{"id":2079,"date":"2021-10-24T15:00:54","date_gmt":"2021-10-24T15:00:54","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2079"},"modified":"2025-09-07T20:05:05","modified_gmt":"2025-09-07T20:05:05","slug":"gestalt-kurami-ve-bilissel-psikoloji-4-esra-mungan","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/gestalt-kurami-ve-bilissel-psikoloji-4-esra-mungan\/","title":{"rendered":"Ge\u015ftalt Kuram\u0131 ve Bili\u015fsel Psikoloji 4 \u2014 Esra Mungan"},"content":{"rendered":"

\u201cGe\u015ftalt Kuram\u0131 ve Bili\u015fsel Psikoloji\u201d serisinin t\u00fcm yaz\u0131lar\u0131na buradan<\/a> eri\u015febilirsiniz.<\/p>\n\n\n\n

Dr. Esra Mungan Bo\u011fazi\u00e7i \u00dcniversitesi Psikoloji B\u00f6l\u00fcm\u00fc\u2019nde \u00f6\u011fretim g\u00f6revlisi. Ba\u015fl\u0131ca \u00e7al\u0131\u015fma alan\u0131n\u0131 s\u00f6zel bellek, m\u00fczik belle\u011fi ve m\u00fcziksel bili\u015f olu\u015fturuyor.<\/em><\/p>\n\n\n\n

Preface<\/h1>\n\n\n\n

Bili\u015fsel bilim do\u011fas\u0131 gere\u011fi bir\u00e7ok alan\u0131 bir araya getirmeyi vaad eden, bunu art\u0131k kli\u015fele\u015fmi\u015f olan alt\u0131gen diyagramla ifade eden bir bilim dal\u0131. Ortaya \u00e7\u0131k\u0131\u015f\u0131ndan bu yana yakla\u015f\u0131k 60 sene ge\u00e7mi\u015f olan bili\u015fsel bilimin bu farkl\u0131 alanlar\u0131 bir araya getirmek ve b\u00f6ylece zihni anlama yolunda b\u00fct\u00fcnc\u00fcl bir perspektif sa\u011flamak, hat\u0131r\u0131 say\u0131l\u0131r bir yol kat etmek gibi vaadlerini yerine getirip getirmedi\u011fi veyahut ne oranda yerine getirdi\u011fi \u015fiddeti giderek artan bir tart\u0131\u015fma konusu. Esra Mungan da \u00f6zellikle kendi \u00e7al\u0131\u015fma alanlar\u0131ndan \u2013bellek, m\u00fczik bili\u015fi- hareketle bili\u015fsel bilimde y\u0131llard\u0131r binlerce ara\u015ft\u0131rmac\u0131n\u0131n \u00e7al\u0131\u015fmalar\u0131na ra\u011fmen yol kat edilememesine yol a\u00e7an bir yanl\u0131\u015f, hem de temel bir yanl\u0131\u015f oldu\u011funu sezenlerden. Ge\u015ftalt Kuram\u0131 \u00fczerine yapt\u0131\u011f\u0131 okumalarla bu sezgileri form\u00fclize edilmi\u015f bir fikirler b\u00fct\u00fcn\u00fcne d\u00f6n\u00fc\u015fen Esra hoca bunlar\u0131 2020 ve 2021 boyunca Nesne dergisinde yay\u0131nlanm\u0131\u015f \u00fc\u00e7 makalesinde topluyor: \u201cGe\u015ftalt Kuram\u0131: Bir Nazariyenin Mazisi, Akameti ve Ak\u0131beti,\u201d \u201cGe\u015ftalt Kuram\u0131\u2019n\u0131n Az Bilinen \u00c7al\u0131\u015fmalar\u0131: Bellek,\u201d \u201cGe\u015ftalt Kuram\u0131\u2019n\u0131n Problem \u00c7\u00f6zme \u00dczerine \u00c7al\u0131\u015fmalar\u0131 ve G\u00fcn\u00fcm\u00fcz\u00fcn Ge\u015ftalt\u0131.\u201d Esra Hoca\u2019n\u0131n Ge\u015ftalt Kuram\u0131\u2019na e\u011fildi\u011fi, hakk\u0131nda \u201cbilinen\u201d pek \u00e7ok yanl\u0131\u015f\u0131 d\u00fczeltti\u011fi ve bug\u00fcn\u00fcn bili\u015fsel psikolojisine ve bili\u015fsel bilimine dair neler s\u00f6yledi\u011fini ele ald\u0131\u011f\u0131 bu makalelerini biz de alt\u0131 yaz\u0131l\u0131k bir yaz\u0131 dizisi halinde yay\u0131nl\u0131yoruz. B\u00f6ylelikle hem bili\u015fsel bilime dair metodolojik ve felsefi endi\u015feler hakk\u0131ndaki tart\u0131\u015fmalar\u0131n, hem de T\u00fcrkiye bili\u015fsel bilim akademisindeki \u00fcretimin g\u00f6r\u00fcn\u00fcrl\u00fc\u011f\u00fcne katk\u0131 sa\u011flamay\u0131 umuyoruz.<\/p>\n\n\n\n

Keyifli okumalar,
CogIST<\/p>\n\n\n\n

Bu metin, Esra Mungan\u2019\u0131n \u201cGe\u015ftalt Kuram\u0131 ve Bili\u015fsel Psikoloji -3\u201d ad\u0131yla yay\u0131nlad\u0131\u011f\u0131m\u0131z metninin devam\u0131d\u0131r.<\/em><\/p>\n\n\n\n

4- Erich Goldmeier\u2019\u0131n (1910\u20131989) Bellek \u00c7al\u0131\u015fmalar\u0131<\/h1>\n\n\n\n

Bu b\u00f6l\u00fcmde Goldmeier\u2019\u0131n 1982 tarihli \u201cThe Memory Trace: Its Formation and Its Fate (Bellek \u0130zi: Olu\u015fumu ve Yazg\u0131s\u0131)\u201d kitab\u0131n\u0131 ele alaca\u011f\u0131z. Kitab\u0131n ba\u015fl\u0131\u011f\u0131 bile ana ak\u0131m bellek kuramlar\u0131 a\u00e7\u0131s\u0131ndan meydan okuyan cinsten. B\u00f6yle bir \u00f6nermeye belki ancak Borges gibi bir yazar\u0131n edebi eserlerinde rastlan\u0131r diye d\u00fc\u015f\u00fcn\u00fclebilir. Ancak Goldmeier\u2019\u0131n bu kitab\u0131, bellek izlerinin \u00f6\u011frenme ile hat\u0131rlama aras\u0131nda ge\u00e7en s\u00fcre i\u00e7indeki, yani depolama s\u00fcrecindeki devinimlerini inceleyen, ba\u015ftan sona \u00e7ok titiz bilimsel bir analizdir.<\/p>\n\n\n\n

Kitap \u00f6ncelikle, bellek alan\u0131ndaki ara\u015ft\u0131rmalar\u0131n hemen hepsinin sadece s\u00f6zel haf\u0131zaya odakland\u0131\u011f\u0131 ele\u015ftirisiyle ba\u015flar. Oysa insan beyni birbirinden kopuk c\u00fcmle, s\u00f6zc\u00fck, veya heceleri ve hele ki anlams\u0131z s\u00f6zc\u00fck ve heceleri hat\u0131rlamak \u00fczere evrilmemi\u015ftir. \u0130nsan beyninin biyolojik \u00f6nc\u00fcll\u00fc\u011f\u00fcn\u00fcn, tersine, anlam i\u00e7eren \u015feyleri alg\u0131lamak, hat\u0131rlamak ve onlar\u0131 kullanarak d\u00fc\u015f\u00fcnmek oldu\u011fu vurgulan\u0131r. Bu ba\u011flamda, Shepard\u2019\u0131n 1967 ara\u015ft\u0131rmas\u0131nda 600 \u00e7al\u0131\u015f\u0131lm\u0131\u015f resmin 1200 resim20 aras\u0131nda nas\u0131l oluyor da %98 oran\u0131nda hat\u0131rlanm\u0131\u015f olmas\u0131na \u015fa\u015f\u0131rmamak gerekti\u011fini, \u00e7\u00fcnk\u00fc esas olan\u0131n, uyaran\u0131n kendisine i\u00e7kin olan anlamsal b\u00fct\u00fcnselli\u011fi oldu\u011funu belirtir.<\/p>\n\n\n\n

Goldmeier, Tulving, Craik ve Lockhart gibi bellek ara\u015ft\u0131rmac\u0131lar\u0131n\u0131n isimlerini zikrederek, oda\u011f\u0131n hep uyaran listesi, uyaranlar verilirken yap\u0131lmas\u0131 istenen i\u015fleme g\u00f6revleri ve sonunda ortaya \u00e7\u0131kan haf\u0131za performans\u0131 oldu\u011funu vurgular. Oysa, Goldmeier\u2019a g\u00f6re bu yetersizdir ve uyaran\u0131n alg\u0131s\u0131 ve kodlan\u0131\u015f\u0131 ile hat\u0131rlama a\u015famalar\u0131 aras\u0131ndaki s\u00fcre i\u00e7inde ortaya \u00e7\u0131kabilecek dinamikleri t\u00fcm\u00fcyle yok sayan bir bak\u0131\u015ft\u0131r. O dinamik ise \u00f6\u011frenen ki\u015finin uyaranlarla etkile\u015fimi kadar, uyaranlar\u0131n kendilerine i\u00e7kin olarak ta\u015f\u0131d\u0131klar\u0131 \u00f6zelliklerin, \u201chaf\u0131zada durup durur iken\u201d kimi de\u011fi\u015fimlere u\u011frama olas\u0131l\u0131klar\u0131na da ili\u015fkindir. Goldmeier kitab\u0131nda bu dinami\u011fi yak\u0131n incelemeye al\u0131r ve kitab\u0131n \u00f6nemli bir k\u0131sm\u0131nda g\u00f6rsel uyaranlara odaklansa da bir b\u00f6l\u00fcm\u00fcnde anlaml\u0131 metinlerin ve sembollerin hat\u0131rlanmas\u0131na dair de ilgin\u00e7 \u00f6rnekler sunar.<\/p>\n\n\n\n

Sonraki b\u00f6l\u00fcmlerin anla\u015f\u0131lmas\u0131n\u0131 kolayla\u015ft\u0131rmak i\u00e7in Goldmeier\u2019\u0131n bellek izlerinin de\u011fi\u015fim potansiyellerine ili\u015fkin geli\u015ftirdi\u011fi \u201ckuvvet kuram\u0131 (stress theory)\u201dn\u0131n ana \u00f6nermelerini \u00f6nden \u00f6zetleyip sonraki alt ba\u015fl\u0131klarda ise kimi ayr\u0131nt\u0131lar\u0131n\u0131 sunaca\u011f\u0131z.<\/p>\n\n\n\n

