{"id":2015,"date":"2022-03-07T15:00:25","date_gmt":"2022-03-07T15:00:25","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2015"},"modified":"2025-09-08T19:58:59","modified_gmt":"2025-09-08T19:58:59","slug":"ortak-eylem-zihinsel-temsiller-bilgi-paylasimi-ve-diger-insanlarla-koordine-olmak-icin-genel-mekanizmalar-cordula-vesper-ve-digerleri","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/ortak-eylem-zihinsel-temsiller-bilgi-paylasimi-ve-diger-insanlarla-koordine-olmak-icin-genel-mekanizmalar-cordula-vesper-ve-digerleri\/","title":{"rendered":"Ortak Eylem: Zihinsel Temsiller, Bilgi Payla\u015f\u0131m\u0131 ve Di\u011fer \u0130nsanlarla Koordine Olmak \u0130\u00e7in Genel Mekanizmalar \u2014 Cordula Vesper ve Di\u011ferleri"},"content":{"rendered":"

\u00d6zg\u00fcn Ad\u0131: Joint Action: Mental Representations, Shared Information and General Mechanisms for Coordinating with Others<\/a><\/p>\n\n\n\n

Yazarlar: Cordula Vesper, Ekaterina Abramova, Judith B\u00fctepage, Francesca Ciardo, Benjamin Crossey, Alfred Effenberg, Dayana Hristova, April Karlinsky, Luke McEllin, Sari R. R. Nijssen, Laura Schmitz, Basil Wahn
<\/a>\u00c7evirmen: Aylin G\u00fcndo\u011fdu
Edit\u00f6r: Helin Erden<\/p>\n\n\n\n

Ortak eylemlerde bir\u00e7ok insan bir g\u00f6revi beraberce yerine getirmek i\u00e7in davran\u0131\u015flar\u0131n\u0131 koordine ederler. Bu durum da s\u0131kl\u0131kla zamansal ve mek\u00e2nsal koordinasyon gerektirir. Peki e\u015f-akt\u00f6rler bunu nas\u0131l ba\u015far\u0131rlar? Davran\u0131\u015flar\u0131n\u0131 ortak bir amaca y\u00f6nelik bi\u00e7imde nas\u0131l koordine ederler? Bu yaz\u0131da, ortak eylemlere ait zihinsel temsilleri ana hatlar\u0131yla anlat\u0131yor, e\u015f-akt\u00f6rlerin nas\u0131l duyu-motor (sensorimotor) bilgiyi payla\u015ft\u0131\u011f\u0131n\u0131 ve di\u011ferleriyle koordine olmam\u0131z\u0131 sa\u011flayan genel mekanizmalar\u0131 tart\u0131\u015f\u0131yoruz. Ortak eylemin ger\u00e7ekle\u015fti\u011fi k\u00fclt\u00fcrel ba\u011flam\u0131 da makaleye bilerek dahil ediyor ve bu sayede bu sosyal olgunun karma\u015f\u0131k ve de\u011fi\u015fken do\u011fas\u0131n\u0131 da g\u00f6zler \u00f6n\u00fcne seriyoruz.<\/p>\n\n\n\n

SOSYAL B\u0130R D\u00dcNYADA HAREKET ETMEK<\/strong><\/h1>\n\n\n\n

\u0130nsanlar nadiren tek ba\u015f\u0131na hareket eder; bunun yerine, s\u0131kl\u0131kla \u00e7evrelerindeki insanlarla etkile\u015fime ge\u00e7er ve davran\u0131\u015flar\u0131n\u0131 onlarla koordine ederler. Bu tarz \u2018ortak eylemler\u2019 i\u00e7in verebilece\u011fimiz \u00f6rnekler bir koltu\u011fu bir\u00e7ok insanla ta\u015f\u0131mak (\u015eekil 1), bir \u00e7ocukla oyuncak kule in\u015fa etmek ve basketbol oynamaktan bir \u015fark\u0131da d\u00fcet yapmaya kadar \u00e7e\u015fitlendirilebilir. Benzer bir \u015fekilde, s\u0131k\u00e7a kullan\u0131lan bir tan\u0131m ortak eylemi \u015fu \u015fekilde a\u00e7\u0131kl\u0131yor: \u201c\u0130ki ya da daha fazla bireyin ortamda bir de\u011fi\u015fikli\u011fe yol a\u00e7mak i\u00e7in davran\u0131\u015flar\u0131n\u0131 mek\u00e2n ve zaman do\u011frultusunda koordine etmesini baz alan bir t\u00fcr sosyal etkile\u015fim\u201d (Sebanz vd., 2006, s. 70). \u00d6zellikle, bireylerin psikolojik (n\u00f6ro)bili\u015fsel ve alg\u0131sal s\u00fcre\u00e7lerine odaklanan uzun ara\u015ft\u0131rma gelene\u011finin \u0131\u015f\u0131\u011f\u0131nda, bu s\u00fcre\u00e7leri tipik olarak ger\u00e7ekle\u015ftikleri sosyal ortam i\u00e7erisinde incelemenin \u00f6nemini fark etmek olduk\u00e7a m\u00fchim.<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

