{"id":1734,"date":"2023-03-17T15:00:15","date_gmt":"2023-03-17T15:00:15","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=1734"},"modified":"2025-04-11T21:44:40","modified_gmt":"2025-04-11T21:44:40","slug":"susan-carey-kognitif-vikimaraton","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/susan-carey-kognitif-vikimaraton\/","title":{"rendered":"Susan Carey \u2014 Kognitif VikiMaraton"},"content":{"rendered":"

Bu dok\u00fcman CogIST olarak, 8 Mart D\u00fcnya Kad\u0131nlar G\u00fcn\u00fc dolay\u0131s\u0131yla Vikipedi T\u00fcrkiye\u2019de, kad\u0131n bili\u015fsel bilimcilere dair ger\u00e7ekle\u015ftirdi\u011fimiz katk\u0131lar\u0131n bir ar\u015fivi niteli\u011findedir. Vikipedi\u2019deki 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 <\/em>Vikipedi\u2019den<\/em><\/a> de eri\u015febilirsiniz. T\u00fcm Kognitif VikiMaraton detaylar\u0131na ise <\/em>buradan<\/em><\/a> ula\u015fabilirsiniz.<\/em><\/p>\n\n\n\n

Susan E. Carey (1942 do\u011fumlu), Harvard \u00dcniversitesi\u2019nde Psikoloji Profes\u00f6r\u00fc olan Amerikal\u0131 bir psikologtur. Dil edinimi, \u00e7ocuklarda kavram geli\u015fimi, zaman i\u00e7indeki kavramsal de\u011fi\u015fimler ve y\u00f6netici i\u015flevlerin \u00f6nemi \u00fczerine \u00e7al\u0131\u015fmaktad\u0131r. Bebekler, k\u00fc\u00e7\u00fck \u00e7ocuklar, yeti\u015fkinler ve insan olmayan primatlar \u00fczerinde deneyler yapm\u0131\u015ft\u0131r. Kitaplar\u0131 aras\u0131nda Conceptual Change in Childhood<\/em> (1985) ve Origins of Concepts<\/em> (2009) bulunmaktad\u0131r.<\/p>\n\n\n\n

Carey\u2019nin geli\u015ftirdi\u011fi fikirler aras\u0131nda \u00e7ocuklar\u0131n kelimelerin anlamlar\u0131n\u0131 yaln\u0131zca tek seferde \u00f6\u011frendikleri h\u0131zl\u0131 e\u015fleme (fast mapping); geni\u015fletilmi\u015f e\u015fleme (extended mapping), folk teoriler ve Quinec\u0131 anlamland\u0131rma (Quinian bootstrapping) bulunur. \u00c7al\u0131\u015fmalar\u0131 \u201cher modern ve ciddi kavramsal geli\u015fim teorisinin ba\u015flang\u0131\u00e7 noktas\u0131\u201d olarak kabul edilir.<\/p>\n\n\n\n

2009’da Carey, insan bili\u015finin teorik temellerine \u00f6nemli katk\u0131lar\u0131ndan dolay\u0131 David E. Rumelhart \u00d6d\u00fcl\u00fc\u2019n\u00fc alan ilk kad\u0131n olmu\u015ftur. Carey, \u201cinsanlar\u0131n nesneler, say\u0131lar, canl\u0131 t\u00fcrleri ve fiziksel d\u00fcnyaya dair kavray\u0131\u015flar\u0131n\u0131n nas\u0131l olu\u015ftu\u011fu hakk\u0131nda devrim yaratt\u0131\u011f\u0131\u201d kavramsal de\u011fi\u015fim teorisi (theory of conceptual change) nedeniyle Psikolojik ve Bili\u015fsel Bilimler alan\u0131nda 2020 Atkinson \u00d6d\u00fcl\u00fc\u2019n\u00fc alm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