1. Bellek izlerinin de\u011fi\u015febilirli\u011fi onlar\u0131n \u201ctekillik (Pr\u00e4gnanz, singularity)\u201d dolay\u0131syla \u201ckararl\u0131l\u0131k (stability)\u201d derecelerine ba\u011fl\u0131d\u0131r. Y\u00fcksek tekillik vasf\u0131na sahip izlerin de\u011fi\u015fme olas\u0131l\u0131\u011f\u0131 s\u0131f\u0131ra yak\u0131nd\u0131r (\u00f6rne\u011fin \u015eekil 10a). Tekillik vasf\u0131na yak\u0131n izler ise, tekilli\u011fe do\u011fru de\u011fi\u015fim g\u00f6sterecektir (\u00f6rne\u011fin \u015eekil 10b\u2019de belli bir zaman aral\u0131\u011f\u0131ndan sonra sa\u011f alttaki nokta yok olabilir). \u00d6te yandan tekillikten uzak, yani rastgele ili\u015fkiler bar\u0131nd\u0131ran bellek izleri aynen ampiristlerin \u00f6ng\u00f6rd\u00fc\u011f\u00fc gibi rastgele de\u011fi\u015fim g\u00f6sterecektir (\u00f6rne\u011fin 10c sonraki hat\u0131rlamalarda farkl\u0131 farkl\u0131 konfig\u00fcrasyonlarla hat\u0131rlanabilir). Bu \u00fc\u00e7\u00fcnc\u00fc tip durumlarda de\u011fi\u015fim silikle\u015fme (\u201cfading\u201d) \u015feklinde olacakt\u0131r. Zaman zaman da, bir \u015fey hat\u0131rlam\u0131\u015f olmak i\u00e7in, zihinde kalan iz par\u00e7alar\u0131 kullan\u0131larak, o anda adeta \u201cyard\u0131ma ko\u015fan\u201d bir \u2018haz\u0131r kal\u0131p\u2019 (\u015fema) vas\u0131tas\u0131yla yeniden yap\u0131land\u0131r\u0131l\u0131r (\u201creconstructed\u201d) ve hat\u0131rlanm\u0131\u015f gibi sunulur.<\/p>\n\n\n\n

2. Bellek izinin tekillik vasf\u0131, o izi olu\u015fturan uyaran\u0131n fiziksel \u00f6zelliklerinin fenomenal yans\u0131mas\u0131na ba\u011fl\u0131d\u0131r. \u00d6rne\u011fin \u015eekil 10a\u2019daki uyaran, bu tarz bir konfig\u00fcrasyona \u00e7ok yabanc\u0131 bir k\u00fclt\u00fcrde o \u015fekliyle y\u00fcksek tekillik vasf\u0131na sahip olmayabilir ve diyelim ancak ortadaki nokta olmaks\u0131z\u0131n tekillik ta\u015f\u0131r, dolay\u0131s\u0131yla o \u015fekilde hat\u0131rlanabilir. Ge\u015ftalt kuram\u0131na g\u00f6re fiziksel uyaranlar\u0131n simetri, d\u00fczenlilik gibi tekilli\u011fi peki\u015ftirebilecek vas\u0131flar\u0131 \u00f6nemli olsa da, onlar\u0131n fenomenal alg\u0131daki kar\u015f\u0131l\u0131klar\u0131 da en az bu fiziksel vas\u0131flar\u0131 kadar \u00f6nemlidir.21<\/p>\n\n\n\n

\"\"\/
\u015eekil 10a-c<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

3. Fenomenal olarak tekillik vasf\u0131 ta\u015f\u0131yan uyaranlar\u0131n en \u00f6nemli \u201calamet-i farikas\u0131\u201d, o Ge\u015ftalt\u2019\u0131 bozan en ufak bir sapman\u0131n an\u0131nda fark edilebilmesidir \u00e7\u00fcnk\u00fc art\u0131k Ge\u015ftalt bozulmu\u015ftur (\u00f6rne\u011fin \u015eekil 11a\/12a\u2019ya kar\u015f\u0131n \u015eekil 11b\/12b; \u00f6te yandan \u015eekil 11c\/12c\u2019deki a\u00e7\u0131 de\u011fi\u015fikli\u011fi daha ge\u00e7 farkedilebilir hatta \u0131skalanabilir, hele ki milisaniyelik, \u00e7ok k\u0131sa g\u00f6sterimli d\u00fczeneklerde).<\/p>\n\n\n\n

\"\"\/
\u015eekil 11a-c <\/strong>(Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n
\"\"\/
\u015eekil 12a-c <\/strong>(Goldmeier\u2019in 1942 kitab\u0131nda s\u00f6zl\u00fc olarak anlatt\u0131\u011f\u0131 bir \u00f6rne\u011fin yakla\u015f\u0131k \u00e7izimli hali: \u015eekil 12b\u2019de, \u015eekil 12a\u2019daki \u201cd\u00fcz \u00e7izgi Ge\u015ftalt\u0131\u201d, tepe k\u0131sm\u0131ndaki k\u00fc\u00e7\u00fck bir 10o derecelik sapmayla yok olmu\u015ftur; \u00f6te yandan \u015eekil 12c, 12a d\u00fcz \u00e7izgisinin oldu\u011fu gibi 10o derececelik sa\u011fa yatm\u0131\u015f hali olsa da yine de tekil \u201cd\u00fcz \u00e7izgi\u201d Ge\u015ftalt\u0131n\u0131 muhafaza eder, dolay\u0131s\u0131yla buradaki de\u011fi\u015fiklik, 12b\u2019ye g\u00f6re daha kolay \u0131skalanabilir.)22<\/figcaption><\/figure>\n\n\n\n

4. Tekillik vasf\u0131 y\u00fcksek olan uyaranlar (\u00f6rne\u011fin \u015eekil 13a) asgari zorlukla kodlan\u0131r ve olu\u015fturduklar\u0131 bellek izleri zamana en dayan\u0131kl\u0131 izlerdir. Tekillik vasf\u0131na \u00e7ok yak\u0131n izler ise (\u00f6rne\u011fin \u015eekil 13b) \u00f6ng\u00f6r\u00fclebilir de\u011fi\u015fime u\u011frayan (\u015eekil 13a\u2019ya d\u00f6n\u00fc\u015ferek) ve o de\u011fi\u015fime u\u011frad\u0131ktan sonra zamana kar\u015f\u0131 dayan\u0131kl\u0131 izler haline gelir. Tekillik vasf\u0131 ta\u015f\u0131mayan uyaranlar\u0131n (\u00f6rne\u011fin \u015eekil 13b\u2019nin tepesindeki dalga \u015feklini bozacak, d\u00fczensiz uzunluklarda dikey \u00e7izgilerden olu\u015fan bir \u015fekil d\u00fc\u015f\u00fcnelim) olu\u015fturdu\u011fu bellek izleri ise tahmin edilemesi zor, t\u00fcrl\u00fc rastgele de\u011fi\u015fimlere u\u011frayacakt\u0131r.<\/p>\n\n\n\n

\"\"\/
\u015eekil 13a ve 13b<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Tekillik ayn\u0131 zamanda asgari karma\u015f\u0131k olana kar\u015f\u0131l\u0131k gelir. Dolay\u0131s\u0131yla \u015eekil 14a\u2019y\u0131 ele al\u0131rsak, kendili\u011finden ortaya \u00e7\u0131kacak alg\u0131lama bi\u00e7iminin 14c\u2019deki gibi de\u011fil 14b\u2019deki gibi olaca\u011f\u0131 beklenir \u00e7\u00fcnk\u00fc 14b fenomenal olarak daha basit ve ak\u0131lda tutma a\u00e7\u0131s\u0131ndan daha \u201cekonomik\u201dtir.23<\/p>\n\n\n\n

\"\"\/
\u015eekil 14a-c<\/strong> (Goldmeier, 1982; k\u0131rm\u0131z\u0131 \u00e7emberler yazar taraf\u0131ndan eklenmi\u015ftir)<\/figcaption><\/figure>\n\n\n\n

Tekil olan\u0131n farkl\u0131 gruplama \u00e7e\u015fitleri \u00e7ok azken, tekil olmayan uyaran\u0131n en \u00f6nemli \u00f6zelli\u011fi, \u00e7e\u015fitli ve hi\u00e7biri ka\u00e7\u0131n\u0131lmaz hatta bask\u0131n bile olmayan gruplama olas\u0131l\u0131klar\u0131n\u0131 ta\u015f\u0131mas\u0131d\u0131r. \u015eekil 15a tipik tekil vas\u0131flara sahip bir uyaran iken, 15b ve 15c tekil olmayan, birbirinden ay\u0131rt edilmesi zor, yani \u015fekil \u00f6zelli\u011fi de\u011fil zemin \u00f6zelli\u011fi ta\u015f\u0131yan, birbirine benzer, karma\u015f\u0131k, homojen ve sabit gruplamas\u0131 olmayan \u015fekillerdir.<\/p>\n\n\n\n

\"\"\/
\u015eekil 15a-c<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Ayn\u0131l\u0131k: Uyaran \u00d6zelliklerin Fenomenal Kar\u015f\u0131l\u0131klar\u0131n\u0131n Analizi<\/strong><\/p>\n\n\n\n

Goldmeier matematiksel olan ile psikolojik olan\u0131n bire bir \u00f6rt\u00fc\u015fmedi\u011finden bahseder. \u00d6rne\u011fin \u015eekil 16a\u2019daki baklal\u0131 \u00fc\u00e7genin matematiksel olarak (yani t\u00fcm oranlar muhafaza edilerek) b\u00fcy\u00fct\u00fclm\u00fc\u015f hali 16b iken, alg\u0131layan ki\u015fiye g\u00f6re 16a \u015feklinin b\u00fcy\u00fct\u00fclm\u00fc\u015f hali 16b\u2019den \u00e7ok 16c\u2019dir.<\/p>\n\n\n\n

\"\"\/
\u015eekil 16a-c<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Benzer \u015fekilde, \u015eekil 17a\u2019daki zikzak paternine daha yak\u0131n olarak alg\u0131lanan patern, oranlara sad\u0131k kal\u0131nm\u0131\u015f 17c\u2019deki patern de\u011fil, oranlara sad\u0131k kal\u0131nmam\u0131\u015f 17b\u2019deki paterndir.<\/p>\n\n\n\n

