0131 genellikle s\u00f6zc\u00fcksel, morfolojik veya fonem kodlamas\u0131n\u0131 i\u00e7eren a\u015famalarda meydana gelir ve genellikle anlamsal kodlaman\u0131n ilk ad\u0131m\u0131nda olmaz.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-25\" rel=\"noreferrer noopener\" target=\"_blank\">[25]<\/a>&nbsp;Bu durum konu\u015fmakta olan ki\u015finin hala hangi fikri ifade edece\u011fini d\u00fc\u015f\u00fcnmesine atfedilebilir; ve fikrini de\u011fi\u015ftirmedik\u00e7e s\u00f6ylemek istedi\u011fi \u015fey dolay\u0131s\u0131yla da hata yapt\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclemez.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"9b43\">4. N\u00f6rog\u00f6r\u00fcnt\u00fcleme<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"ff88\">\u0130nvazif olmayan t\u0131bbi tekniklerin yak\u0131n zamanda ortaya \u00e7\u0131k\u0131\u015f\u0131na kadar, beyin cerrahisi dil ara\u015ft\u0131rmac\u0131lar\u0131n\u0131n dilin beyni nas\u0131l etkiledi\u011fini ke\u015ffetmeleri i\u00e7in tercih edilen yoldu. \u00d6rne\u011fin,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Corpus_callosum\" rel=\"noreferrer noopener\" target=\"_blank\">korpus kallozumun<\/a>&nbsp;(beynin iki yar\u0131m k\u00fcresini birbirine ba\u011flayan sinir demeti)&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Epilepsi\" rel=\"noreferrer noopener\" target=\"_blank\">kesilmesi, bir zamanlar baz\u0131 epilepsi<\/a>&nbsp;t\u00fcrlerinin tedavisiydi. Ara\u015ft\u0131rmac\u0131lar b\u00f6yle ameliyatlar sonras\u0131nda, dilin anla\u015f\u0131lmas\u0131n\u0131n ve \u00fcretiminin bu t\u00fcr \u015fiddetli ameliyatlardan nas\u0131l etkilendi\u011fini inceleyebiliyorlard\u0131. Bir hastal\u0131\u011f\u0131n beyin ameliyat\u0131n\u0131 gerekli k\u0131ld\u0131\u011f\u0131 yerde, dil ara\u015ft\u0131rmac\u0131lar\u0131 ara\u015ft\u0131rmalar\u0131n\u0131 s\u00fcrd\u00fcrme f\u0131rsat\u0131 buluyorlard\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"0c16\">Daha yeni, invazif olmayan teknikler aras\u0131nda art\u0131k&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Pozitron_emisyon_tomografisi\" rel=\"noreferrer noopener\" target=\"_blank\">pozitron emisyon tomografisi<\/a>&nbsp;(PET) ile beyin g\u00f6r\u00fcnt\u00fcleme; fonksiyonel manyetik rezonans g\u00f6r\u00fcnt\u00fcleme (fMRI);&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Elektroensefalografi\" rel=\"noreferrer noopener\" target=\"_blank\">elektroensefalografi<\/a>&nbsp;(EEG) ve manyetoensefalografide (MEG)&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Olaya_ili%C5%9Fkin_potansiyel\" rel=\"noreferrer noopener\" target=\"_blank\">olaya ba\u011fl\u0131 potansiyeller<\/a>&nbsp;(ERP\u2019ler); ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Manyetik_Uyar%C4%B1m_Tedavisi\" rel=\"noreferrer noopener\" target=\"_blank\">transkraniyal manyetik stim\u00fclasyon<\/a>&nbsp;(TMS) bulunuyor. Beyin g\u00f6r\u00fcnt\u00fcleme teknikleri, uzamsal ve zamansal \u00e7\u00f6z\u00fcn\u00fcrl\u00fcklerinde farkl\u0131l\u0131k g\u00f6sterir (fMRI, piksel ba\u015f\u0131na birka\u00e7 bin n\u00f6ron \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fcne sahiptir ve ERP\u2019nin zamansal do\u011frulu\u011fu daha y\u00fcksektir). Her metodolojinin psikodilbilim \u00e7al\u0131\u015fmas\u0131 i\u00e7in avantajlar\u0131 ve dezavantajlar\u0131 vard\u0131r.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-26\" rel=\"noreferrer noopener\" target=\"_blank\">[26]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"7f84\">5. \u0130\u015flemlemesel modelleme<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"dc5d\">Max Coltheart ve meslekta\u015flar\u0131 taraf\u0131ndan \u00f6nerilen DRC okuma ve kelime tan\u0131ma modeli gibi i\u015flemlemesel modelleme&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-27\" rel=\"noreferrer noopener\" target=\"_blank\">[27]<\/a>, y\u00fcr\u00fct\u00fclebilir bilgisayar programlar\u0131 halinde bili\u015fsel modeller kurma prati\u011fine at\u0131fta bulunan ba\u015fka bir