KOORD\u0130NASYON MEKAN\u0130ZMALARI<\/strong><\/h1>\n\n\n\n

Ortak eylemlerde bulunan bireyler koordinasyonu sa\u011flayabilmek amac\u0131yla farkl\u0131 mekanizmalardan faydalan\u0131rlar. Bu mekanizmalar, ortak eyleme dair hedefleri ve ger\u00e7ekle\u015ftirilmesi gereken spesifik g\u00f6revleri takip etmeyi (monitoring) ve bunlara dair temsiller olu\u015fturmay\u0131 i\u00e7erir. Baz\u0131 koordinasyon mekanizmalar\u0131 e\u015f-akt\u00f6rler aras\u0131nda payla\u015f\u0131lan duyu-motor bilgilere dayan\u0131r ve bu sayede ortak dikkat, tahmin, s\u00f6zs\u00fcz ileti\u015fim ve duygusal durumlar\u0131n payla\u015f\u0131m\u0131n\u0131 m\u00fcmk\u00fcn k\u0131lar. Eylem s\u0131ras\u0131nda yap\u0131lan bilgi payla\u015f\u0131m\u0131na daha az ba\u011fl\u0131 olan genel mekanizmalar, e\u015f-akt\u00f6rlerin koordinasyon kolayla\u015ft\u0131r\u0131c\u0131lar\u0131 (coordination smoothers) ya da ortak standartlara g\u00fcvendi\u011fi zamanlarda koordinasyonu etkiler ve destekler. Bu makale, koordinasyon mekanizmalar\u0131 ve bu mekanizmalar\u0131n ortak eylemlerdeki rolleri konusunda genel bir bak\u0131\u015f sunuyor (Tablo 1). Makalede, yeti\u015fkin e\u015f-akt\u00f6rlerin fiziksel bir alan\u0131 payla\u015ft\u0131\u011f\u0131 ve koordinasyonun y\u00fcksek zamansal kesinlik gerektirdi\u011fi, kas\u0131tl\u0131 ve ger\u00e7ek zamanl\u0131 ortak eylemlere odaklan\u0131yoruz. Dolay\u0131s\u0131yla, makalede bahsedilenler ritmik ve kas\u0131ts\u0131z koordinasyon (Repp ve Keller, 2004; Schmidt ve Richardson, 2008), s\u00f6zel ileti\u015fim (Clark, 1996; Brennan vd., 2010), stratejik i\u015f birli\u011fi (Schelling, 1960) ve zamansal ile mek\u00e2nsal olarak daha mesafeli ortak g\u00f6revlerdeki koordinasyon gibi konulardaki \u00e7al\u0131\u015fmalar\u0131 tamaml\u0131yor.<\/p>\n\n\n\n

Tablo 1<\/strong><\/p>\n\n\n\n

Ortak eylemi destekleyen farkl\u0131 koordinasyon mekanizmalar\u0131n\u0131n \u00f6rneklerle beraber genel \u00f6zeti.<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

ORTAK EYLEMLERDE Z\u0130H\u0130NSEL TEMS\u0130LLER<\/strong><\/h1>\n\n\n\n

Sonraki altb\u00f6l\u00fcmler, ortak eylem hedefi ve akt\u00f6rlerin spesifik g\u00f6revlerinin temsil edilmesi ile takip edilmesi gibi, ortak eylemlerin ard\u0131nda yatan zihinsel temsilleri tart\u0131\u015f\u0131yor.<\/p>\n\n\n\n

Ortak Eylem Hedefi<\/strong><\/p>\n\n\n\n

Bir ortak eylemi ba\u015far\u0131l\u0131 bir \u015fekilde ger\u00e7ekle\u015ftirebilmek i\u00e7in akt\u00f6rlerin kendi eylemlerini hedefledikleri sonuca ve e\u015f-akt\u00f6rlerinin eylemlerine g\u00f6re planlamalar\u0131 gerekir. \u00d6rne\u011fin, Kourtis vd. (2014) eylem planlaman\u0131n n\u00f6ral d\u00fczeninin ki\u015finin eylemi ortak bir plan\u0131n par\u00e7as\u0131 oldu\u011funda (bir ba\u015fkas\u0131yla kadeh toku\u015fturmak gibi) ki\u015finin yaln\u0131z veya iki elini kulland\u0131\u011f\u0131 eylemlerin ger\u00e7ekle\u015ftirilmesine k\u0131yasla de\u011fi\u015fti\u011fini g\u00f6sterdi. Asgari ortak eylem g\u00f6r\u00fc\u015f\u00fcne g\u00f6re, ba\u015fkalar\u0131yla koordine edilen bir eylem ger\u00e7ekle\u015ftirme niyetinde olan bireyler ortak eylem hedefini ve bu hedefe ba\u015fkalar\u0131yla ula\u015facaklar\u0131 ger\u00e7e\u011fini zihinlerinde olduk\u00e7a az temsil eder (Vesper vd., 2010). Bu g\u00f6r\u00fc\u015f birbiriyle i\u00e7 i\u00e7e ge\u00e7mi\u015f \u00fcst d\u00fczey zihinsel temsilleri varsaymaz (Bratman, 1992) ve dolay\u0131s\u0131yla k\u00fc\u00e7\u00fck \u00e7ocuklarda ortak eylemin temelini olu\u015fturabilir. Dahas\u0131, ortak eylem hedefleri yeni becerilerin kazan\u0131m\u0131n\u0131 da etkiler; ortak eylem ba\u011flam\u0131nda (\u00f6rn., d\u00fcetler) \u015fark\u0131 \u00e7almay\u0131 \u00f6\u011frendikten sonra acemi piyanistler ortak eylem hedefine koordine olduklar\u0131nda (d\u00fcet) bireysel eylem hedeflerine koordine olmalar\u0131na (melodi) k\u0131yasla daha iyi \u00e7ald\u0131lar (Loehr ve Vesper, 2016). Hedefe dair temsillerin ortak eylemdeki \u00f6nemi ile ilgili bir di\u011fer bulgu da bir eylem performans\u0131n\u0131n hedef bir ba\u015fka insan\u0131n eylemini tamamlamak oldu\u011funda imitasyon yap\u0131ld\u0131\u011f\u0131 durumlara g\u00f6re daha kolayla\u015ft\u0131\u011f\u0131n\u0131 g\u00f6steren (van Schie vd., 2008; Poljac vd., 2009) b\u00fct\u00fcnleyici eylem \u00e7al\u0131\u015fmalar\u0131ndan geliyor (Sartori ve Betti, 2015).<\/p>\n\n\n\n