\"\"\/
\u015eekil 17a-c<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Bu durumda herhangi bir bellek \u00e7al\u0131\u015fmas\u0131nda ara\u015ft\u0131rmac\u0131, kulland\u0131\u011f\u0131 potansiyel anlam ta\u015f\u0131y\u0131c\u0131 uyaran\u0131n benze\u015fim \u00f6zelliklerini de planlamak durumundad\u0131r, hele ki serbest hat\u0131rlaman\u0131n yan\u0131 s\u0131ra \u00e7elici uyaranlar\u0131n da olu\u015fturulmas\u0131 gerekti\u011fi tan\u0131ma testi kullanacaksa. Goldmeier, kat\u0131l\u0131mc\u0131lar\u0131n\u0131n \u00e7e\u015fitli \u015fekiller ve onlar\u0131n varyantlar\u0131 \u00fczerinden verdikleri ayn\u0131l\u0131k derecelemelerini inceledi\u011fi \u00e7al\u0131\u015fmalar\u0131ndan \u00f6rnekler verir. G\u00f6r\u00fcnen odur ki bir uyaran\u0131n alg\u0131layan bireyden ba\u011f\u0131ms\u0131z yaln\u0131zca fiziki uyaran \u00fcst\u00fcnde yap\u0131lan sistematik, matematiksel d\u00f6n\u00fc\u015f\u00fcmlerle ayn\u0131l\u0131k\/farkl\u0131l\u0131k alg\u0131s\u0131na dair do\u011fru tahminde bulunmak m\u00fcmk\u00fcn de\u011fildir. B\u00f6yle bir varsay\u0131mla yap\u0131lan ayn\u0131l\u0131k\/farkl\u0131l\u0131k manip\u00fclasyonlar\u0131n eksik, hatta yanl\u0131\u015f sonu\u00e7lar do\u011furaca\u011f\u0131n\u0131 belirtir.<\/p>\n\n\n\n

Tekillik (\u201cPr\u00e4gnanz\u201d\/\u201dSingularity\u201d) Nedir?<\/strong><\/p>\n\n\n\n

Goldmeier; nas\u0131l ki alg\u0131 \u00e7al\u0131\u015fmalar\u0131nda kullan\u0131lan uyaranlara y\u00fcksek derecede \u00f6zen g\u00f6sterilmesi zorunluysa, bellek \u00e7al\u0131\u015fmalar\u0131nda da benzer bir \u00f6zenin \u015fart oldu\u011funu vurgular. Sonu\u00e7ta bellek izleri s\u0131kl\u0131kla fiziksel uzamda alg\u0131lanan\u0131n belle\u011fe ge\u00e7i\u015fiyle olu\u015fur. O durumda bellek izlerinin farkl\u0131 tekillik ve bu tekillikleri nedeniyle ta\u015f\u0131d\u0131klar\u0131 farkl\u0131 \u201ckararl\u0131l\u0131k\u201d hallerini incelemek \u015fartt\u0131r, hele ki s\u00f6z konusu izlerin bellekte \u201cdurur iken\u201d de\u011fi\u015fime u\u011frama olas\u0131l\u0131klar\u0131 varsa.<\/p>\n\n\n\n

Nas\u0131l ki maddenin \u00fc\u00e7 hali varsa, bellek izlerinin de \u00fc\u00e7 halinden bahseder Goldmeier: (1) tam te\u015fekk\u00fcll\u00fc tekilli\u011fe sahip olanlar, (2) tekillik vasf\u0131na yak\u0131n olanlar ve (3) tekillikten uzak olanlar. Tekil olan\u0131, minimal de\u011fi\u015febilir, y\u00fcksek \u00e7\u00f6z\u00fcn\u00fcrl\u00fckl\u00fc vasfa sahip bellek izi olarak g\u00f6r\u00fcr. Bear\u2019in 1973 tarihli \u201ciyi bir \u015fekil, her bir par\u00e7as\u0131n\u0131n di\u011fer par\u00e7as\u0131n\u0131 g\u00fc\u00e7l\u00fc bir \u015fekilde telkin etti\u011fi \u015fekildir\u201d tan\u0131m\u0131n\u0131 da ekler (daha \u00f6nceki bir b\u00f6l\u00fcmde g\u00f6rd\u00fc\u011f\u00fcm\u00fcz \u015eekil 10a bunu iyi ifade eden \u00f6rneklerdendir). Yine bir \u00f6rnek olarak \u015eekil 18a da b\u00f6yle bir vas\u0131f ta\u015f\u0131r. Bunu daha iyi anlayabilmek i\u00e7in k\u0131yas olarak \u015eekil 18b\u2019ye bakabiliriz. Bir bellek deneyinde 18b\u2019nin (asl\u0131nda d\u00f6rt kenar\u0131 ve iki a\u00e7\u0131s\u0131yla \u00e7ok da karma\u015f\u0131k olmasa bile), 18a\u2019n\u0131n ta\u015f\u0131d\u0131\u011f\u0131 b\u00fct\u00fcnsel \u2018kararl\u0131l\u0131\u011fa\u201d sahip olmamas\u0131 nedeniyle belirli bir de\u011fi\u015fim g\u00f6sterebilece\u011fini tahmin etmek m\u00fcmk\u00fcn. Ampiristler 18a\u2019daki kararl\u0131l\u0131\u011f\u0131 \u201c\u015fematik\u201d kararl\u0131l\u0131k olarak g\u00f6rse de Goldmeier buna itiraz eder. Zaten b\u00fct\u00fcn kitap boyunca kendi \u201ckuvvet kuram\u0131 (stress theory)\u201dn\u0131 ampiristlerin \u201csilikle\u015fme-ve-yeniden olu\u015fturma (fading-and-reconstruction)\u201d diye adland\u0131rd\u0131\u011f\u0131 kuram\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131r ve \u201ctart\u0131\u015ft\u0131r\u0131r\u201d. Ampiristlere g\u00f6re, silikle\u015fen bir iz, hat\u0131rlama an\u0131nda benze\u015fim yoluyla aktive olan bir \u201c\u015fema\u201d n\u0131n yard\u0131m\u0131yla yeniden yap\u0131land\u0131r\u0131l\u0131r. Bu de\u011fi\u015fim, \u00f6\u011frenme a\u015famas\u0131nda bir manip\u00fclasyonla (\u00f6rne\u011fin, \u00e7al\u0131\u015fma a\u015famas\u0131nda 18b uyaran\u0131 verilip \u201cbir nevi \u00e7at\u0131\u201d denilmesi, bk. Carmichael, Hogan ve Walter, 1932) veya hat\u0131rlama an\u0131nda y\u00f6nlendirmeyle veya kendili\u011finden olmakta. Oysa Goldmeier\u2019a g\u00f6re bu bak\u0131\u015f, bir uyaran\u0131n fenomenal ve kendisine i\u00e7kin olarak ta\u015f\u0131d\u0131\u011f\u0131 \u00f6zelliklerinin bir de\u011fi\u015fim yaratma potansiyelini g\u00f6rmezden geldi\u011fini vurgular. Ayr\u0131ca ampirist bak\u0131\u015f\u0131n, \u00e7ok daha az a\u015fina olunan uyaranlarda dahi g\u00f6zlemlenen hat\u0131rlama kararl\u0131l\u0131\u011f\u0131n\u0131 a\u00e7\u0131klamakta zorlanaca\u011f\u0131n\u0131 vurgular. Goldmeier, \u00f6rne\u011fin \u015eekil 19a\u2019n\u0131n, farkl\u0131 aral\u0131kl\u0131 noktal\u0131 konfig\u00fcrasyonuyla, \u015eekil 18a\u2019ya nazaran daha az \u015fematik bir \u015fekil olmas\u0131na ra\u011fmen \u015eekil 19b\u2019ye k\u0131yasla \u00e7ok daha \u201cistikrarl\u0131\u201d bir \u015fekilde hat\u0131rland\u0131\u011f\u0131na dikkat \u00e7eker. Di\u011fer bir deyi\u015fle, uyaran\u0131n daha \u00f6nceden bir \u015fema halinde bilinmesinden \u00e7ok, veya en az\u0131ndan bilinmesi kadar, kendi i\u00e7inde ta\u015f\u0131d\u0131\u011f\u0131 (rakip uyaranlara k\u0131yasla) g\u00f6rece d\u00fczenlili\u011fini de, bu istikrarl\u0131l\u0131\u011f\u0131 yaratma olas\u0131l\u0131\u011f\u0131n\u0131 yabana atmamak gerekir.<\/p>\n\n\n\n

\"\"\/
\u015eekil 18ab<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n
\"\"\/
\u015eekil 19ab<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Bir ba\u015fka b\u00f6l\u00fcmde Goldmeier do\u011fada varolan \u00fc\u00e7 farkl\u0131 tekillik bi\u00e7iminden bahseder. Bunlardan birini fizyolojik, yani ta\u015f\u0131d\u0131\u011f\u0131m\u0131z donan\u0131m ile gelen tekillik olarak tan\u0131mlar. \u00d6rne\u011fin, kategori \u00fcyeliklerini inceleyen Eleanor Rosch\u2019un (1971; aktaran Goldmeier, 1982) renkler alan\u0131nda tespit etti\u011fi odaksal renklerle odaksal olmayan renkler ayr\u0131m\u0131n\u0131 bu gruba koyar. Rosch, odaksal renklerin (di\u011fer bir deyi\u015fle, g\u00f6kku\u015fa\u011f\u0131 i\u00e7inde her bir renk kategorisinin i\u00e7inde belirli \u201codaksal\u201d bir dalga boyuna sahip renklerin), onlar\u0131 yak\u0131nsayan renklere g\u00f6re daha bariz, daha prototipik ve dolay\u0131s\u0131yla daha ak\u0131lda kal\u0131c\u0131 oldu\u011funu tespit eder. Bu \u00f6zelli\u011fin k\u00fclt\u00fcr, ya\u015f ve \u00f6\u011frenme deneyiminden ba\u011f\u0131ms\u0131z bir evrensellik ta\u015f\u0131d\u0131\u011f\u0131n\u0131, bunun g\u00f6z\u00fcn a\u011f tabakas\u0131n\u0131n spesifik dalga boylar\u0131 i\u00e7in \u201cuzmanla\u015fm\u0131\u015f\u201d al\u0131c\u0131 h\u00fccrelerine ba\u011fl\u0131 oldu\u011funu ifade eder. Goldmeier bunu Ge\u015ftalt terminolojisiyle ifade eder ve fizyolojik donan\u0131m\u0131m\u0131zdan do\u011fan tekilli\u011fin yaratt\u0131\u011f\u0131 hat\u0131rlama \u00fcst\u00fcnl\u00fc\u011f\u00fc olarak tan\u0131mlar.<\/p>\n\n\n\n