metodolojidir. Bu tarz programlar olduk\u00e7a kullan\u0131\u015fl\u0131d\u0131rlar \u00e7\u00fcnk\u00fc teorisyenlerin hipotezlerini olduk\u00e7a a\u00e7\u0131k \u015fekilde izah etmelerini zorunlu k\u0131larlar. Bu zorunluluk s\u00f6ylemsel analizin i\u015fe yarayamayaca\u011f\u0131 karma\u015f\u0131k teorik modellere dair do\u011fru \u00f6ng\u00f6r\u00fclerde bulunma ihtiyac\u0131ndan do\u011far. \u0130\u015flemlemesel modellemenin di\u011fer \u00f6rnekleri, McClelland ve Elman\u2019\u0131n TRACE konu\u015fma alg\u0131s\u0131 modeli&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-28\" rel=\"noreferrer noopener\" target=\"_blank\">[28]<\/a>&nbsp;ve Franklin Chang\u2019in \u00c7ift-yolak c\u00fcmle \u00fcretimi modelidir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-29\" rel=\"noreferrer noopener\" target=\"_blank\">[29]<\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"15a4\">\u0130leri Ara\u015ft\u0131rma Alanlar\u0131<\/h1>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"36dd\">Psikodilbilim, beynin dili anlamak ve \u00fcretmek i\u00e7in ge\u00e7irdi\u011fi s\u00fcre\u00e7lerin do\u011fas\u0131yla ilgilenir. \u00d6rne\u011fin, kohort modeli, bir ki\u015fi dilsel bir girdiyi duydu\u011funda veya g\u00f6rd\u00fc\u011f\u00fcnde kelimelerin zihin s\u00f6zl\u00fc\u011f\u00fcnden (mental lexicon) nas\u0131l \u00e7ekildi\u011fini a\u00e7\u0131klamaya \u00e7al\u0131\u015f\u0131r.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-packard-20\" rel=\"noreferrer noopener\" target=\"_blank\">[20]<\/a><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-30\" rel=\"noreferrer noopener\" target=\"_blank\">[30]<\/a>&nbsp;Bu ba\u011flamda yeni invazif olmayan g\u00f6r\u00fcnt\u00fcleme tekniklerini kullanan son ara\u015ft\u0131rmalar, beynin dil i\u015flemeyle ilgili alanlar\u0131na \u0131\u015f\u0131k tutmay\u0131 ama\u00e7l\u0131yor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"64ad\">Psikodilbilimde cevaplanmam\u0131\u015f bir ba\u015fka soru, insan\u0131n sentaks kullanma yetene\u011finin do\u011fu\u015ftan gelen zihinsel yap\u0131lardan m\u0131 yoksa sosyal etkile\u015fimden mi kaynakland\u0131\u011f\u0131 ve baz\u0131 hayvanlara insan dilinin sentaks\u0131n\u0131n \u00f6\u011fretilip \u00f6\u011fretilemeyece\u011fidir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"fdfb\">Psikodilbilimin di\u011fer iki ana alt alan\u0131,&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Dil_edinimi\" rel=\"noreferrer noopener\" target=\"_blank\">birinci dil edinimini<\/a>, yani bebeklerin dili edindi\u011fi s\u00fcreci, ve&nbsp;<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C4%B0kinci_dil_edinimi\" rel=\"noreferrer noopener\" target=\"_blank\">ikinci dil edinimini<\/a>&nbsp;ara\u015ft\u0131r\u0131r. Yeti\u015fkinlerin ikinci bir dili \u00f6\u011frenmeleri, bebeklerin ilk dillerini \u00f6\u011frenmesinden \u00e7ok daha zordur (ayr\u0131ca bebekler birden fazla ana dili de kolayca \u00f6\u011frenebilirler). Bu nedenle, dilin kolayca \u00f6\u011frenilebilece\u011fi hassas d\u00f6nemlerin varl\u0131\u011f\u0131 s\u00f6z konusu olabilir.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-31\" rel=\"noreferrer noopener\" target=\"_blank\">[31]<\/a>&nbsp;Psikodilbilimde \u00e7ok say\u0131da ara\u015ft\u0131rma, bu yetene\u011fin zaman i\u00e7inde nas\u0131l geli\u015fti\u011fine ve azald\u0131\u011f\u0131na odaklan\u0131r. Ayr\u0131ca, ki\u015fi ne kadar \u00e7ok dil bilirse, o kadar kolay \u00f6\u011freniyor gibi g\u00f6r\u00fcn\u00fcyor.<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_note-32\" rel=\"noreferrer noopener\" target=\"_blank\">[32]<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"f37c\">Afaziyoloji alan\u0131, beyin hasar\u0131 nedeniyle ortaya \u00e7\u0131kan dil bozukluklar\u0131 ile ilgilenir. Afaziyolojideki \u00e7al\u0131\u015fmalar, hem afaziden muzdarip bireyler i\u00e7in terapi metotlar\u0131nda ilerleme hem de beynin dili nas\u0131l i\u015fledi\u011fine dair daha fazla bilgi sa\u011flayabilir.