G\u00f6rev (E\u015f-)temsili<\/strong><\/h2>\n\n\n\n

\u00c7o\u011fu ortak eylemde kar\u015f\u0131m\u0131zdakinin g\u00f6revine dair detayl\u0131 bir bilgi mevcuttur ve insanlar kendi performanslar\u0131na zararl\u0131 olsa dahi bu g\u00f6revleri de zihinlerinde temsil etmeye meyillidir. \u00d6rne\u011fin, bir ki\u015fi tepki s\u00fcresi (reaction time) testlerinde ba\u015fkalar\u0131n\u0131n uyaran-tepki d\u00fczeninden etkilenebilir (Sebanz vd., 2003, 2005) ya da sadece ba\u015fka bir insan\u0131 ilgilendiren kelime listesindeki \u00f6\u011feleri otomatik olarak ezberleyebilir (Eskenazi vd., 2014). Ortak bir hedefe do\u011fru hareket edildi\u011fi zamanlarda, e\u015f-akt\u00f6r\u00fcn g\u00f6revlerini zihinde temsil etmek ba\u015fkalar\u0131n\u0131n eylemlerini tahmin etmeyi ve bu eylemleri ki\u015fisel eylem planlar\u0131na dahil edebilmeyi sa\u011flad\u0131\u011f\u0131 i\u00e7in yararl\u0131 olabilir. \u00d6rne\u011fin, e\u015f-akt\u00f6r\u00fcn g\u00f6revi hakk\u0131nda bilgiye sahip olmak, e\u011fer e\u015f-akt\u00f6r\u00fcn eylemi hakk\u0131nda bilgi alg\u0131sal olarak mevcut de\u011filse ve s\u00fcre\u00e7 i\u00e7erisinde e\u015f-akt\u00f6r\u00fcn eylemini takip etmek ve devaml\u0131 bir \u015fekilde uyum sa\u011flamak m\u00fcmk\u00fcn de\u011filse kullan\u0131\u015fl\u0131 olabilir. Bu, \u00e7iftlerin farkl\u0131 uzakl\u0131klardan yap\u0131lan ileri atlamalar\u0131n\u0131 ayn\u0131 zamanda yere inmek i\u00e7in koordine ettikleri bir \u00e7al\u0131\u015fmada g\u00f6sterildi (Vesper vd., 2013). Bu \u00e7al\u0131\u015fmada, e\u015f-akt\u00f6rler birbirlerinin eylemlerini g\u00f6rmese ya da duymasa da birbirlerinin z\u0131plamalar\u0131n\u0131n uzakl\u0131\u011f\u0131n\u0131 i\u00e7eren g\u00f6rev bilgisi partnerlerinin zamanlamas\u0131n\u0131 tahmin etme ve kendi z\u0131plamalar\u0131n\u0131 buna g\u00f6re ayarlamalar\u0131 i\u00e7in yeterliydi.<\/p>\n\n\n\n

Takip Etme<\/strong><\/h2>\n\n\n\n

Bir ortak g\u00f6revi ger\u00e7ekle\u015ftirirken e\u015f-akt\u00f6rler genellikle ortak eylemin o anki durumu ile hedeflenen sonucun uyumuna bakmak amac\u0131yla g\u00f6revdeki ilerlemelerini takip ederler (Vesper vd., 2010; Keller, 2012). \u00d6rne\u011fin, bir ki\u015fi birlikte ta\u015f\u0131n\u0131lan bir koltu\u011fun ne kadar yol kat etti\u011finin ve g\u00f6reve dahil olan t\u00fcm ki\u015filerin a\u011f\u0131rl\u0131\u011f\u0131 kald\u0131rmaya e\u015fit miktarda katk\u0131 sa\u011flay\u0131p sa\u011flamad\u0131\u011f\u0131n\u0131n kayd\u0131n\u0131 tutabilir. Takip etme, ki\u015finin kendi ya da partnerinin performans\u0131ndaki hatalar\u0131 veya beklenmeyen sonu\u00e7lar\u0131 tespit etmek i\u00e7in faydal\u0131d\u0131r ve bu da ki\u015finin h\u0131zl\u0131 bir \u015fekilde tepki vermesine ve uyum sa\u011flamas\u0131na olanak tan\u0131r. Sosyal ba\u011flamlarda performans takibi, zihinselle\u015ftirme ve perspektif almada rol oynayan beyin b\u00f6lgeleri (\u00f6rne\u011fin, medial prefrontal korteks) gibi beyin yap\u0131lar\u0131 ve spesifik s\u00fcre\u00e7ler i\u00e7erir (van Schie vd., 2004; Newman-Norlund vd., 2009; Radke vd., 2011). Uzman m\u00fczisyenlerle yap\u0131lan bir EEG deneyinin (Loehr vd., 2013) sonu\u00e7lar\u0131, beklenmeyen m\u00fczikal sonu\u00e7lar\u0131n tespiti s\u00f6z konusu oldu\u011funda i\u015fitsel sapmalar\u0131n ki\u015finin kendi ya da partnerinin eyleminden kaynaklanmas\u0131n\u0131n bir \u00f6nemi olmad\u0131\u011f\u0131n\u0131 ve bu seslerin tespitindeki n\u00f6ral d\u00fczenin benzer oldu\u011funu i\u015faret ediyor. Bu sonu\u00e7, e\u015f-akt\u00f6rlerin kendilerini bireysel olarak kontrol etmelerine ek olarak genel ortak hedefe y\u00f6nelik eylemleri de takip etti\u011fini g\u00f6steriyor.<\/p>\n\n\n\n

DUYU-MOTOR B\u0130LG\u0130 PAYLA\u015eIMI<\/strong><\/h1>\n\n\n\n

Sonraki altb\u00f6l\u00fcmler e\u015f-akt\u00f6rlerin ortak dikkat, tahmin, s\u00f6zs\u00fcz ileti\u015fim veya duygu payla\u015f\u0131m\u0131 \u00fczerinden ortak eylemi desteklemek i\u00e7in duyu-motor bilgi payla\u015ft\u0131\u011f\u0131 farkl\u0131 yollara dair genel bir bak\u0131\u015f a\u00e7\u0131s\u0131 sa\u011fl\u0131yor.<\/p>\n\n\n\n