\u0130kinci tip tekillik olarak, yenido\u011fan ku\u015f ve memelilerde g\u00f6zlemlenen \u201cm\u00fch\u00fcrlenme (imprinting)\u201d mekanizmas\u0131 sonucu do\u011fan tekilli\u011fi tarif eder. \u00d6rne\u011fin, yeni do\u011fmu\u015f bir kaz yavrusu yumurtadan \u00e7\u0131kar \u00e7\u0131kmaz annesine m\u00fch\u00fcrlenir ve onu \u201cbelle\u011fine kaz\u0131r\u201d. Keza yeni do\u011fmu\u015f insan bebe\u011finin, rahminde b\u00fcy\u00fcd\u00fc\u011f\u00fc ve sonras\u0131nda s\u00fct\u00fcn\u00fc i\u00e7ti\u011fi annesinin sesine ve y\u00fcz\u00fcne daha duyarl\u0131 olmas\u0131 da buna benzer bir tekillik hali olarak ele al\u0131nabilir.<\/p>\n\n\n\n

\u00dc\u00e7\u00fcnc\u00fc tip tekilli\u011fi ise, ad\u0131m ad\u0131m \u00f6\u011frenme yoluyla olu\u015fan tekillik olarak tan\u0131mlar. \u00d6rne\u011fin bir radyolo\u011fun tomografik g\u00f6r\u00fcnt\u00fclerde veya bir satran\u00e7 ustas\u0131n\u0131n g\u00f6rd\u00fc\u011f\u00fc bir satran\u00e7 konfig\u00fcrasyonunda alg\u0131lad\u0131\u011f\u0131 tekillik bu tarz edinilmi\u015f tekilliklerdir. Aynen di\u011fer Ge\u015ftalt kuramc\u0131lar\u0131 gibi, Goldmeier da \u00f6\u011frenme ve deneyim sonucu ortaya \u00e7\u0131kan fenomenal d\u00f6n\u00fc\u015f\u00fcmleri reddetmez. Ancak ampirisist felsefenin \u00f6nerdi\u011fi gibi her \u015feyin yaln\u0131zca \u00f6\u011frenme yoluyla gelebilece\u011fine dair itiraz\u0131 vard\u0131r \u00e7\u00fcnk\u00fc bu bak\u0131\u015f, Rosch\u2019un odaksal renklerde g\u00f6zlemledi\u011fi gibi, uyaran\u0131n kendi \u00f6zelliklerinden kaynaklanan tekilli\u011fi a\u00e7\u0131klamakta yetersiz kal\u0131r.<\/p>\n\n\n\n

Kodlanan Nedir?<\/strong><\/p>\n\n\n\n

Goldmeier, bir uyaran kodland\u0131\u011f\u0131nda kodlanan nedir sorusunu sorar. Burada, Palmer\u2019\u0131n 1975 \u00e7al\u0131\u015fmas\u0131na at\u0131f yapar ve \u015eekil 20a\u2019y\u0131 bir hat\u0131rlama testi i\u00e7in \u00e7al\u0131\u015fan ki\u015finin sonras\u0131nda o b\u00fct\u00fcnsel y\u00fcz konfig\u00fcrasyonunun ba\u011flam\u0131ndan kopar\u0131lm\u0131\u015f bile\u015fenlerini (\u015eekil 20b) tan\u0131nmas\u0131n\u0131n \u00e7ok zor olaca\u011f\u0131n\u0131 belirtir. Demek ki, en az\u0131ndan kimi zaman, s\u00f6z konusu olan tek tek par\u00e7ac\u0131klar\u0131n ayr\u0131 ayr\u0131 kodlanarak entegre edili\u015fi yerine daha anl\u0131k, b\u00fct\u00fcnsel ve bar\u0131nd\u0131rd\u0131\u011f\u0131 par\u00e7alar\u0131n tekli24 halini bir nevi g\u00f6r\u00fcnmez k\u0131lan bir alg\u0131lama ve kodlamad\u0131r. Palmer, b\u00fct\u00fcnsel (\u201cglobal\u201d) i\u015flemenin, par\u00e7alar\u0131n (\u201clokal\u201d) i\u015flemesini ka\u00e7\u0131n\u0131lmaz olarak zay\u0131flatt\u0131\u011f\u0131n\u0131 belirtir. Yani iki i\u015fleme bi\u00e7imi birbirine kar\u015f\u0131tt\u0131r, biri a\u011f\u0131r bast\u0131\u011f\u0131nda di\u011feri eksik kal\u0131r.<\/p>\n\n\n\n

\"\"\/
\u015eekil 20a ve 20b<\/strong> (Palmer, 1975; aktaran Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Bak\u0131lan ile G\u00f6r\u00fclenin Aras\u0131ndaki Fark\u2026<\/em><\/strong><\/p>\n\n\n\n

Goldmeier, kodlanan nedir sorusuna ili\u015fkin bir ba\u015fka \u00f6rnek olarak Wiseman ve Neisser\u2019\u0131n (1974) \u00e7al\u0131\u015fmas\u0131na de\u011finir. Bu \u00e7al\u0131\u015fmada kat\u0131l\u0131mc\u0131lara farkl\u0131 zorluklarda g\u00f6rseller verilir (\u015eekil 21a-c). G\u00f6revleri, her bir g\u00f6rseldeki insan fig\u00fcr\u00fcn\u00fc bulmakt\u0131r. Ard\u0131ndan s\u00fcrpriz bir bellek testi yap\u0131l\u0131r. Bulgular \u00e7ok nettir: \u0130\u00e7lerinde bar\u0131nd\u0131rd\u0131klar\u0131 fig\u00fcrlerin tespit edildi\u011fi uyaranlar, fig\u00fcrlerin tespit edilemedi\u011fi uyaranlara g\u00f6re yakla\u015f\u0131k bir bu\u00e7uk misli daha iyi hat\u0131rlan\u0131r. Bunu Goldmeier, fig\u00fcr\u00fc tespit edemeyen kat\u0131l\u0131mc\u0131 i\u00e7in, uyaran\u0131n anlams\u0131z bir karma\u015fa olarak g\u00f6r\u00fcnmesine, \u00f6te yandan ayn\u0131 fiziksel uyarandaki fig\u00fcr\u00fc g\u00f6rebilen i\u00e7in ise, uyaran\u0131n tam te\u015fekk\u00fcll\u00fc bir tekilli\u011fe b\u00fcr\u00fcnm\u00fc\u015f olmas\u0131na ba\u011flar. Keza Wiseman ve Neisser\u2019a g\u00f6re de esas olan, uyaran\u0131n kendisinden \u00e7ok uyaran\u0131n ki\u015fi taraf\u0131ndan anlaml\u0131 olarak temsil edilebilip edilemeyi\u015fidir.<\/p>\n\n\n\n

\"\"\/
\u015eekil 21a-c <\/strong>(Wiseman ve Neisser, 1974; 21a hemen hemen t\u00fcm kat\u0131l\u0131mc\u0131larca tespit edilen, 21b kat\u0131l\u0131mc\u0131lar\u0131n yakla\u015f\u0131k yar\u0131s\u0131 taraf\u0131ndan, 21c ise kat\u0131l\u0131mc\u0131lar\u0131n \u201cnispeten az\u0131 taraf\u0131ndan\u201d25 tespit edilen fig\u00fcr \u00f6rne\u011fi)<\/figcaption><\/figure>\n\n\n\n

Goldmeier benzer \u015fekilde, Blesser ve di\u011ferlerinin (1973) el yaz\u0131s\u0131 uyaranlar\u0131n\u0131 ele al\u0131r (bk. \u015eekil 22). Bu farkl\u0131 \u201cA\u201d \u015fekillerinin ortak bir geometrik yap\u0131s\u0131 yoktur. Goldmeier\u2019a g\u00f6re burada \u00f6\u011frenilen ve hat\u0131rlanan, geometrik yap\u0131dan \u00e7ok \u201cfenomenal par\u00e7alar\u0131n ve fenomenal \u00f6zelliklerin organizasyonudur\u201d (s. 76).<\/p>\n\n\n\n

\"\"\/
\u015eekil 22<\/strong> (Blesser ve di\u011ferleri, 1973; aktaran Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

Olmayan\u0131 Kodlamak, Olan\u0131 Kodlamamak\u2026<\/em><\/strong><\/p>\n\n\n\n

Goldmeier g\u00f6rsel \u015fekiller yan\u0131 s\u0131ra anlat\u0131 ve sembollerden de \u00f6rnekler verir. \u00d6rne\u011fin bir metin okundu\u011funda veya bir hik\u00e2ye i\u015fitildi\u011finde zihin, aynen g\u00f6rsel alg\u0131n\u0131n \u201cbeliren \u00f6znel kontur\u201d (\u201csubjective contour\u201d) olgusundaki gibi (bk. \u015eekil 23a ve 23b), asl\u0131nda okunan veya i\u015fitilen malzemede mevcut olmay\u0131p \u00e7\u0131karsanarak \u201ceklenen\u201dlerin olabildi\u011fine dikkat \u00e7eker.<\/p>\n\n\n\n

\"\"\/
\u015eekil 23ab<\/strong> (Kanizsa, 1976)<\/figcaption><\/figure>\n\n\n\n

Yani asl\u0131nda olmayan\u0131n kodlanmas\u0131 s\u00f6z konusudur. \u00d6rne\u011fin \u015f\u00f6yle bir k\u0131sa anlat\u0131 d\u00fc\u015f\u00fcnelim: \u201cKad\u0131n yorgun arg\u0131n s\u00fcpermarkete gitti. Meyve reyonundan 1 kilo portakal se\u00e7ip al\u0131\u015fveri\u015f sepetine koydu. E\u011filip yerdeki bir portakal\u0131 tekrar rafa yerle\u015ftirdikten sonra do\u011frudan gi\u015feye gidip \u00f6demesini yap\u0131p marketten ayr\u0131ld\u0131.\u201d Y\u00fcksek olas\u0131l\u0131kla kat\u0131l\u0131mc\u0131lar hik\u00e2yeyi hele ki hemen de\u011fil birka\u00e7 saat sonra hat\u0131rlamalar\u0131 istendi\u011finde sanki 1 kilo portakal\u0131 se\u00e7erken kendisi o portakal\u0131 yere d\u00fc\u015f\u00fcrm\u00fc\u015f gibi anlatacakt\u0131r. Oysa b\u00f6yle bir ba\u011flant\u0131 metinde mevcut de\u011fildir fakat neredeyse istemsiz bir \u00e7\u0131karsamayla, daha \u201cahenkli\u201d bir anlat\u0131 in\u015fa edilmi\u015f olunur. Bu anlat\u0131 daha tekildir, daha \u201ctam te\u015fekk\u00fcll\u00fcd\u00fcr\u201d dolay\u0131s\u0131yla daha kararl\u0131 ve kal\u0131c\u0131 olacakt\u0131r.<\/p>\n\n\n\n