<\/p>\n\n\n\n<h1 class=\"wp-block-heading\" id=\"708b\">Kaynak\u00e7a<\/h1>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<a href=\"https:\/\/web.archive.org\/web\/20200121042326\/https:\/\/files.eric.ed.gov\/fulltext\/ED521774.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cAn introduction to psycholinguistics\u201d<\/a>\u00a0(PDF).\u00a0<em>ERIC:ED521774<\/em>. June 2011. 21 Ocak 2020 tarihinde\u00a0<a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED521774.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">kayna\u011f\u0131ndan<\/a>\u00a0(PDF) ar\u015fivlendi.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-2\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<a href=\"https:\/\/web.archive.org\/web\/20191104214328\/https:\/\/www.thoughtco.com\/psycholinguistics-1691700\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cPsycholinguistics definition and examples\u201d<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/w\/index.php?title=ThoughtCo&amp;action=edit&amp;redlink=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>ThoughtCo<\/em><\/a>. 4 Kas\u0131m 2019 tarihinde\u00a0<a href=\"https:\/\/www.thoughtco.com\/psycholinguistics-1691700\" target=\"_blank\" rel=\"noreferrer noopener\">kayna\u011f\u0131ndan<\/a>\u00a0ar\u015fivlendi.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-3\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<a href=\"https:\/\/web.archive.org\/web\/20131005004725\/http:\/\/www.iupui.edu\/~babytalk\/pdfs\/Houston_2011.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cThe Role of Talker-Specific Information in Word Segmentation by Infants\u201d<\/a>\u00a0(PDF).\u00a0<em>Journal of Experimental Psychology: Human Perception and Performance<\/em>.\u00a0<strong>26<\/strong>\u00a0(5): 1570\u20131582. 2000.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1037\/0096-1523.26.5.1570\" target=\"_blank\" rel=\"noreferrer noopener\">10.1037\/0096\u20131523.26.5.1570<\/a>. 5 Ekim 2013 tarihinde\u00a0<a href=\"http:\/\/www.iupui.edu\/~babytalk\/pdfs\/Houston_2011.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">kayna\u011f\u0131ndan<\/a>\u00a0(PDF) ar\u015fivlendi. Eri\u015fim tarihi: 1 Mart 2012.<\/li>\n\n\n\n<li><strong>^<\/strong>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:2_4-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>a<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:2_4-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>b<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/plato.stanford.edu\/archives\/spr2017\/entries\/innate-acquired\/\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cThe Distinction Between Innate and Acquired Characteristics\u201d<\/a>,\u00a0<em>The Stanford Encyclopedia of Philosophy<\/em>, Spring 2017, Metaphysics Research Lab, Stanford University, 2017, eri\u015fim tarihi: 31 Ekim 2019 Birden fazla edit\u00f6r-name-list parameters kullan\u0131ld\u0131 (<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Yard%C4%B1m:KB1_hatalar%C4%B1#redundant_parameters\" target=\"_blank\" rel=\"noreferrer noopener\">yard\u0131m<\/a>); r\u00a0<code>|ad1=<\/code>\u00a0eksik\u00a0<code>|soyad\u01311=<\/code>\u00a0(<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Yard%C4%B1m:KB1_hatalar%C4%B1#first_missing_last\" target=\"_blank\" rel=\"noreferrer noopener\">yard\u0131m<\/a>)<\/li>\n\n\n\n<li><strong>^<\/strong>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:0_5-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>a<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:0_5-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>b<\/em><\/strong><\/a>\u00a0<em>A history of psycholinguistics: the pre-Chomskyan era<\/em>. Oxford: Oxford University Press. 2013.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_Kitap_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISBN<\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C3%96zel:KitapKaynaklar%C4%B1\/9780191627200\" target=\"_blank\" rel=\"noreferrer noopener\">9780191627200<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/OCLC\" target=\"_blank\" rel=\"noreferrer noopener\">OCLC<\/a>\u00a0<a href=\"https:\/\/www.worldcat.org\/oclc\/824525524\" target=\"_blank\" rel=\"noreferrer noopener\">824525524<\/a>.