Ortak Dikkat ve Ortak Bak\u0131\u015f<\/strong><\/h2>\n\n\n\n

Di\u011fer insanlar\u0131n g\u00f6z hareketleri ne g\u00f6rd\u00fcklerine ve i\u00e7sel durumlar\u0131na dair \u00f6nemli bir bilgi kayna\u011f\u0131d\u0131r (Tomasello vd., 2005). Buna beraber bir koltuk ta\u015f\u0131rken e\u015f-akt\u00f6rlerin ortak bak\u0131\u015f\u0131 herkesin yoldaki olas\u0131 bir engelden (merakl\u0131 bir k\u00f6pek gibi) haberdar olup olmad\u0131\u011f\u0131n\u0131 \u00e7\u0131karsamak i\u00e7in kullanmas\u0131 \u00f6rnek olarak verilebilir. Ortak dikkat e\u015f-akt\u00f6rlerin birbirlerinin bak\u0131\u015flar\u0131n\u0131 ve dikkat durumlar\u0131n\u0131 takip etmesine dayan\u0131r (Emery, 2000). \u00d6rne\u011fin, eylemlerini senkronize ederken e\u015f-akt\u00f6rler kendi hedefleri ve partnerlerinin hedefleri ile alakal\u0131 konumlar aras\u0131nda dikkatlerini b\u00f6l\u00fc\u015ft\u00fcr\u00fcrler (Kourtis vd., 2014; farkl\u0131 g\u00f6revlerin kullan\u0131ld\u0131\u011f\u0131 ayn\u0131 sonu\u00e7lara sahip \u00e7al\u0131\u015fmalar i\u00e7in bak\u0131n\u0131z B\u00f6ckler vd., 2012; Ciardo vd., 2016), ve bak\u0131\u015f payla\u015fmak dikkatin verildi\u011fi nesneleri motor ve duygusal a\u00e7\u0131lardan daha amaca uygun bir hale getirerek nesne i\u015flemlemesini etkiler (Becchio vd., 2008; Innocenti vd., 2012; Scorolli vd., 2014). Bunlara ek olarak, ortak arama g\u00f6revi kullanan bir \u00e7al\u0131\u015fmada farkl\u0131 duyular (\u00f6rne\u011fin, g\u00f6rme, i\u015fitme ve dokunma) arac\u0131l\u0131\u011f\u0131 ile kar\u015f\u0131l\u0131kl\u0131 olarak birbirlerinin bak\u0131\u015f konumuna dair bilgi sahibi olan e\u015f-akt\u00f6rler bu bilginin olmad\u0131\u011f\u0131 duruma k\u0131yasla daha h\u0131zl\u0131 arama yapt\u0131lar (Brennan vd., 2008; Wahn vd., 2015). T\u00fcm bu bilgiler bak\u0131\u015f bilgisinin ortak eylem i\u00e7in ne kadar \u00f6nemli bir rol\u00fc oldu\u011funa i\u015faret ediyor.<\/p>\n\n\n\n

Duyu-Motor Tahmin<\/strong><\/h2>\n\n\n\n

Ba\u015fkalar\u0131n\u0131n eylemlerini ve bu eylemlerin alg\u0131sal sonu\u00e7lar\u0131n\u0131 tahmin etmek ortak eylem i\u00e7in s\u0131kl\u0131kla \u00f6nem ta\u015f\u0131r. Bir koltu\u011fu ba\u015fkas\u0131yla beraber ta\u015f\u0131rken bireylerin kendi eylemlerini adapte edebilmesi ve koordinasyonu h\u0131zland\u0131rabilmesi i\u00e7in kar\u015f\u0131lar\u0131ndaki ki\u015finin ne yapaca\u011f\u0131n\u0131 tahmin etmesi gerekir. Eylem tahmini s\u00fcrecinin ki\u015filerin kendi motor plan ve hedeflerine dayand\u0131\u011f\u0131 \u00f6ne s\u00fcr\u00fclm\u00fc\u015ft\u00fcr. \u00d6yle ki, etkile\u015fime ge\u00e7ti\u011fi bir bireyin eylemlerini g\u00f6zlemlemek ki\u015fide e\u015f alg\u0131sal ve motor programlar\u0131n temsillerini aktive eder (Prinz, 1997; Blakemore ve Decety, 2001; Wolpert vd., 2003; Wilson ve Knoblich, 2005; Catmur vd., 2007). \u0130\u015flevsel d\u00fczeyde eylem tahmini, partner taraf\u0131ndan \u00fcretilen eylemlerin alg\u0131sal sonu\u00e7lar\u0131 hakk\u0131nda ki\u015finin kendi motor deneyimine dayanarak beklenti \u00fcreten ileriye d\u00f6n\u00fck i\u00e7sel modeller (internal forward model) ba\u011flam\u0131nda a\u00e7\u0131klanabilir. N\u00f6rofizyolojik d\u00fczeyde ise ayna n\u00f6ron (mirror neuron) sistemi (Rizzolatti ve Sinigaglia, 2010) eylem g\u00f6zlemi, hayal g\u00fcc\u00fc ve ba\u015fkalar\u0131n\u0131n motor performansa dayal\u0131 eylemlerinin temsilini birbirine ba\u011flayarak makul bir mekanizma sa\u011flar. Motor tahmin \u00e7o\u011funlukla eylem g\u00f6zlemi ba\u011flam\u0131nda \u00e7al\u0131\u015f\u0131lm\u0131\u015f olsa da ayn\u0131 zamanda kesin bir zamansal koordinasyon sa\u011flayarak ortak eylemi destekledi\u011fini (Vesper vd., 2013, 2014) ve ki\u015finin kendi eylemlerine dair deneyimlerle \u015fekillendi\u011fini destekleyen baz\u0131 bulgular da yer almakta. \u00d6rne\u011fin, Tomeo vd. (2012) taraf\u0131ndan elde edilen sonu\u00e7lara g\u00f6re usta futbol oyuncular\u0131 acemi oyunculara k\u0131yasla insanlar\u0131n v\u00fccut hareketlerinden yola \u00e7\u0131karak bir at\u0131\u015f\u0131n gidece\u011fi y\u00f6n\u00fc daha etkili bir \u015fekilde tahmin edebiliyor (basketbol ve dart oyuncular\u0131na dair benzer sonu\u00e7lar i\u00e7in Aglioti vd., 2008; Mulligan vd., 2016). Ba\u015fka bir bireyin g\u00f6revine dair bilgiye dayal\u0131 tahminler, bu bireyin sonraki davran\u0131\u015flar\u0131n\u0131n nas\u0131l alg\u0131land\u0131\u011f\u0131 hakk\u0131nda bir tarafl\u0131l\u0131k olu\u015fturabilece\u011fi i\u00e7in (Hudson vd., 2016a,b) eylem tahmini alg\u0131y\u0131 da etkiler (Springer vd., 2011). Ki\u015finin kendisine ve ba\u015fkalar\u0131na ait duyu-motor temsillerdeki \u00f6rt\u00fc\u015fmeden dolay\u0131 ben ve di\u011fer ayr\u0131m\u0131n\u0131 koruyabilmek (Novembre vd., 2012; Sowden ve Catmur, 2015) ve di\u011ferlerinin (uyumsuz) eylemlerini otomatik olarak taklit etme e\u011filimini engellemek (Ubaldi vd., 2015) i\u00e7in ekstra s\u00fcre\u00e7ler gereklidir.<\/p>\n\n\n\n