Buna kar\u015f\u0131n olan\u0131n kodlanmamas\u0131na \u00f6rnek, Britton, Meyer, Simpson ve di\u011ferlerinin (1979; aktaran Goldmeier, 1982) \u00e7al\u0131\u015fmas\u0131ndan gelir. Bir metin i\u00e7indeki bir paragraf, ya belirgin (yani anlat\u0131n\u0131n \u00f6nemli bir ta\u015f\u0131y\u0131c\u0131s\u0131) ya da arka plan (yani ana anlat\u0131ya katk\u0131 sunmayan ikincil bir \u00f6ge) olarak sunulur. 26 Ayn\u0131 paragraf\u0131n ilk ko\u015fulda iyi hat\u0131rland\u0131\u011f\u0131, ikinci ko\u015fulda ise hat\u0131rlanmad\u0131\u011f\u0131n\u0131 belirtir. Di\u011fer bir deyi\u015fle esas olan paragraf\u0131n i\u00e7indeki kurgu de\u011fil, onun b\u00fct\u00fcn i\u00e7indeki i\u015flevidir. \u0130lkinde o paragraf \u201c\u015fekil\u201ddir, ikincisinde ise \u201czemin\u201ddir. Goldmeier, hik\u00e2ye hat\u0131rlamalar\u0131nda makro yap\u0131n\u0131n (ana anlat\u0131 \u00e7izgisinin) muhafaza edildi\u011fini, mikro yap\u0131n\u0131n (yani ana ekseni etkilemeyen, \u2018olsa da olur olmasa da olur\u2019 niteli\u011findeki yan anlat\u0131lar) ise eksildi\u011fini g\u00f6steren \u00e7al\u0131\u015fmalara at\u0131f yapar. Ancak Mandler ve Johnson\u2019\u0131n makro yap\u0131n\u0131n daha iyi hat\u0131rlanmas\u0131na ili\u015fkin sunduklar\u0131 \u201c\u00f6ng\u00f6r\u00fclebilir, ideal anlat\u0131\u201d a\u00e7\u0131klamas\u0131n\u0131 yetersiz bulur. \u201cAlis Harikalar Diy\u00e2r\u0131nda\u201d hik\u00e2yesini \u00f6rnek olarak verir ve ana anlat\u0131n\u0131n, \u00f6yk\u00fcy\u00fc ilk defa dinleyen i\u00e7in hi\u00e7bir \u015fekilde \u00f6ng\u00f6r\u00fclebilir ve \u201cideal\u201d olmamas\u0131na ra\u011fmen pek\u00e2l\u00e2 iyi hat\u0131rlanabildi\u011fine dikkat \u00e7eker. Goldmeier\u2019a g\u00f6re burada esas olan, deneyimlere dayal\u0131 \u201c\u015femalar\u201ddan \u00e7ok, anlat\u0131n\u0131n kendi i\u00e7inde bar\u0131nd\u0131rd\u0131\u011f\u0131 \u201cinsicaml\u0131 tekillik\u201dtir.<\/p>\n\n\n\n

Bellek \u0130zini Kararl\u0131 K\u0131labilen \u0130\u015flemler\u2026<\/em><\/strong><\/p>\n\n\n\n

Goldmeier, Craik ve Tulving\u2019in me\u015fhur 1975 tarihli i\u015fleme d\u00fczeyleri (\u201clevels of processing\u201d) \u00e7al\u0131\u015fmas\u0131na da at\u0131f yapar. Bu \u00e7al\u0131\u015fmada kat\u0131l\u0131mc\u0131lar\u0131n, farkl\u0131 s\u00f6zc\u00fckler i\u00e7in farkl\u0131 i\u015flemler yapmalar\u0131 istenir. Kimisinde, s\u00f6zc\u00fc\u011f\u00fcn b\u00fcy\u00fck harflerle yaz\u0131l\u0131p yaz\u0131lmad\u0131\u011f\u0131, kimisinde s\u00f6zc\u00fc\u011f\u00fcn sunulan bir uyaran \u00f6rne\u011fiyle kafiyeli olup olmad\u0131\u011f\u0131, kimisinde belirli bir anlamsal kategoriye ait olup olmad\u0131\u011f\u0131 ve kimisinde ise, sunulan bir c\u00fcmleyi tamamlay\u0131p tamamlamad\u0131\u011f\u0131 sorulur. Belli bir s\u00fcre sonra s\u00fcrpriz bir bellek testi yap\u0131l\u0131r. \u0130\u015fleme d\u00fczeyi etkisi \u00e7ok g\u00fc\u00e7l\u00fcd\u00fcr: Daha anlam temelli i\u015flenen s\u00f6zc\u00fckler di\u011ferlerine g\u00f6re yakla\u015f\u0131k be\u015f misli daha iyi hat\u0131rlan\u0131r. Ancak \u00f6nemli bir bulgu daha vard\u0131r. Bu bulgu asl\u0131nda s\u00fcrekli bulunan fakat halen tam olarak a\u00e7\u0131klanamayan bir bulgudur: Kafiye, kategori ve c\u00fcmle i\u015flemelerinde, \u201cevet\u201d ile cevaplanan s\u00f6zc\u00fckler \u201chay\u0131r\u201d ile cevaplananlardan belirgin derecede daha iyi hat\u0131rlan\u0131r. Goldmeier, \u201cevet\u201d ile cevaplanabilen s\u00f6zc\u00fcklerin i\u00e7inde bulunduklar\u0131 ba\u011flamla bir b\u00fct\u00fcne d\u00f6n\u00fc\u015febildi\u011fi, \u201chay\u0131r\u201d ile cevaplanan s\u00f6zc\u00fcklerde bu b\u00fct\u00fcnle\u015fmenin ger\u00e7ekle\u015femedi\u011fi, dolay\u0131s\u0131yla ilkinin tekillik vasf\u0131 g\u00fc\u00e7lenirken di\u011ferinin g\u00fc\u00e7lenmedi\u011fini belirtir. Bu, kan\u0131mca \u00fcst\u00fcnde d\u00fc\u015f\u00fcnmeye ve ara\u015ft\u0131rma y\u00fcr\u00fctmeye de\u011fer bir \u00f6neridir.<\/p>\n\n\n\n

Gruplama, Anlamland\u0131rma, Bir Ge\u015ftalt\u0131 Farkedip Kodlama\u2026<\/em><\/strong><\/p>\n\n\n\n

Goldmeier bir di\u011fer \u00f6rnekte sembolleri inceler ve Katona\u2019n\u0131n bir \u00e7al\u0131\u015fmas\u0131na at\u0131f yapar. Katona\u2019n\u0131n 1940 tarihli \u00e7al\u0131\u015fmas\u0131nda kat\u0131l\u0131mc\u0131lar \u00fc\u00e7 gruba ayr\u0131l\u0131r. \u0130lk grubun, 581215192226 rakamlar\u0131n\u0131 \u00fc\u00e7 haneli gruplayarak (\u201cbe\u015f y\u00fcz seksen bir\u201d, iki y\u00fcz on be\u015f\u201d vs.) ve sesli okuya okuya ezberlemeleri istenir. \u0130kinci gruba, \u201cGe\u00e7en y\u0131l\u0131n devlet harcamalar\u0131 \u2026\u2026\u2026\u2026. dolar olmu\u015ftur\u201d \u015feklinde bir c\u00fcmle sunulur ve ard\u0131ndan ayn\u0131 rakam dizisi g\u00f6sterilip onu bir para tutar\u0131 olarak okuyup ak\u0131llar\u0131nda tutmalar\u0131 istenir. B\u00f6ylece 12 haneli rakam ondal\u0131k birimleriyle birlikte bir para de\u011feri olarak okunarak (\u201cbe\u015f y\u00fcz seksen bir milyar iki y\u00fcz on be\u015f milyon\u2026) anlaml\u0131 bir ba\u011flam\u0131n i\u00e7ine yerle\u015ftirilmi\u015f olur. \u00dc\u00e7\u00fcnc\u00fc gruba ise yaln\u0131zca rakamlar verilir ve herhangi bir i\u015fleme y\u00f6nlendirmesi yap\u0131lmaz. Hemen akabinde 12 haneli rakam\u0131 do\u011fru s\u0131ras\u0131yla hat\u0131rlamalar\u0131 istendi\u011finde \u00fc\u00e7 grup da iyi performans g\u00f6sterir. Tek fark, \u00fc\u00e7\u00fcnc\u00fc grubun hat\u0131rlarken di\u011ferlerinden biraz daha yava\u015f olu\u015fudur. Bir hafta sonra s\u00fcrpriz bir bellek testi daha yap\u0131ld\u0131\u011f\u0131nda ise ne rakamlar\u0131 \u00fc\u00e7l\u00fc gruplamayla \u00e7al\u0131\u015fan birinci grup ne de rakamlar\u0131 anlaml\u0131 ba\u011flam i\u00e7inde \u00e7al\u0131\u015fan ikinci grup ba\u015far\u0131l\u0131d\u0131r. \u00d6te yandan \u00fc\u00e7\u00fcnc\u00fc grupta bir k\u0131s\u0131m kat\u0131l\u0131mc\u0131 12 haneli rakam\u0131 kusursuz hat\u0131rlar \u00e7\u00fcnk\u00fc dizideki mant\u0131\u011f\u0131 g\u00f6rm\u00fc\u015f ve kodlamay\u0131 o \u015fekilde yapm\u0131\u015ft\u0131r (her bir rakama d\u00f6n\u00fc\u015f\u00fcml\u00fc olarak ilk \u00f6nce 3 sonra 4 ekleyerek). Bunu Wiseman ve Neisser\u2019\u0131n \u00e7al\u0131\u015fmas\u0131ndaki \u00fc\u00e7\u00fcnc\u00fc uyaran tipine de benzetebiliriz. Kural\u0131 bulanlar aynen Wiseman ve Neisser\u2019\u0131n zor \u015fekildeki fig\u00fcr\u00fc g\u00f6r\u00fcp iyi hat\u0131rlayanlar gibidir, keza kural\u0131 farketmeyenler zor \u015fekildeki fig\u00fcr\u00fc g\u00f6remeyip k\u00f6t\u00fc bellek performans\u0131 g\u00f6sterenler gibidir. Biri i\u00e7in o 12 haneli rakam yap\u0131s\u0131z, \u00f6zelliksiz, \u015fekilsiz bir dizilimdir, yani \u201czemin\u201ddir, di\u011feri i\u00e7in ise tekilli\u011fi had safhada olan, yap\u0131land\u0131r\u0131lm\u0131\u015f, belirgin bir dizilimdir, yani \u201c\u015fekil\u201ddir.<\/p>\n\n\n\n