<\/li>\n\n\n\n<li><strong>^<\/strong>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:1_6-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>a<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:1_6-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>b<\/em><\/strong><\/a>\u00a0Pronko (May 1946). \u201cLanguage and psycholinguistics: a review\u201d.\u00a0<em>Psychological Bulletin<\/em>.\u00a0<strong>43<\/strong>\u00a0(3): 189\u2013239.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1037\/h0056729\" target=\"_blank\" rel=\"noreferrer noopener\">10.1037\/h0056729<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_S%C3%BCreli_Yay%C4%B1n_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISSN<\/a>\u00a0<a href=\"https:\/\/www.worldcat.org\/issn\/1939-1455\" target=\"_blank\" rel=\"noreferrer noopener\">1939\u20131455<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/21027277\" target=\"_blank\" rel=\"noreferrer noopener\">21027277<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-7\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<em>A history of psycholinguistics: the pre-Chomskyan era<\/em>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Oxford\" target=\"_blank\" rel=\"noreferrer noopener\">Oxford<\/a>:\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Oxford_University_Press\" target=\"_blank\" rel=\"noreferrer noopener\">Oxford University Press<\/a>. 2013.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_Kitap_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISBN<\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C3%96zel:KitapKaynaklar%C4%B1\/9780199653669\" target=\"_blank\" rel=\"noreferrer noopener\">9780199653669<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-8\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cLanguage and psychology: 19th-century developments outside the Germany: A Survey\u201d.\u00a0<em>Geschichte der Sprachwissenschaften (vol. 2 History of the Language Sciences: An International Handbook on the Evolution of the Study of Language from the Beginnings to the Present<\/em>. Berlin: Walter de Gruyter. 2001. ss. 1679\u20131692.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_Kitap_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISBN<\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C3%96zel:KitapKaynaklar%C4%B1\/3110167352\" target=\"_blank\" rel=\"noreferrer noopener\">3110167352<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-9\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cA Review of B. F. Skinner\u2019s Verbal Behavior\u201d.\u00a0<em>Language<\/em>.\u00a0<strong>35<\/strong>\u00a0(1): 26\u201358. 1959.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.2307\/411334\" target=\"_blank\" rel=\"noreferrer noopener\">10.2307\/411334<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_S%C3%BCreli_Yay%C4%B1n_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISSN<\/a>\u00a0<a href=\"https:\/\/www.worldcat.org\/issn\/0097-8507\" target=\"_blank\" rel=\"noreferrer noopener\">0097\u20138507<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-10\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cThe faculty of language: what is it, who has it, and how did it evolve?\u201d.\u00a0<em>Science<\/em>.\u00a0<strong>298<\/strong>\u00a0(5598): 1569\u201379. November 2002.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1126\/science.298.5598.1569\" target=\"_blank\" rel=\"noreferrer noopener\">10.1126\/science.298.5598.1569<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/12446899\" target=\"_blank\" rel=\"noreferrer noopener\">12446899<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-11\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<em>Rethinking innateness: A connectionist perspective on development<\/em>. The MIT Press. 