Duyu-Motor \u0130leti\u015fim<\/strong><\/h2>\n\n\n\n

Baz\u0131 ortak eylemlerde di\u011fer bireyler hakk\u0131nda bilgi edinmenin yan\u0131 s\u0131ra di\u011ferlerine aktif bir \u015fekilde kendi eylemlerimize dair bilgi vermek de faydal\u0131d\u0131r. Dolay\u0131s\u0131yla, e\u015f-akt\u00f6rler kendi eylemlerinin kinematik \u00f6zelliklerini (h\u0131z ya da hareketin y\u00fcksekli\u011fi gibi) kar\u015f\u0131s\u0131ndaki ki\u015finin o eyleme y\u00f6nelik tahminini kolayla\u015ft\u0131rmak i\u00e7in ayarlayabilirler. Bunun sonucunda da \u201cduyu-motor ileti\u015fim\u201d hem ara\u00e7sal (bir koltu\u011fu itmek) hem de ileti\u015fimsel (ki\u015finin partnerini eyleminin y\u00f6n\u00fc hakk\u0131nda bilgilendirmesi) hedeflere sahip olmas\u0131yla karakterize edilir. Bu durum, g\u00f6zlem yapan ki\u015fi i\u00e7in farkl\u0131 motor ama\u00e7lar\u0131 belirginle\u015ftirerek (Pezzulo vd., 2013) ve b\u00f6ylelikle insanlar\u0131n harekete dair en ufak i\u015faretleri bile tespit etme yetene\u011fine dayanarak eylem tahminini h\u0131zland\u0131r\u0131r (Sartori vd., 2011). Duyu-motor ileti\u015fim alan\u0131ndaki \u00e7al\u0131\u015fmalar\u0131n i\u00e7erdi\u011fi g\u00f6revlerde genellikle bir \u201clider\u201d kat\u0131l\u0131mc\u0131 bir \u201ctakip\u00e7i\u201d kat\u0131l\u0131mc\u0131n\u0131n sahip olmad\u0131\u011f\u0131 ortak g\u00f6reve dair bir bilgiyi elinde bulundurur ve bundan dolay\u0131 takip\u00e7i uygun bir \u015fekilde hareket edebilmek i\u00e7in liderin eylemlerindeki i\u015faretlere g\u00fcvenir. \u00d6rne\u011fin, bir \u00e7al\u0131\u015fmada liderler takip\u00e7ilerin istenilen eylem hedefini daha kolay fark edebilmesi i\u00e7in kendi hareketlerinin y\u00fcksekli\u011fini abart\u0131l\u0131 bir bi\u00e7imde artt\u0131rd\u0131lar (Vesper ve Richardson, 2014). Benzer \u015fekilde, liderler kavrama eyleminin biti\u015f noktas\u0131n\u0131 anlatabilmek i\u00e7in bilek y\u00fcksekli\u011fi ve kavrama aral\u0131\u011f\u0131 gibi abart\u0131lm\u0131\u015f kinematik parametrelerden yard\u0131m al\u0131rlar (Sacheli vd., 2013).<\/p>\n\n\n\n

Dokunsal E\u015fle\u015fme<\/strong><\/h2>\n\n\n\n

Ba\u015fka bir insan\u0131n eylemine dair bilgi dokunsal yol ile de elde edilebilir. \u00d6rne\u011fin, beraber bir koltuk ta\u015f\u0131mak kar\u015f\u0131l\u0131kl\u0131 kuvvet bilgisi al\u0131\u015fveri\u015fine olanak tan\u0131yarak e\u015f-akt\u00f6rlerin hareket y\u00f6n\u00fc veya h\u0131z\u0131 hakk\u0131nda bilgi sa\u011flar. Buna uygun bir \u015fekilde, ortak olarak direk dengeleme g\u00f6revi ger\u00e7ekle\u015ftiren ikililer daha ak\u0131c\u0131 bir etkile\u015fim i\u00e7in uygulanan kuvvet ile ilgili birbirlerine geri d\u00f6n\u00fctlerini artt\u0131rd\u0131lar (van der Wel vd., 2011). Ortak eylem partnerlerinin birbirleriyle fiziksel ba\u011flant\u0131da oldu\u011fu durumlarda dokunma genellikle bilgi kanal\u0131 i\u015flevi g\u00f6r\u00fcr. Ebeveynler ile yak\u0131n fiziksel etkile\u015fimde duygusal i\u015faretler (Hertenstein vd., 2009) gibi sinyalleri \u00e7\u00f6zebilmek, sosyal kar\u015f\u0131la\u015fmalar\u0131 belirledi\u011fi ve d\u00fczenledi\u011fi i\u00e7in \u00e7ocuk geli\u015fiminin \u00f6nemli bir par\u00e7as\u0131d\u0131r (Feldman vd., 2003). K\u00fclt\u00fcrler aras\u0131 ara\u015ft\u0131rmalar oyun ve \u00f6\u011frenme s\u0131ras\u0131nda dokunman\u0131n geleneksel toplumlarda Bat\u0131 toplumlar\u0131na g\u00f6re ileti\u015fim i\u00e7in daha \u00f6nemli bir rol oynad\u0131\u011f\u0131n\u0131 g\u00f6sterse de (Richter, 1995) anne-\u00e7ocuk aras\u0131ndaki dokunsal ileti\u015fim, bak\u0131\u015fma ve duygusal seslendirme t\u00fcm k\u00fclt\u00fcr ve toplumlarda bulunur. Dahas\u0131, dokunsal ileti\u015fim dans ve savunma sanatlar\u0131 gibi k\u00fclt\u00fcrel uygulamalar i\u00e7in b\u00fct\u00fcnleyici bir fakt\u00f6rd\u00fcr (Kimmel, 2009).<\/p>\n\n\n\n