\u00d6zetle, Goldmeier\u2019a g\u00f6re kodlama se\u00e7ici ve tutumludur. Asgari eforla en \u00f6nemli bilgileri zihne nak\u015feder. Bundan dolay\u0131d\u0131r ki, der Goldmeier, belki de yar\u0131m saat boyunca konu\u015ftu\u011funuz bir ki\u015finin ne giydi\u011fini, g\u00f6zl\u00fc\u011f\u00fc olup olmad\u0131\u011f\u0131n\u0131 hat\u0131rlamazs\u0131n\u0131z ama \u201c\u00e7\u0131plak olmad\u0131\u011f\u0131n\u0131\u201d hat\u0131rlars\u0131n\u0131z. \u00c7\u0131plak olsayd\u0131 bu bir \u201c\u015fekil\u201d i\u015flevi ta\u015f\u0131rd\u0131, oysa giyiminin, sakal\u0131n\u0131n veya g\u00f6zl\u00fc\u011f\u00fcn\u00fcn o sohbetle anlamsal bir ili\u015fkisi yoksa ve ki\u015finin fenomenal ilgi alan\u0131 de\u011filse bir \u201czemin\u201d i\u015flevi ta\u015f\u0131r ve d\u00fc\u015f\u00fck \u00e7\u00f6z\u00fcn\u00fcrl\u00fckl\u00fc yani \u201cflu\u201d olarak kodlan\u0131r.<\/p>\n\n\n\n

Uyaranlarda Fenomenal Asimetriler<\/strong><\/p>\n\n\n\n

Goldmeier bu ba\u015fl\u0131kta kimi uyaranlar\u0131n (\u00f6rne\u011fin \u015fekillerin, rakamlar\u0131n, s\u00f6zc\u00fcklerin, kavramsalla\u015ft\u0131rmalar\u0131n) de\u011fi\u015fen tekillik derecelerine g\u00f6re farkl\u0131 \u201ckuvvetler\u201d ta\u015f\u0131d\u0131\u011f\u0131ndan bahseder ve bu kuvvet asimetrisinden dolay\u0131 fenomenal alg\u0131n\u0131n ve dolay\u0131s\u0131yla belle\u011fin farkl\u0131la\u015faca\u011f\u0131ndan bahseder. \u00d6rne\u011fin Eleanor Rosch, odaksal olan ile odaksal olmayan renkleri k\u0131yaslad\u0131klar\u0131nda kat\u0131l\u0131mc\u0131lar\u0131n, mora ka\u00e7an bir k\u0131rm\u0131z\u0131y\u0131 odaksal bir k\u0131rm\u0131z\u0131ya yak\u0131n g\u00f6r\u00fcrken, tersinin ge\u00e7erli olmad\u0131\u011f\u0131n\u0131, yani odaksal k\u0131rm\u0131z\u0131y\u0131 mora ka\u00e7an k\u0131rm\u0131z\u0131ya yak\u0131n g\u00f6rmediklerini tespit eder. Yine Rosch\u2019tan \u00f6rnek verip kat\u0131l\u0131mc\u0131lar\u0131n \u00f6rne\u011fin \u201c103\u201d rakam\u0131n\u0131 \u201cyakla\u015f\u0131k 100\u201d olarak kodlarken, benzer \u015fekilde \u201c100\u201d rakam\u0131n\u0131 \u201cyakla\u015f\u0131k 103\u201d olarak kodlamad\u0131klar\u0131na de\u011finir. Bu asimetriler yaln\u0131zca bir \u201cilgin\u00e7lik\u201d de\u011fildir, ayn\u0131 zamanda bellek \u00fcst\u00fcnde de tahmin edilebilir etkileri olur. \u00d6rne\u011fin, bir metin i\u00e7inde ge\u00e7en rakam \u201c103\u201d ise, kat\u0131l\u0131mc\u0131lar\u0131n haftalar sonras\u0131 onu \u201c100 gibi\u201d olarak hat\u0131rlad\u0131klar\u0131n\u0131, benzer \u015fekilde odaksal renklerin odaksal olmayanlara k\u0131yasla daha kesin hat\u0131rland\u0131\u011f\u0131 anla\u015f\u0131l\u0131r. Bunu tespit eden Rosch olsa da Goldmeier t\u00fcm bu asimetrileri Ge\u015ftalt\u2019\u0131n \u201calan kuvvetleri\u201d kavramsalla\u015ft\u0131rmas\u0131yla ele al\u0131r. \u00d6rnek verecek olursak, s\u00f6z konusu olan ister rakam (\u201c103\u201d), ister sembol (\u201c\u2e13\u201d), ister somut s\u00f6zc\u00fck (\u00f6rne\u011fin, \u201ckonsol\u201d), ister soyut kavram (\u201cac\u0131\u201d) veya kavramsall\u0131k (\u00f6rne\u011fin, \u201cyar\u0131 ba\u015fkanl\u0131k sistemi\u201d) olsun hepsinin \u00e7eperlerinde daha kuvvetli kom\u015fu rakam, sembol, s\u00f6zc\u00fck, kavram veya kavramsalla\u015ft\u0131rmalar varsa onlara do\u011fru yak\u0131nsanabileceklerdir.27<\/p>\n\n\n\n

Ge\u015ftalt Kuram\u0131 A\u00e7\u0131s\u0131ndan Bellek Deneylerinin \u201cOlmazsa Olmaz\u0131\u201d<\/strong><\/p>\n\n\n\n

Goldmeier\u2019\u0131n ana ak\u0131m bellek ara\u015ft\u0131rmalar\u0131na y\u00f6nelik en b\u00fcy\u00fck ele\u015ftirisi (1) kullan\u0131lan uyaranlar\u0131n birbirinden kopuk, rastgele olu\u015flar\u0131 ve (2) deneylerdeki haf\u0131za \u00f6l\u00e7\u00fcmlerinin a\u011f\u0131rl\u0131kla 15\u201320 dakika sonra yap\u0131lmas\u0131d\u0131r. Oysa Ge\u015ftalt kuram\u0131na g\u00f6re, Neisser\u2019\u0131n tabiriyle \u201cekolojik olarak ge\u00e7erli\u011fi\u201d olan veya ba\u015fka bir ifadeyle ger\u00e7ek hayattaki bellekle ba\u011f kurabilen bir \u00e7al\u0131\u015fma yap\u0131lacaksa mutlaka anlaml\u0131 uyaranlar kullan\u0131lmal\u0131d\u0131r (hatta anlams\u0131z veya birbiriyle ba\u011f\u0131 olmayan uyaranlar o a\u00e7\u0131dan bir kontrol ko\u015fulu yerine ge\u00e7melidir) ve haf\u0131za testleri haftalara yay\u0131labilmelidir. Goldmeier\u2019\u0131n, kitab\u0131nda analizlerini aktard\u0131\u011f\u0131 deneyler serisinin ana deseni 2 (uyaranlar: tam te\u015fkk\u00fcll\u00fc tekillik vasf\u0131na sahip olanlar ve olmayanlar) x 2 (bellek testi tipi: serbest hat\u0131rlama ve tan\u0131ma testi) x 4 (bellek testi zaman aral\u0131\u011f\u0131: hemen, 2 hafta, 4 hafta veya 6 hafta sonra) \u015feklindedir. T\u00fcm kat\u0131l\u0131mc\u0131lar her iki tip uyaran\u0131 g\u00f6r\u00fcr ve \u00e7al\u0131\u015fma s\u00fcresi anlaml\u0131 bir kodlamay\u0131 m\u00fcmk\u00fcn k\u0131lacak, standard bir uzunlukta tutulur (\u00f6rne\u011fin \u00e7al\u0131\u015f\u0131lan malzeme \u015fekillerse, 16 \u015feklin her biri i\u00e7in 25 saniye boyu inceleyip ka\u011f\u0131da iki kere kopyalama s\u00fcresi verilir; ama\u00e7, kopyalama becerisini \u00f6l\u00e7mek olarak sunulur, bellek testinden bahsedilmez). Ard\u0131ndan gruplar, atand\u0131klar\u0131 zaman aral\u0131\u011f\u0131na g\u00f6re ya ilk \u00f6nce serbest hat\u0131rlama testini ve sonras\u0131nda tan\u0131ma testini, veya ilk \u00f6nce tan\u0131ma testini ve sonras\u0131nda serbest hat\u0131rlama testini al\u0131r. Analizler, ko\u015fullar\u0131n benzerli\u011fini sa\u011flamak i\u00e7in, s\u00fcrpriz olarak gelen ilk bellek testinin verileri \u00fczerinden yap\u0131l\u0131r.<\/p>\n\n\n\n

Goldmeier\u2019\u0131n G\u00f6rg\u00fcl Deneylerinin Ana Sonu\u00e7lar\u0131<\/strong><\/p>\n\n\n\n

Goldmeier hem g\u00f6rsel \u015fekil hem s\u00f6zl\u00fc anlat\u0131 hem sembol haf\u0131zas\u0131 deneylerinin sonu\u00e7lar\u0131n\u0131 raporlar. Bulgular ana hatlar\u0131yla \u015f\u00f6yledir:<\/p>\n\n\n\n