E\u011fitim<\/h2>\n\n\n\n

Susan Carey, 1942’de Otoyol Ara\u015ft\u0131rma Kurulu\u2019nda (Highway Research Board, HRB) ara\u015ft\u0131rma m\u00fchendisi olan William N. Carey Jr.\u2019\u0131n ve onun ilk e\u015fi Mary Champine\u2019in \u00e7ocu\u011fu olarak d\u00fcnyaya gelmi\u015ftir. Ottawa, Illinois\u2019deki Ottawa Township Lisesi\u2019ne gitti ve 1960 y\u0131l\u0131nda mezun olmu\u015ftur.<\/p>\n\n\n\n

Susan Carey lisans derecesini 1964 y\u0131l\u0131nda Radcliffe College\u2019da edindi. Carey daha sonra Harvard \u00dcniversitesi\u2019ne girmi\u015ftir. Bir lisans \u00f6\u011frencisi olarak, Chiapas\u2019ta bir Maya halk\u0131 olan Tzotzil ile saha \u00e7al\u0131\u015fmas\u0131 yapm\u0131\u015ft\u0131r. \u00dc\u00e7\u00fcnc\u00fc y\u0131l\u0131nda George Armitage Miller ve Jerome Bruner\u2019den dersler ald\u0131 ve yaz boyunca University College London\u2019dan ziyarete gelen Peter Wason ile ara\u015ft\u0131rma g\u00f6revlisi olarak \u00e7al\u0131\u015fm\u0131\u015ft\u0131r. Carey, 1965’te Londra \u00dcniversitesi\u2019nde lisans\u00fcst\u00fc \u00e7al\u0131\u015fmalar\u0131 i\u00e7in Fulbright bursunu kabul etmeden \u00f6nce Tanzanya\u2019da m\u00fcltecilerle \u00e7al\u0131\u015fm\u0131\u015ft\u0131r. Do\u011fu ve Afrika \u00c7al\u0131\u015fmalar\u0131 Okulu\u2019nda (SOAS) Afrika tarihi okudu ve Wason\u2019\u0131n bili\u015fsel \u00e7al\u0131\u015fmalarla ilgili laboratuvar toplant\u0131lar\u0131na kat\u0131lm\u0131\u015ft\u0131r. Carey, 1967’de Harvard\u2019da y\u00fcksek lisans \u00e7al\u0131\u015fmas\u0131na ba\u015flad\u0131, 1971’de deneysel psikoloji alan\u0131nda doktoras\u0131n\u0131 alm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

Kariyer<\/h2>\n\n\n\n

Carey, 1972’den 1996’ya kadar Massachusetts Institute of Technology\u2019de Beyin ve Bili\u015fsel Bilimler B\u00f6l\u00fcm\u00fc\u2019nde \u00e7al\u0131\u015ft\u0131. Susan Carey, Hans-Lukas Teuber\u2019i y\u00f6n\u00fcn\u00fc belirlemeye yard\u0131mc\u0131 olan \u00f6nemli bir kariyer mentoru olarak ve Jerry Fodor\u2019u kavramsal de\u011fi\u015fimin m\u00fcmk\u00fcn olup olmamas\u0131 hakk\u0131nda tart\u0131\u015ft\u0131\u011f\u0131 entelekt\u00fcel bir ak\u0131l hocas\u0131 olarak g\u00f6rm\u00fc\u015ft\u00fcr. Carey, MIT\u2019de George Miller, Jerome Bruner ve Roger Brown ile birlikte \u00e7al\u0131\u015fm\u0131\u015ft\u0131r ve Elizabeth Spelke ile ilk kez tan\u0131\u015fm\u0131\u015ft\u0131r. Carey, 1972’den 1977’ye kadar MIT\u2019de yard\u0131mc\u0131 do\u00e7ent, 1977’den 1984’e kadar do\u00e7ent ve 1984’ten 1996’ya kadar tam profes\u00f6r olarak ara\u015ft\u0131rmalar\u0131n\u0131 y\u00fcr\u00fctm\u00fc\u015ft\u00fcr. Carey, 1983\u20131984’te Felsefe ve Psikoloji Derne\u011fi\u2019nin ba\u015fkan\u0131 olarak g\u00f6rev yapm\u0131\u015ft\u0131.<\/p>\n\n\n\n