\u00c7ok Duyulu \u0130\u015flemleme<\/strong><\/h2>\n\n\n\n

Ortak eylemde bilgi i\u015flemleme sadece bir duyusal yol ile s\u0131n\u0131rl\u0131 de\u011fildir; beraber bir koltuk ta\u015f\u0131rken g\u00f6rsel, i\u015fitsel ve dokunsal girdiler mevcuttur ve bu durum bir partnerin hareket y\u00f6n\u00fcndeki de\u011fi\u015fikli\u011fi tahmin etme gibi s\u00fcre\u00e7leri h\u0131zland\u0131r\u0131r. Yak\u0131n zamanda yay\u0131mlanm\u0131\u015f bir \u00e7al\u0131\u015fma \u00e7ok duyulu i\u015flemlemenin esnekli\u011fi fikrine katk\u0131da bulunuyor. Bu \u00e7al\u0131\u015fmada, kinematik hareket parametrelerini sese d\u00f6n\u00fc\u015ft\u00fcren bir \u2018sonifikasyon\u2019 (sonification) tekni\u011fi kullan\u0131ld\u0131 ve k\u00fcrek ergometresindeki (rowing ergometer) sese d\u00f6n\u00fc\u015ft\u00fcr\u00fclen kuvvetler ve hareket geni\u015flikleri dinleyicilerin sanal bir teknenin h\u0131z\u0131n\u0131 tahmin etmesi ve kendi hareketlerini di\u011ferlerinin hareketlerinden g\u00fcvenilir bir \u015fekilde ay\u0131rabilmesi i\u00e7in yeterli bilgi sa\u011flad\u0131 (Schmitz ve Effenberg, 2012). Buna ek olarak, insanlar farkl\u0131 duyusal yollardan gelen gere\u011finden fazla bilgiyi birle\u015ftirebilir ve bu da alg\u0131n\u0131n g\u00fcvenilirli\u011fi ve kesinli\u011fini artt\u0131r\u0131r (Ernst ve Banks, 2002; Wahn ve K\u00f6nig, 2015, 2016). \u00d6rne\u011fin, ayna n\u00f6ron sistemi \u00e7o\u011funlukla biyolojik hareket bilgisine duyarl\u0131 g\u00f6rsel bir sistem olarak anla\u015f\u0131lsa da ayn\u0131 zamanda i\u015fitsel (Kohler vd., 2002; Bidet-Caulet vd, 2005) ve g\u00f6rsel-i\u015fitsel (Lahav vd., 2007) bilgiye de duyarl\u0131d\u0131r. Beyin g\u00f6r\u00fcnt\u00fcleme bulgular\u0131 bireylerin g\u00f6rsel-i\u015fitsel hareket \u00f6r\u00fcnt\u00fcleri benze\u015fti\u011finde farkl\u0131la\u015ft\u0131\u011f\u0131 duruma k\u0131yasla eylem g\u00f6zlemleme sisteminin \u00e7o\u011fu k\u0131sm\u0131nda (orta ve \u00fcst temporal sulkus, alt parietal korteks, premotor b\u00f6lgeler ve korteks alt\u0131 yap\u0131lar) artan aktivasyon oldu\u011funu g\u00f6steriyor (Schmitz vd., 2013).<\/p>\n\n\n\n

Duygu Anlama ve \u0130fade Etme<\/strong><\/h2>\n\n\n\n

Ba\u015fkalar\u0131 ile duygular\u0131m\u0131z\u0131 payla\u015fmak ortak eylemlerin ba\u015flamas\u0131 ile devam etmesine yard\u0131mc\u0131 ve koordinasyonu kolayla\u015ft\u0131ran motive edici i\u015faretler sa\u011flar (Michael, 2011). \u0130nsanlar v\u00fccut hareketleri, v\u00fccut duru\u015fu, mimikler, y\u00fcz ifadeleri ve eylem performans\u0131 gibi izlerden yola \u00e7\u0131karak, muhtemelen kendilerinde kar\u015f\u0131l\u0131k gelen durumlar\u0131n aktivasyonu arac\u0131l\u0131\u011f\u0131yla, ba\u015fkalar\u0131n\u0131n duygusal hallerini anlama becerisine sahiptirler (Bastiaansen vd., 2009; Borgomaneri vd., 2012). Duygusal v\u00fccut diline dair iki sistemli bir model (de Gelder, 2006), bir duygusal iletinin otomatik ve refleks bazl\u0131 d\u0131\u015favurumlar\u0131 ile d\u00fc\u015f\u00fcnce ve karar vermeye dayal\u0131 daha planlanm\u0131\u015f duygusal ifade aras\u0131nda bir ayr\u0131m yapar. Beraber, bu iki sistem etkili bir bi\u00e7imde ba\u015fkalar\u0131n\u0131n duygusal durumlar\u0131 hakk\u0131nda bilgi verir ve ortak eylemin kurulmas\u0131 ve s\u00fcrd\u00fcr\u00fclmesine yard\u0131mc\u0131 olur. \u00d6rne\u011fin, i\u015f birli\u011fi yapmayan bir e\u015f-akt\u00f6re sahip olman\u0131n bir \u00e7al\u0131\u015fmadaki kat\u0131l\u0131mc\u0131lar\u0131n kendi tepki s\u00fcrelerini de etkilemesi (Hommel vd., 2009) insanlar\u0131n ba\u015fkalar\u0131nda alg\u0131lad\u0131klar\u0131 duygusal durumlara uygun bir \u015fekilde kendi davran\u0131\u015flar\u0131n\u0131 ayarlad\u0131klar\u0131n\u0131 g\u00f6steriyor. Duygusal v\u00fccut dili ayn\u0131 zamanda temasl\u0131 do\u011fa\u00e7lama dans\u0131 gibi sanatsal do\u011fa\u00e7lamalarda da \u00f6nemli bir rol oynar (Smith, 2014). Do\u011fa\u00e7lama yapan ki\u015filer hareket etkile\u015fimi olu\u015fturmak amac\u0131yla partnerlerinden gelen bilgileri a\u00e7\u0131k bir bi\u00e7imde kulland\u0131klar\u0131 i\u00e7in bu dans t\u00fcr\u00fc sanat\u00e7\u0131lara i\u00e7sel durumlar\u0131 ve duygusal v\u00fccut dillerini ifade etmeleri ve deneme yapmalar\u0131 i\u00e7in f\u0131rsat tan\u0131r. Bu da dolay\u0131s\u0131yla ortak eylemin sonucunu etkiler.<\/p>\n\n\n\n

KOORD\u0130NASYONU DESTEKLEYEN GENEL MEKAN\u0130ZMALAR<\/strong><\/h1>\n\n\n\n

Sonraki altb\u00f6l\u00fcmler eylem s\u0131ras\u0131nda payla\u015f\u0131lan bilgiye daha az ba\u011fl\u0131 olan ama ortak eylemi daha genel bir \u015fekilde etkileyen ve destekleyen koordinasyon mekanizmalar\u0131n\u0131 tan\u0131t\u0131yor.<\/p>\n\n\n\n