    \n
  1. Hat\u0131rlama bi\u00e7iminin, uyaran\u0131n tekillik vasf\u0131yla ili\u015fkili oldu\u011fu g\u00f6zlemlenir. Y\u00fcksek tekillik vasf\u0131 ta\u015f\u0131yan uyaranlar hemen hemen hi\u00e7 de\u011fi\u015fmeden hat\u0131rlan\u0131r. Y\u00fcksek tekillik vasf\u0131na yak\u0131n ama fazladan veya eksik bir unsur bar\u0131nd\u0131ran uyaranlarda o fazla olan\u0131n \u00e7\u0131kar\u0131ld\u0131\u011f\u0131 veya eksik olan\u0131n eklendi\u011fi g\u00f6zlemlenir; bu e\u011filimin, bellek testine kadarki s\u00fcre uzad\u0131k\u00e7a daha g\u00fc\u00e7l\u00fcd\u00fcr.<\/li>\n\n\n\n
  2. Fiziksel uyarandan (\u015fekil, metin, sembol dizisi) yola \u00e7\u0131k\u0131ld\u0131\u011f\u0131nda, olas\u0131 bir hat\u0131rlama bi\u00e7imi olabilecek kimi \u015fekiller, anlat\u0131lar, semboller ne serbest hat\u0131rlama testlerinde ortaya \u00e7\u0131kar ne de (\u00e7elici olarak sunulduklar\u0131) tan\u0131ma testlerinde se\u00e7ilir. \u00d6rne\u011fin \u015eekil 24a kullan\u0131ld\u0131\u011f\u0131nda yirmi \u00fc\u00e7 kat\u0131l\u0131mc\u0131n\u0131n hi\u00e7biri serbest hat\u0131rlama testinde \u015fekli kemersiz \u00e7izmemi\u015ftir. Yirmisi ise, olmas\u0131 gerekti\u011fi gibi \u00fc\u00e7 kemerli, biri tek, biri iki ve biri d\u00f6rt kemerli olarak \u00e7izmi\u015ftir. Di\u011fer yandan d\u00fcz olan yatay \u00e7izgi yaln\u0131zca on bir ki\u015fide muhafaza edilmi\u015ftir (her zaman yatay d\u00fczlemde olmasa da). On ki\u015finin \u00e7izimindeyse d\u00fcz \u00e7izgi t\u00fcm\u00fcyle unutulmu\u015ftur. Buradan da anla\u015f\u0131labildi\u011fi gibi neyin hat\u0131rland\u0131\u011f\u0131 ve neyin unutuldu\u011fu rastgele de\u011fildir. Uyarana tekillik kazand\u0131ran \u00f6zellikler unutmaya diren\u00e7liyken, tekillik kazand\u0131rmayan \u00f6zellikler kolayca unutulur.<\/li>\n<\/ol>\n\n\n\n
    \"\"\/
    \u015eekil 24a-d<\/strong> (Goldmeier, 1982; \u015eekil 24a, as\u0131l uyarand\u0131r, 24b, c ve d farkl\u0131 hat\u0131rlama bi\u00e7imleridir)<\/figcaption><\/figure>\n\n\n\n

    Ayn\u0131 bi\u00e7imde, \u015eekil 25\u2019te, \u00e7al\u0131\u015f\u0131lan uyaran, \u00f6rne\u011fin, h ise, onun sonraki tan\u0131ma testinde yanl\u0131\u015fl\u0131kla c veya d olarak hat\u0131rlanabildi\u011fi ancak hi\u00e7bir zaman e, f veya g olarak hat\u0131rlanmad\u0131\u011f\u0131 g\u00f6r\u00fcl\u00fcr. Goldmeier bunu \u015eekil 25h\u2019daki bo\u015fluklar\u0131n fenomenal g\u00fcc\u00fc ile \u015eekil 25e, f veya g\u2019deki bo\u015fluklar\u0131n yaratt\u0131\u011f\u0131 neredeyse \u0131skalanabilir bo\u015flu\u011fun g\u00fcc\u00fc aras\u0131ndaki farka ba\u011flar.28 \u00d6te yandan e\u011fer \u00e7al\u0131\u015f\u0131lan uyaran 25e ise herhangi bir hat\u0131rlama de\u011fi\u015fimi tespit edilmez, uyaran alt\u0131 hafta sonra da ayn\u0131 \u015fekilde hat\u0131rlan\u0131r. Benzer \u015fekilde \u015eekil 26a hi\u00e7bir \u015fekilde yanl\u0131\u015fl\u0131kla \u015eekil 26b olarak hat\u0131rlanmam\u0131\u015ft\u0131r \u00e7\u00fcnk\u00fc 26a\u2019n\u0131n kendine has ve biricik bir ahengi vard\u0131r, Wertheimer\u2019\u0131n 1923\u2019te \u00f6nerdi\u011fi \u201ciyi devaml\u0131l\u0131k\u201d ilkesine g\u00fc\u00e7l\u00fc bir \u015fekilde uyan bir paterne sahiptir.<\/p>\n\n\n\n

    Goldmeier kitab\u0131n\u0131n bir iki yerinde Bartlett\u2019\u0131n ve \u00f6nceki b\u00f6l\u00fcmde de bahsini etti\u011fimiz Wulf\u2019un \u00e7al\u0131\u015fmalar\u0131na at\u0131f yapar ve onlarda eksik olan\u0131n, a\u00e7\u0131klama k\u0131sm\u0131 oldu\u011funu vurgular. Her ikisi de ilgin\u00e7 \u015feyler bulsa dahi, bunu a\u00e7\u0131klayabilecek bir kuramlar\u0131 olmad\u0131\u011f\u0131ndan yapt\u0131klar\u0131n\u0131n a\u00e7\u0131klay\u0131c\u0131 de\u011fil betimleyici olmaya mahkum oldu\u011funu vurgular. 29 Ge\u015ftalt kuram\u0131n\u0131n g\u00fcc\u00fcn\u00fcn ise, uyaranlar\u0131 olu\u015fturma ve olas\u0131 de\u011fi\u015fimleri planlama a\u015famalar\u0131 yo\u011fun bir \u00f6n analiz ve planlama gerektirse de, a\u00e7\u0131klay\u0131c\u0131l\u0131\u011f\u0131ndan geldi\u011fini vurgular.<\/p>\n\n\n\n

    \"\"\/
    \u015eekil 25<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n
    \"\"\/
    \u015eekil 26a ve 26b<\/strong> (Goldmeier, 1982)<\/figcaption><\/figure>\n\n\n\n

    Sonu\u00e7 Yerine\u2026<\/strong><\/p>\n\n\n\n

    Bu makalede Ge\u015ftalt kuram\u0131n\u0131n belle\u011fe dair pek az bilinen hatta hi\u00e7 bilinmeyen ilgin\u00e7 \u00f6nermelerini incelemeye ald\u0131m. Giri\u015f b\u00f6l\u00fcm\u00fcnde de vurgulad\u0131\u011f\u0131m gibi, kendili\u011finden ve rastgele olmayan \u015fekilde de\u011fi\u015febilen bellek izi \u00f6nermesi Ge\u015ftalt kuram\u0131n\u0131n belle\u011fe dair belki de en \u00f6nemli \u00f6nermesidir. Di\u011fer \u00f6nemli katk\u0131s\u0131 ise alg\u0131 alan\u0131ndaki \u015fekil-zemin kavramsalla\u015ft\u0131rmas\u0131n\u0131n bellekte de kritik, ancak t\u00fcm\u00fcyle \u0131skalanm\u0131\u015f bir kar\u015f\u0131l\u0131\u011f\u0131 oldu\u011funa i\u015faret etmesidir. Bu bak\u0131\u015fa g\u00f6re, bir uyaran, bulundu\u011fu ba\u011flam i\u00e7erisinde \u015fekil veya zemin \u00f6zelli\u011fini ta\u015f\u0131mas\u0131na ba\u011fl\u0131 olarak birbirinden farkl\u0131 hat\u0131rlama ve unutma mekanizmalar\u0131na tabi olacakt\u0131r. S\u00f6z konusu dinami\u011fi en iyi g\u00f6steren \u00e7al\u0131\u015fmalar\u0131n ba\u015f\u0131nda Hedwig von Restorff\u2019un 1933 tarihli deney serileri gelir. Kuram\u0131n en \u00f6nemli noktalar\u0131n\u0131 kapsam\u0131\u015f olsak da, \u00fcrettiklerinin ve \u00fcretebileceklerinin ancak bir b\u00f6l\u00fcm\u00fcn\u00fc aktar\u0131p inceleyebildi\u011fimizi vurgulamak gerek. Buna ra\u011fmen beliren bu fikir ve ara\u015ft\u0131rma zenginli\u011fine kar\u015f\u0131n insan \u015fa\u015f\u0131rarak \u015fu soruyu sormadan edemiyor: Nas\u0131l oluyor da ne psikolojiye giri\u015f kitaplar\u0131, ne bellek ders kitaplar\u0131 ve ne de \u00fcniversitelerdeki bellek psikolojisi dersleri bu kuram\u0131n belle\u011fe dair \u00e7al\u0131\u015fmalar\u0131n\u0131n en az\u0131ndan bir iki tanesine hakk\u0131yla ve kuram\u0131n ad\u0131n\u0131 zikrederek yer vermez? Bu tuhaf yok say\u0131\u015f\u0131n incelemesini tarih yaz\u0131m\u0131 formasyonu olan ki\u015filere b\u0131rakmak durumunday\u0131z ama \u015fu an psikoloji ve hele ki bili\u015fsel psikoloji i\u00e7inde \u00e7al\u0131\u015fan herkesin bunu merak ediyor olmas\u0131 gerekir. Kuram\u0131n bellek alan\u0131nda yapt\u0131\u011f\u0131 ve g\u00f6rg\u00fcl \u00e7al\u0131\u015fmalarla da desteklemeye \u00f6zen g\u00f6sterdi\u011fi \u00f6nermelerin ana ak\u0131m psikolojinin i\u00e7inde b\u00f6ylesi yok say\u0131lm\u0131\u015f olmas\u0131n\u0131n nedeni acaba bellek izinin \u201cdurdu\u011fu yerde\u201d d\u00f6n\u00fc\u015fmesi \u00f6nermesi mi olmu\u015ftur? E\u011fer \u00f6yleyse \u00f6nermenin reddedili\u015finin nedeni neydi? Belki bunun nedeni basit\u00e7e, bu tarz bir \u00f6nermenin genel Anglo-Amerikan ampirisist felsefesine ayk\u0131r\u0131 olu\u015fuydu (ki bu da kendi ba\u015f\u0131na \u00fcrk\u00fct\u00fcc\u00fc bir sans\u00fcr hissi uyand\u0131rmaktad\u0131r), belki ba\u015fka nedenleri de vard\u0131.<\/p>\n\n\n\n