1996’da Carey, 1996’dan 2001’e kadar psikoloji b\u00f6l\u00fcm\u00fcnde profes\u00f6r oldu\u011fu New York \u00dcniversitesi\u2019ne kat\u0131lm\u0131\u015ft\u0131r. 2001 y\u0131l\u0131nda Harvard \u00dcniversitesi\u2019nde \u00f6\u011fretim \u00fcyesi olmu\u015ftur. 2004 y\u0131l\u0131 itibariyle Harvard\u2019da Henry A. Morss Jr. ve Elisabeth W. Morss Psikoloji Profes\u00f6r\u00fc oldu ve bu \u00f6d\u00fcl\u00fc alan ilk kad\u0131n olmu\u015ftur.<\/p>\n\n\n\n

Carey, Cognition<\/em>, Development Psychology<\/em>, Memory and Cognition<\/em> ve Psychological Review<\/em> gibi yay\u0131n kurullar\u0131nda g\u00f6rev yapt\u0131.<\/p>\n\n\n\n

Ara\u015ft\u0131rma<\/h2>\n\n\n\n

1978’de Susan Carey ve Elsa Bartlett \u201c h\u0131zl\u0131 e\u015fleme\u201d terimini ortaya att\u0131lar. Bu terim, yeni bir kavram\u0131n (\u00f6rn. bir renk ad\u0131) yaln\u0131zca bir kez maruz kalmaya dayal\u0131 olarak \u00f6\u011frenilmesini sa\u011flad\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclen zihinsel s\u00fcreci ifade eder. Ayr\u0131ca, \u00e7ocuklar\u0131n yeni kavram\u0131 kademeli olarak \u00f6nceki sahip olduklar\u0131 kavramsal alan (conceptual space) ile uyumlu hale getirdikleri s\u00fcre\u00e7 olan \u201cgeni\u015fletilmi\u015f e\u015flemeyi\u201d ele ald\u0131lar. Carey, geni\u015fletilmi\u015f e\u015fleme i\u00e7in, hem kelimeler i\u00e7in yeni \u00f6nc\u00fcllerin (primitives) yarat\u0131lmas\u0131n\u0131n hem de kelime anlamlar\u0131 hakk\u0131nda hipotez testinin gerekti\u011fini savunuyor. H\u0131zl\u0131 e\u015fleme, \u201c\u00f6nemli metodolojik ve teorik ilerlemelere\u201d yol a\u00e7an kelimelerin \u00f6\u011frenilmesiyle ilgili geli\u015fimsel teorilerde merkezi bir fikir haline geldi. Geni\u015fletilmi\u015f e\u015fleme \u00e7al\u0131\u015fmalar\u0131 ise zor olmakla birlikte daha az denenir.<\/p>\n\n\n\n