Koordinasyon Kolayla\u015ft\u0131r\u0131c\u0131lar\u0131<\/strong><\/h2>\n\n\n\n

Payla\u015f\u0131lan alg\u0131sal bilginin s\u0131n\u0131rl\u0131 oldu\u011fu veya mevcut olmad\u0131\u011f\u0131 durumlarda \u2018koordinasyon kolayla\u015ft\u0131r\u0131c\u0131lar\u0131\u2019 (Vesper vd., 2010) ortak eylemi destekler. Bir tepki s\u00fcresi g\u00f6revinde tu\u015fa basma zamanlamalar\u0131n\u0131 senkronize eden ikililerde g\u00f6zlemlendi\u011fi gibi, (Vesper vd., 2011) bir \u00f6rnek ki\u015finin kendi eylemlerinde zamansal de\u011fi\u015fkenli\u011fi azaltmas\u0131d\u0131r. Bu \u00e7al\u0131\u015fmada bireysel performanslar\u0131na k\u0131yasla ortak eylemlerde e\u015f-akt\u00f6rlerin tepkileri genel olarak daha h\u0131zl\u0131 ve daha az de\u011fi\u015fkendi ve de\u011fi\u015fkenli\u011fin azalt\u0131lmas\u0131 etkili bir bi\u00e7imde koordinasyonu iyile\u015ftirdi. Bir di\u011fer koordinasyon kolayla\u015ft\u0131r\u0131c\u0131s\u0131 da g\u00f6revlerin ortak eylem partnerleri aras\u0131nda da\u011f\u0131t\u0131lmas\u0131d\u0131r. G\u00f6rece daha kolay bir g\u00f6reve sahip e\u015f-akt\u00f6rler koordinasyonu kolayla\u015ft\u0131rmak amac\u0131yla daha zor bir g\u00f6reve sahip olanlara g\u00f6re farkl\u0131 bir \u015fekilde eylemlerini adapte edebilirler (Vesper vd., 2013; Skewes vd., 2015). \u00d6rne\u011fin, ba\u015fka bir odaya koltuk ta\u015f\u0131n\u0131rken bir kap\u0131n\u0131n a\u00e7\u0131lmas\u0131 gerekti\u011finde bu eylem kap\u0131ya daha yak\u0131n olan ki\u015fi taraf\u0131ndan ger\u00e7ekle\u015ftirilirken di\u011fer ki\u015fi de destek sa\u011flamak i\u00e7in ge\u00e7ici bir s\u00fcreli\u011fine daha \u00e7ok a\u011f\u0131rl\u0131k ta\u015f\u0131r.<\/p>\n\n\n\n

Eylem Sa\u011flarl\u0131klar\u0131 (Affordances)<\/strong><\/h2>\n\n\n\n

Eylem sa\u011flarl\u0131klar\u0131 bir ortamda bir birey i\u00e7in mevcut olan eylem olas\u0131l\u0131klar\u0131d\u0131r (Gibson, 1979). Ortak eylem ba\u011flam\u0131nda bilgi e\u015f-akt\u00f6r\u00fcn v\u00fccudu ya da hareketlerinden ve ortak eylemin yer ald\u0131\u011f\u0131 ortamdaki objelerden gelir. Bir yandan \u2018ba\u015fka bir ki\u015fi i\u00e7in eylem sa\u011flarl\u0131klar\u0131\u2019 ki\u015finin belirli becerileri ve ortam\u0131n kendisi taraf\u0131ndan sa\u011flanan e\u015f-akt\u00f6rlere ait eylem olas\u0131l\u0131klar\u0131n\u0131 belirtir. \u00d6rne\u011fin, bir sandalyenin y\u00fcksekli\u011fi ve bir bireyin bacak uzunlu\u011fu aras\u0131nda alg\u0131lanan ili\u015fkiden yola \u00e7\u0131karak g\u00f6zlemciler farkl\u0131 boy uzunluklar\u0131na sahip bireyler i\u00e7in maksimum ve ideal oturma y\u00fckseklikleri aras\u0131nda ayr\u0131m yapabilirler (Stoffregen vd., 1999). Bu t\u00fcr bilgiler ba\u015fka bireyleri anlamak i\u00e7in yararl\u0131d\u0131r (eylem g\u00f6zlemi alan\u0131ndaki eylem sa\u011flarl\u0131\u011f\u0131 hakk\u0131nda bir inceleme yaz\u0131s\u0131 i\u00e7in Back vd., 2014) ve di\u011fer bireylerin davran\u0131\u015flar\u0131n\u0131 etkili bir bi\u00e7imde tamamlamaya da yard\u0131m eder. \u00d6te yandan \u2018ortak eylem i\u00e7in eylem sa\u011flarl\u0131klar\u0131\u2019 (ya da \u2018ortak eylem sa\u011flarl\u0131klar\u0131\u2019) bir\u00e7ok bireyin beraber yapabilece\u011fi eylemler ile ilgilidir. \u00d6rne\u011fin, ikililerin birlikte ya da yaln\u0131z olarak tahta par\u00e7alar\u0131n\u0131 kald\u0131rd\u0131klar\u0131 bir \u00e7al\u0131\u015fmada bireyler ili\u015fkisel \u00f6l\u00e7\u00fclere (tahta par\u00e7as\u0131n\u0131n uzunlu\u011fu ve iki ki\u015finin ortalama kol a\u00e7\u0131kl\u0131\u011f\u0131 aras\u0131ndaki oran gibi) dayanarak bu iki durum aras\u0131nda ge\u00e7i\u015f yapt\u0131lar (Isenhower vd., 2010). Sosyal eylem sa\u011flarl\u0131klar\u0131, bilgi herkese a\u00e7\u0131k bir \u015fekilde mevcut oldu\u011fu i\u00e7in do\u011frudan alg\u0131lanabilir. Dolay\u0131s\u0131yla ba\u015fkalar\u0131 i\u00e7in eylem sa\u011flarl\u0131klar\u0131n\u0131 alg\u0131lamay\u0131 \u00f6\u011frenmek ki\u015finin kendisi i\u00e7in eylem sa\u011flarl\u0131klar\u0131n\u0131 alg\u0131lamay\u0131 \u00f6\u011frenmesinin do\u011fal bir sonucu olabilir (Mark, 2007). Bunun sonucu olarak da ki\u015finin kendi becerileri ve deneyimleri ba\u015fkalar\u0131 i\u00e7in eylem sa\u011flarl\u0131klar\u0131n\u0131 alg\u0131lamada rol oynar (Ramenzoni vd., 2008) ve bu s\u00fcre\u00e7 de muhtemelen ki\u015finin motor sisteminin aktive olmas\u0131yla ger\u00e7ekle\u015fir (Costantini vd., 2011).<\/p>\n\n\n\n