1998.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-12\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0Mou (1999). \u201cThe Structure of the Chinese Language and Ontological Insights: A Collective-Noun Hypothesis\u201d.\u00a0<em>Philosophy East and West<\/em>.\u00a0<strong>49<\/strong>\u00a0(1): 45\u201362.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.2307\/1400116\" target=\"_blank\" rel=\"noreferrer noopener\">10.2307\/1400116<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-13\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0Woodfield (2000). \u201cReference and Deference\u201d.\u00a0<em>Mind and Language<\/em>.\u00a0<strong>15<\/strong>\u00a0(4): 433\u2013451.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1111\/1468-0017.00143\" target=\"_blank\" rel=\"noreferrer noopener\">10.1111\/1468\u20130017.00143<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-14\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cMaking and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences\u201d.\u00a0<em>Cognitive Psychology<\/em>.\u00a0<strong>14<\/strong>\u00a0(2): 178\u2013210. 1982.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1016\/0010-0285%2882%2990008-1\" target=\"_blank\" rel=\"noreferrer noopener\">10.1016\/0010\u20130285(82)90008\u20131<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-15\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cThe interaction of syntax and semantics during sentence processing: Eye movements in the analysis of semantically biased sentences\u201d.\u00a0<em>Journal of Verbal Learning and Verbal Behavior<\/em>.\u00a0<strong>22<\/strong>\u00a0(3): 358\u2013374. 1983.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1016\/s0022-5371%2883%2990236-0\" target=\"_blank\" rel=\"noreferrer noopener\">10.1016\/s0022\u20135371(83)90236\u20130<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-16\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cToward a lexical framework of constraint-based syntactic ambiguity resolution\u201d.\u00a0<em>Perspectives on Sentence Processing<\/em>: 155\u2013179. 1994.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-17\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0Drieghe, D., K. Rayner, and A. Pollatsek. 2005. \u201cEye movements and word skipping during reading revisited.\u201d\u00a0<a href=\"https:\/\/tr.wikipedia.org\/w\/index.php?title=Journal_of_Experimental_Psychology%3A_Human_Perception_and_Performance&amp;action=edit&amp;redlink=1\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Journal of Experimental Psychology: Human Perception and Performance<\/em><\/a>\u00a031(5). p. 954.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-18\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cSpeech errors as linguistic evidence\u201d. 1973.<\/li>\n\n\n\n<li><strong>^<\/strong>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-Psycholinguistics_19-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>a<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-Psycholinguistics_19-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>b<\/em><\/strong><\/a>\u00a0<em>Psycholinguistics<\/em>. Los Angeles, Calif.: SAGE. 2011.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_Kitap_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISBN<\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/%C3%96zel:KitapKaynaklar%C4%B1\/9781446263013\" target=\"_blank\" rel=\"noreferrer noopener\">9781446263013<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/OCLC\" target=\"_blank\" rel=\"noreferrer noopener\">OCLC<\/a>\u00a0<a href=\"https:\/\/www.worldcat.org\/oclc\/846651282\" target=\"_blank\" rel=\"noreferrer noopener\">846651282<\/a>.<\/li>\n\n\n\n<li><strong>^<\/strong>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-packard_20-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>a<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-packard_20-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>b<\/em><\/strong><\/a>\u00a0\u201cChinese words and the lexicon\u201d.