1985’te Carey, \u00e7ocuklar ve yeti\u015fkinler aras\u0131ndaki bili\u015fsel farkl\u0131l\u0131klar hakk\u0131nda bir kitap olan Conceptual Change in Childhood\u2019u<\/em> yazd\u0131. Kitap, \u00e7ocuklar\u0131n biyolojik konular hakk\u0131nda bilgi edinimi ile ilgili bir vaka \u00e7al\u0131\u015fmas\u0131d\u0131r ve geli\u015fim s\u00fcreci boyunca bilginin nas\u0131l yeniden yap\u0131land\u0131r\u0131ld\u0131\u011f\u0131n\u0131 analiz eder. Jean Piaget\u2019nin animizm \u00fczerine yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmalar\u0131, daha sonra \u00e7ocuklar\u0131n biyolojik kavramlarla ilgili bilgileri \u00fczerine yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmalarla ba\u011fda\u015ft\u0131r\u0131r. Carey, \u00e7ocuklar\u0131n biyolojik kavramlara \u2014 mesela \u201chayvan\u201d \u2014 dair erken ya\u015ftaki kavray\u0131\u015flar\u0131n\u0131n, insanlar\u0131n di\u011fer hayvanlar\u0131n prototipi olarak g\u00f6r\u00fcld\u00fc\u011f\u00fc antropomorfik bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131 veya folk teorizasyonunu g\u00f6sterdi\u011fini \u00f6ne s\u00fcrd\u00fc. (Daha sonraki ara\u015ft\u0131rmac\u0131lar, k\u00fclt\u00fcr ve deneyimin etkilerini vurgulayarak, bu t\u00fcrden antropomorfik bak\u0131\u015fa\u00e7\u0131s\u0131n\u0131n evrensel olmad\u0131\u011f\u0131n\u0131 savundular.) Carey, bilginin \u00e7ocuklar ve yeti\u015fkinler taraf\u0131ndan yeniden yap\u0131land\u0131r\u0131lma bi\u00e7imlerini de kar\u015f\u0131la\u015ft\u0131rd\u0131. \u00c7ocuklardaki kavramsal geli\u015fimde ve, bilim tarihinde g\u00f6sterildi\u011fi \u00fczere, bilim insanlar\u0131n\u0131n teoriler geli\u015ftirilmesinde benzer psikolojik s\u00fcre\u00e7lerin yer ald\u0131\u011f\u0131n\u0131 savundu.<\/p>\n\n\n\n

2001’de Carey ve Elizabeth Spelke Harvard\u2019a ta\u015f\u0131narak Geli\u015fim \u00c7al\u0131\u015fmalar\u0131 Laboratuvar\u0131\u2019n\u0131 kurdular. Bebekler, k\u00fc\u00e7\u00fck \u00e7ocuklar, yeti\u015fkinler ve insan olmayan primatlarla \u00e7al\u0131\u015farak bir temel bilgi (core knowledge) \u00f6nerisi geli\u015ftirdiler. Temel bili\u015f (core cognition) fikrine g\u00f6re, insan bebekleri hayata nesne, \u00f6zne, say\u0131 ve muhtemelen nedensellik ve uzam\u0131 ele alabilmek i\u00e7in bir dizi temel i\u015fleme mekanizmas\u0131 veya temel bilgi sistemleri ile ba\u015fl\u0131yorlar. Bu erken ya\u015ftaki temsiller, daha fazla \u00e7\u0131kar\u0131m, ak\u0131l y\u00fcr\u00fctme ve daha b\u00fcy\u00fck kavramsal yap\u0131lar\u0131n geli\u015ftirilmesi i\u00e7in bir temel sa\u011fl\u0131yor.<\/p>\n\n\n\n

2009’da Carey, kavramsal yap\u0131, kavram edinimi ve de\u011fi\u015fimi ve bili\u015fsel geli\u015fim hakk\u0131nda kapsaml\u0131 bir a\u00e7\u0131klama sa\u011flamak amac\u0131yla \u201czarif, iyi yaz\u0131lm\u0131\u015f ve iddial\u0131 bir sentez\u201d olan The Origin of Concepts\u2019i<\/em> yay\u0131nlad\u0131. Kitapta Carey, insanlar\u0131n basit kavramlardan karma\u015f\u0131k kavramlar\u0131 nas\u0131l olu\u015fturduklar\u0131na dair bir teori i\u00e7in \u201cQuinec\u0131 anlamland\u0131rma\u201d terimini ortaya att\u0131. Kitap, 2009’da Bili\u015fsel Geli\u015fim Derne\u011fi Kitap \u00d6d\u00fcl\u00fc\u2019n\u00fc ve 2011’de Amerikan Psikoloji Derne\u011fi\u2019nin Eleanor Maccoby Kitap \u00d6d\u00fcl\u00fc\u2019n\u00fc kazand\u0131.<\/p>\n\n\n\n