Ortak Standartlar ve K\u00fclt\u00fcr<\/strong><\/h2>\n\n\n\n

K\u00fclt\u00fcr ve toplumsal normlar bireylerin davran\u0131\u015flar\u0131n\u0131 g\u00fcvenilir bir \u015fekilde y\u00f6nlendirebilen ortak standartlar sunarak ki\u015filerin davran\u0131\u015flar\u0131, sosyal kar\u015f\u0131la\u015fmalar\u0131 ve gruplardaki dayan\u0131\u015fmay\u0131 d\u00fczenler. K\u00fclt\u00fcr ve ortak standartlar, genellikle ortak deneyimler yoluyla bir grubun \u00fcyeleri aras\u0131nda ortak bir zemin olu\u015fturulmas\u0131 ve s\u00fcrd\u00fcr\u00fclmesine dayan\u0131r (Clark, 1996). K\u00fclt\u00fcr hem kutlamalar veya protestolar gibi b\u00fcy\u00fck \u00f6l\u00e7ekli ortak eylemlerin \u00fcr\u00fcn\u00fcd\u00fcr hem de k\u00fc\u00e7\u00fck \u00f6l\u00e7ekli ki\u015fileraras\u0131 etkile\u015fimlerde bireylerin ortak eyleme nas\u0131l yakla\u015ft\u0131\u011f\u0131n\u0131 b\u00fcy\u00fck \u00f6l\u00e7\u00fcde \u015fekillendirir. \u00d6rne\u011fin, y\u00fcksek sosyal stat\u00fcye sahip bir birey kendisinin direkt alt stat\u00fcs\u00fcnde olan ki\u015fi ile ortak bir eylem yapt\u0131\u011f\u0131nda (bir patronun \u00e7al\u0131\u015fan\u0131 ile beraber bir koltuk ta\u015f\u0131mas\u0131 gibi) koordinasyon var olan g\u00fc\u00e7 ili\u015fkisinden, i\u00e7inde bulunulan k\u00fclt\u00fcrden (hiyerar\u015fik ya da e\u015fitlik\u00e7i bir ileti\u015fimin desteklenmesi; Cheon vd., 2011) ve belirli \u00e7evresel ba\u011flamlardan (resmi ya da resmi olmayan ortam) etkilenebilir. Farkl\u0131 k\u00fclt\u00fcrel ge\u00e7mi\u015flere sahip bireylerden olu\u015fan ortak eylemler, tek bir k\u00fclt\u00fcr \u00e7er\u00e7evesine ba\u011fl\u0131 kalmayan i\u015f birli\u011fini \u00e7al\u0131\u015fmak i\u00e7in ilgin\u00e7 bir test alan\u0131d\u0131r. Farkl\u0131 k\u00fclt\u00fcrler ileti\u015fim, karar verme ve koordinasyon (Boyd ve Richerson, 2009) konular\u0131nda birbiriyle \u00e7at\u0131\u015fan bak\u0131\u015f a\u00e7\u0131lar\u0131 do\u011furabilir ve farkl\u0131 miktarda ki\u015fisel alan, bak\u0131\u015fma ya da dokunsal ileti\u015fimi uygun bulabilirler (Gudykunst vd., 1988). \u00d6rne\u011fin, resmi bir g\u00f6r\u00fc\u015fmede Do\u011fu Asyal\u0131lar genellikle ba\u015flar\u0131yla selamlarken Avrupal\u0131lar el s\u0131k\u0131\u015f\u0131rlar. Bu k\u00fclt\u00fcrel farkl\u0131l\u0131k selamlama ortak eyleminin d\u00fczg\u00fcn bir \u015fekilde ger\u00e7ekle\u015ftirilmesini aksatabilir. \u00c7e\u015fitli ortak eylemlerde bu t\u00fcr ba\u015far\u0131s\u0131z koordinasyonlardan ka\u00e7\u0131nmak i\u00e7in partnerin k\u00fclt\u00fcrel y\u00f6ntemini benimsemek veya \u2018\u00fc\u00e7\u00fcnc\u00fc-k\u00fclt\u00fcr\u2019 denilebilecek yeni bir yol bulmak gibi stratejiler kullan\u0131labilir.<\/p>\n\n\n\n

Sonu\u00e7<\/strong><\/h2>\n\n\n\n

Bu makalenin amac\u0131 ortak eylemi destekleyen \u00f6nemli bili\u015fsel, duyu-motor, duygusal ve k\u00fclt\u00fcrel s\u00fcre\u00e7ler hakk\u0131nda genel bir bak\u0131\u015f a\u00e7\u0131s\u0131 sunmakt\u0131. Bu olgunun kapsam\u0131 (beraber bir koltuk ta\u015f\u0131maktan bir m\u00fczik grubunda \u00e7almaya kadar) ve bu yaz\u0131da aktar\u0131ld\u0131\u011f\u0131 gibi ortak eylemin alt\u0131nda yatan koordinasyon mekanizmalar\u0131n\u0131n \u00e7e\u015fitlili\u011fi g\u00f6z \u00f6n\u00fcnde bulunduruldu\u011funda ortak eyleme dair \u00e7al\u0131\u015fmalar\u0131n bu sosyal olgunun karma\u015f\u0131k ve de\u011fi\u015fken yap\u0131s\u0131n\u0131 kabul etmesi gerekti\u011fini \u00f6ne s\u00fcr\u00fcyoruz. Sonu\u00e7 olarak, gelecek psikolojik, bili\u015fsel ve sinir bilimsel ara\u015ft\u0131rmalar (1) ger\u00e7ek d\u00fcnyaya uygun g\u00f6revler kullanarak farkl\u0131 \u00e7al\u0131\u015fma alanlar\u0131n\u0131 birle\u015ftirebilir, (2) belirli koordinasyon mekanizmalar\u0131n\u0131n ve \u00e7evresel fakt\u00f6rlerin ne derece katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 g\u00f6sterebilir ve (3) e\u015f-akt\u00f6rlerin ortak eylemleri nas\u0131l planlad\u0131\u011f\u0131n\u0131 ve ger\u00e7ekle\u015ftirdi\u011fini a\u00e7\u0131klayan kapsay\u0131c\u0131 bir \u00e7er\u00e7evenin zeminini haz\u0131rlayabilir.<\/p>\n\n\n\n

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