\u00a0<a href=\"https:\/\/archive.org\/details\/morphologychines00pack_500\" target=\"_blank\" rel=\"noreferrer noopener\"><em>The Morphology of Chinese: A Linguistic and Cognitive Approach<\/em><\/a>. Cambridge: Cambridge University Press. 2000. ss.\u00a0<a href=\"https:\/\/archive.org\/details\/morphologychines00pack_500\/page\/n300\" target=\"_blank\" rel=\"noreferrer noopener\">284<\/a>\u2013309.<\/li>\n\n\n\n<li><strong>^<\/strong>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:3_21-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>a<\/em><\/strong><\/a>\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-:3_21-1\" target=\"_blank\" rel=\"noreferrer noopener\"><strong><em>b<\/em><\/strong><\/a>\u00a0\u201cSemantic facilitation without association in a lexical decision task\u201d.\u00a0<em>Memory &amp; Cognition<\/em>.\u00a0<strong>5<\/strong>\u00a0(3): 335\u20139. May 1977.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.3758\/bf03197580\" target=\"_blank\" rel=\"noreferrer noopener\">10.3758\/bf03197580<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/24202904\" target=\"_blank\" rel=\"noreferrer noopener\">24202904<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-22\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cEye movements in reading and information processing\u201d.\u00a0<em>Psychological Bulletin<\/em>.\u00a0<strong>85<\/strong>\u00a0(3): 618\u201360. May 1978.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1037\/0033-2909.85.3.618\" target=\"_blank\" rel=\"noreferrer noopener\">10.1037\/0033\u20132909.85.3.618<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/353867\" target=\"_blank\" rel=\"noreferrer noopener\">353867<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-23\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cIntegration of visual and linguistic information in spoken language comprehension\u201d.\u00a0<em>Science<\/em>.\u00a0<strong>268<\/strong>\u00a0(5217): 1632\u20134. June 1995.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1126\/science.7777863\" target=\"_blank\" rel=\"noreferrer noopener\">10.1126\/science.7777863<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/7777863\" target=\"_blank\" rel=\"noreferrer noopener\">7777863<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-linguisticsociety1_24-0\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<a href=\"http:\/\/www.linguisticsociety.org\/resource\/slips-tongue-windows-mind\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cSlips of the Tongue: Windows to the Mind | Linguistic Society of America\u201d<\/a>.\u00a0<a href=\"http:\/\/www.linguisticsociety.org.\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>www.linguisticsociety.org<\/em>.<\/a>\u00a0Eri\u015fim tarihi: 2 May\u0131s 2017.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-25\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<em>Speech Errors as Linguistic Evidence<\/em>. The Netherlands: Mouton &amp; Co. N. V. 1973. ss. 157\u2013163.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-26\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<a href=\"https:\/\/repository.upenn.edu\/cgi\/viewcontent.cgi?article=1145&amp;context=neuroethics_pubs\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cFunctional neuroimaging: technical, logical, and social perspectives\u201d<\/a>.\u00a0<em>The Hastings Center Report<\/em>. Spec No (s2): S8\u201318. 1 Mart 2014.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1002\/hast.294\" target=\"_blank\" rel=\"noreferrer noopener\">10.1002\/hast.294<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/24634086\" target=\"_blank\" rel=\"noreferrer noopener\">24634086<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-27\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cDRC: a dual route cascaded model of visual word recognition and reading aloud\u201d.\u00a0<em>Psychological Review<\/em>.\u00a0<strong>108<\/strong>\u00a0(1): 204\u201356. January 2001.