2012’den ba\u015flayarak, Carey ve Deborah Zaitchik, insanlar\u0131n mevcut bilgilerini kavramsal de\u011fi\u015fim gerektiren yeni bilgilerle nas\u0131l b\u00fct\u00fcnle\u015ftirdiklerini incelemek i\u00e7in Y\u00f6netici \u0130\u015flev ve Kavramsal De\u011fi\u015fim (Executive Function and Conceptual Change) projesini y\u00f6netti. Y\u00f6netici i\u015flevi, \u00f6\u011frenme s\u00fcrecini ve kavramsal de\u011fi\u015fimi etkileyen kilit bir fakt\u00f6r olarak tan\u0131mlam\u0131\u015flard\u0131. Y\u00f6netici i\u015flevi, \u00e7al\u0131\u015fma belle\u011findeki bilgiye odaklanma, bilgiye verilen tepkileri engelleme ve ba\u011flamlar aras\u0131nda ge\u00e7i\u015f yapma gibi \u00f6nemli zihinsel s\u00fcre\u00e7leri i\u00e7erir. \u00c7ocuklar\u0131n y\u00f6netici i\u015flev d\u00fczeyi, bir \u015feyin canl\u0131 oldu\u011funa dair biyolojik kavram gibi kavramsal de\u011fi\u015fimi i\u00e7eren bir fikri \u00f6\u011frenme yeteneklerini etkiler. Daha y\u00fcksek Y\u0130 puanlar\u0131 olan \u00e7ocuklar \u00f6\u011frenmede daha ba\u015far\u0131l\u0131d\u0131r. Ara\u015ft\u0131rma ayr\u0131ca, e\u011fitimin y\u00fcr\u00fctme i\u015flevini geli\u015ftirebilece\u011fini ve \u00e7ocuklar\u0131n matematik, okuma ve kelime bilgisi puanlar\u0131nda m\u00fcteakip kazan\u0131mlara yol a\u00e7abilece\u011fini g\u00f6stermektedir.<\/p>\n\n\n\n

\u015ea\u015f\u0131rt\u0131c\u0131 bir \u015fekilde, ara\u015ft\u0131rmac\u0131lar, ya\u015fl\u0131lar\u0131n, k\u00fc\u00e7\u00fck \u00e7ocuklar taraf\u0131ndan yap\u0131lanlar\u0131 an\u0131msatan muhakeme hatalar\u0131 yapt\u0131\u011f\u0131n\u0131 g\u00f6stermi\u015ftir. Yeti\u015fkinlerde bu, ilgili kavramlar\u0131n yoklu\u011fundan ziyade y\u00fcr\u00fctme i\u015flevindeki ba\u015far\u0131s\u0131zl\u0131klar\u0131 yans\u0131tabilir. 5 ya\u015f\u0131n alt\u0131ndaki \u00e7ocuklar, Alzheimer hastal\u0131\u011f\u0131 olan yeti\u015fkinler ve 65 ila 81 ya\u015f aras\u0131ndaki sa\u011fl\u0131kl\u0131 yeti\u015fkinler, belirli g\u00f6revlerde benzer yanl\u0131\u015f s\u0131n\u0131fland\u0131rma modelleri sergilemi\u015flerdir. Birtak\u0131m \u015feyleri canl\u0131 olup olmad\u0131klar\u0131na g\u00f6re s\u0131ralamalar\u0131 istendi\u011finde, \u00fc\u00e7 grubun da \u00fcyeleri hareket eden \u015feyleri \u2014 u\u00e7aklar, saatler ve bisikletler dahil \u2014 \u201ccanl\u0131\u201d olarak kategorize etme e\u011filimindeydiler. Carey, y\u00fcr\u00fctme i\u015flevinin yeti\u015fkinlerin daha \u00f6nce \u00f6\u011frendikleri bilgileri ifade etme becerilerini nas\u0131l etkiledi\u011fi sorusunu inceliyor.<\/p>\n\n\n\n

Ki\u015fisel hayat<\/h2>\n\n\n\n

Carey, felsefe profes\u00f6r\u00fc Ned Block (NYU) ile evlidir.<\/p>\n\n\n\n

\u00d6d\u00fcller<\/h2>\n\n\n\n