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1037\/0033-295X.108.1.204\" target=\"_blank\" rel=\"noreferrer noopener\">10.1037\/0033\u2013295X.108.1.204<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/11212628\" target=\"_blank\" rel=\"noreferrer noopener\">11212628<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-28\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cThe TRACE model of speech perception\u201d.\u00a0<em>Cognitive Psychology<\/em>.\u00a0<strong>18<\/strong>\u00a0(1): 1\u201386. January 1986.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1016\/0010-0285%2886%2990015-0\" target=\"_blank\" rel=\"noreferrer noopener\">10.1016\/0010\u20130285(86)90015\u20130<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/PubMed#PubMed_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">PMID<\/a>\u00a0<a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pubmed\/3753912\" target=\"_blank\" rel=\"noreferrer noopener\">3753912<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-29\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0Chang (September 2002). \u201cSymbolically speaking: a connectionist model of sentence production\u201d.\u00a0<em>Cognitive Science<\/em>.\u00a0<strong>26<\/strong>\u00a0(5): 609\u2013651.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Say%C4%B1sal_nesne_tan%C4%B1mlay%C4%B1c%C4%B1s%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">doi<\/a>:<a href=\"https:\/\/doi.org\/10.1207\/s15516709cog2605_3\" target=\"_blank\" rel=\"noreferrer noopener\">10.1207\/s15516709cog2605_3<\/a>.\u00a0<a href=\"https:\/\/tr.wikipedia.org\/wiki\/Uluslararas%C4%B1_Standart_S%C3%BCreli_Yay%C4%B1n_Numaras%C4%B1\" target=\"_blank\" rel=\"noreferrer noopener\">ISSN<\/a>\u00a0<a href=\"https:\/\/www.worldcat.org\/issn\/0364-0213\" target=\"_blank\" rel=\"noreferrer noopener\">0364\u20130213<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-30\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0\u201cWords, and how we (eventually) find them.\u201d.\u00a0<a href=\"https:\/\/archive.org\/details\/ascentbabelexplo00altm\" target=\"_blank\" rel=\"noreferrer noopener\"><em>The Ascent of Babel: An Exploration of Language, Mind, and Understanding<\/em><\/a>. Oxford: Oxford University Press. 1997. ss.\u00a0<a href=\"https:\/\/archive.org\/details\/ascentbabelexplo00altm\/page\/n78\" target=\"_blank\" rel=\"noreferrer noopener\">65<\/a>\u201383.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-31\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<em>Ethnicity, Language, and Power from a Psycholinguistic Perspective<\/em>. Bruxelles: Centre de recherche sur le pluralinguisme. 1982. ss. 4\u20137.<\/li>\n\n\n\n<li><a href=\"https:\/\/tr.wikipedia.org\/wiki\/Psikodilbilim#cite_ref-32\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>^<\/strong><\/a>\u00a0<em>Ethnicity, Language, and Power from a Psycholinguistic Perspective<\/em>. Bruxelles: Centre de recherche sur le pluralinguisme. 1982.<\/li>\n<\/ol>\n","protected":false},"featured_media":1691,"template":"","meta":{"_acf_changed":true},"event_publishing_tags":[],"kategori":[302],"class_list":["post-1690","blog_content","type-blog_content","status-publish","has-post-thumbnail","hentry","kategori-vikimaraton"],"acf":[],"_links":{"self":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/1690","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content"}],"about":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/types\/blog_content"}],"version-history":[{"count":0,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/1690\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media\/1691"}],"wp:attachment":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media?parent=1690"}],"wp:term":[{"taxonomy":"event_publishing_tags","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/event_publishing_tags?post=1690"},{"taxonomy":"kategori","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/kategori?post=1690"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}