    T\u00fcm bunlar\u0131 bir kenara b\u0131rakacak olursak Ge\u015ftalt kuram\u0131n\u0131n bellek \u00e7al\u0131\u015fmalar\u0131n\u0131n son derecede zekice kotar\u0131lm\u0131\u015f, \u00fcretken, ufuk a\u00e7\u0131c\u0131 ve g\u00fcn\u00fcm\u00fczdeki bellek \u00e7al\u0131\u015fmalar\u0131na taptaze bir bak\u0131\u015f getirebilecek \u00f6zellikte oldu\u011funu g\u00f6rmemek m\u00fcmk\u00fcn de\u011fil. Belki de en heyecan verici taraf\u0131, \u015fu ana kadar daha \u00e7ok edebiyatta bahsi edilen kimi ilgin\u00e7 bellek olgular\u0131na y\u00f6nelik mevcut bellek paradigmalar\u0131 herhangi bir \u00f6nermede bulunamazken, Ge\u015ftalt kuram\u0131n\u0131n bulunabiliyor olmas\u0131d\u0131r. Zaman belle\u011fini bir \u201czemin\u201d belle\u011fi olarak d\u00fc\u015f\u00fcnmek bile insana yepyeni bir bak\u0131\u015f sunma potansiyeline sahiptir, bu fikir ileride, diyelim, yanl\u0131\u015flansa bile. Daha \u00f6nceki bir dipnotumuzda da de\u011findi\u011fimiz gibi, Thomas Mann\u2019\u0131n \u201cB\u00fcy\u00fcl\u00fc Da\u011f (Der Zauberberg)\u201d roman\u0131nda Hans Castorp\u2019un bir ziyaret\u00e7i olarak gidip sa\u011fl\u0131k sorununun ortaya \u00e7\u0131kmas\u0131yla birlikte ilk ba\u015fta birka\u00e7 g\u00fcn ve derken tam yedi y\u0131l ya\u015famak zorunda kald\u0131\u011f\u0131 sanatoryumda hem zaman hem bellek a\u00e7\u0131s\u0131ndan deneyimlediklerini bilimsel a\u00e7\u0131dan anlayabilmemiz i\u00e7in bu kavramlar\u0131 yeni bir bak\u0131\u015fla ele almam\u0131z gerek yoksa hep ayn\u0131 havanda su d\u00f6vme tehlikesiyle kar\u015f\u0131 kar\u015f\u0131ya olabilirz.<\/p>\n\n\n\n

    Notlar<\/h1>\n\n\n\n

    19 Bu y\u00f6nteme yak\u0131n bir y\u00f6ntem 1968\u2019da Zajonc\u2019\u0131n me\u015fhur \u201csalt maruz kalma\u201d etkisi deneyinde kullan\u0131l\u0131r.<\/p>\n\n\n\n

    20 Shepard\u2019\u0131n bu \u00e7al\u0131\u015fmas\u0131nda kat\u0131l\u0131mc\u0131lara birbirinden farkl\u0131, renkli resimler, foto\u011fraflar verilir. \u0130ki-se\u00e7enekli tan\u0131ma testi 2 saat sonra dahi verildi\u011finde tan\u0131ma oran\u0131n %100\u2019e yak\u0131nd\u0131r, 3 g\u00fcn sonra %92 ve bir hafta sonraysa halen %87 oran\u0131ndad\u0131r.<\/p>\n\n\n\n

    21 \u00d6rne\u011fin \u201cbiriciklik\u201d vasf\u0131n\u0131 fiziksel kadar hatta fizikselden \u00e7ok fenomenal bir vas\u0131f olarak d\u00fc\u015f\u00fcnebiliriz. Buradaki biricik olan, tam da von Restorff\u2019un zemin ortam\u0131nda \u015fekil olan uyaran ayr\u0131\u015ft\u0131rmas\u0131na denk gelir, yani kendi ba\u015f\u0131na b\u00f6yle bir vas\u0131f ta\u015f\u0131mazken sunuldu\u011fu ba\u011flam i\u00e7inde bu vasfa sahip olur.<\/p>\n\n\n\n

    22 Buradaki \u00e7izimler bahsi edilen sapma derecelerini tam de\u011fil temsili olarak g\u00f6stermektedir.<\/p>\n\n\n\n

    23 Goldmeier; Hochberg ve Attneave\u2019in Ge\u015ftalt\u2019\u0131n \u201ctekillik\u201d kavram\u0131n\u0131 bilgi i\u015fleme kuram\u0131 (\u201cinformation processing theory\u201d, \u00f6rne\u011fin bk. Shannon, 1948) ba\u011flam\u0131nda uyaran\u0131n ta\u015f\u0131d\u0131\u011f\u0131 \u00f6ng\u00f6r\u00fclebilir unsurlar\u0131n hesaplanmas\u0131yla say\u0131salla\u015ft\u0131rmay\u0131 denediklerinden bahseder.<\/p>\n\n\n\n

    24 \u201cTekli\u201d, izole, tek tek anlam\u0131nda kullan\u0131lm\u0131\u015ft\u0131r, \u201cPr\u00e4gnanz\u201d i\u00e7in kulland\u0131\u011f\u0131m\u0131z \u201ctekil\u201d s\u00f6zc\u00fc\u011f\u00fc ile kar\u0131\u015ft\u0131r\u0131lmamal\u0131d\u0131r.<\/p>\n\n\n\n

    25\u201cNispeten az\u0131 taraf\u0131ndan\u201d Wiseman ve Neisser\u2019\u0131n kulland\u0131\u011f\u0131 ifadedir, herhangi bir y\u00fczde sunulmam\u0131\u015ft\u0131r.<\/p>\n\n\n\n

    26 Goldmeier bu d\u00fczene\u011fi, Gottschaldt\u2019\u0131n \u201cg\u00f6m\u00fclm\u00fc\u015f \u015fekiller\u201dne benzetir. Bu \u015fekillerde, karma\u015f\u0131k b\u00fcy\u00fck bir \u015feklin i\u00e7ine g\u00f6r\u00fclmez halde \u201cg\u00f6m\u00fclm\u00fc\u015f\u201d bir \u015fekil vard\u0131r.<\/p>\n\n\n\n

    27 Do\u011fal olarak, uyaran\u0131n anlamsal karma\u015f\u0131kl\u0131k derecesi artt\u0131k\u00e7a bu kuvvetler da\u011f\u0131l\u0131m\u0131n\u0131n ki\u015fiden ki\u015fiye, hatta bir ki\u015finin bir halinden di\u011fer haline \u00e7ok de\u011fi\u015febilece\u011fini \u00f6ng\u00f6rebiliriz. Dolay\u0131s\u0131yla bir metinde 103 rakam\u0131 ge\u00e7iyorsa onun haftalar sonra \u201c100\u2019e yak\u0131n\u201d olarak hat\u0131rlanabilece\u011fini \u00f6ng\u00f6rebilsek de ayn\u0131 metinde \u201cyar\u0131 ba\u015fkanl\u0131k sistemi\u201d ge\u00e7ti\u011finde bunun nas\u0131l hat\u0131rlanaca\u011f\u0131n\u0131 kestirmek ki\u015finin kendi fenomenal anlam d\u00fcnyas\u0131n\u0131 bilmeden kolay olmayacakt\u0131r.<\/p>\n\n\n\n

    28 Goldmeier, t\u00fcm kitab\u0131 boyunca verdi\u011fi a\u00e7\u0131klamalar\u0131n\u0131, farkl\u0131 ampirist kuramc\u0131lar\u0131n kullanageldi\u011fi tabirlerle de kar\u015f\u0131la\u015ft\u0131r\u0131r, \u00f6rne\u011fin Tversky\u2019nin 1977 tarihli benzerlik kuram\u0131ndaki belirginlik (\u201csaliency\u201d) kavram\u0131na, keza Rosch\u2019un \u201cprototip\u201d ve \u201c\u015fema\u201d kavramlar\u0131na at\u0131f yapar. Kimi zaman ayn\u0131 olgunun bu farkl\u0131 kavramlarla a\u00e7\u0131klanabildi\u011finin hakk\u0131n\u0131 verir. Kan\u0131mca buradaki en \u00f6nemli fark, t\u00fcm o kuramlarda eksik olan\u0131n, alg\u0131, bellek, d\u00fc\u015f\u00fcnme ve olas\u0131 bir\u00e7ok ba\u015fka alana y\u00f6nelik kapsay\u0131c\u0131 bir \u00f6nermeye sahip olmay\u0131\u015flar\u0131d\u0131r, her birinin nispeten dar bir alana odaklan\u0131p o alana y\u00f6nelik terminoloji \u00fcretmesidir. 29 Asl\u0131nda Goldmeier, Bartlett\u2019\u0131n Hayaletlerin Sava\u015f\u0131 \u00e7al\u0131\u015fmas\u0131nda olup bitenlerin basit\u00e7e \u201ck\u00fclt\u00fcrel \u015femaya asimile etme\u201d mekanizmas\u0131yla a\u00e7\u0131klanamayaca\u011f\u0131n\u0131, orada esas olarak i\u015fleyen mekanizman\u0131n, bir i\u00e7 tutarl\u0131l\u0131\u011fa, insicama y\u00f6nelme oldu\u011funu belirtir. Nitekim Bartlett\u2019\u0131n bulgular\u0131n\u0131 hat\u0131rlad\u0131\u011f\u0131m\u0131zda kat\u0131l\u0131mc\u0131lar\u0131n hepsinin \u00e7ok benzer bir sosyoekonomik ve k\u00fclt\u00fcrel arka plandan gelmelerine ra\u011fmen hikayeyi de\u011fi\u015ftirme bi\u00e7imleri hayli farkl\u0131l\u0131k g\u00f6stermektedir. Bu durumda, sahip olduklar\u0131 k\u00fclt\u00fcrel \u015fema ayn\u0131 oldu\u011funa g\u00f6re \u201c\u015femaya uygun hale getirme\u201d a\u00e7\u0131klamas\u0131n\u0131n yetersiz oldu\u011funu g\u00f6rebiliriz.<\/p>\n\n\n\n

    Kaynaklar<\/h1>\n\n\n\n

    Bartlett, F. C. (1932\/1977). Remembering: A Study in Experimental and Social Psychology. Cambridge: Syndics of the Cambridge University Press.<\/p>\n\n\n\n

    Blesser, B., Shillman, R., Cox, C., Kuklinski, T., Ventura, J. ve Eden, M. (1973). Character recognition based on phenomenological attributes. Visible Language, 7(3), 209\u2013223. DOI: 10.1016\/S0020- 7373(74)80033\u20137<\/p>\n\n\n\n

    Bower, G. H. ve Winzenz, D. (1969). Group structure, coding, and memory for digit series. Journal of Experimental Psychology, 80(2, Pt.2), 1\u201317. DOI: 10.1037\/h0027249<\/p>\n\n\n\n

    Bregman, A. S. (1994). Auditory scene analysis: The perceptual organization of sound. MIT press.<\/p>\n\n\n\n

    Bruner, J. S. (1990). Acts of Meaning. Cambridge, MA: Harvard University Press.<\/p>\n\n\n\n

    Buhusi, C. V. (2020). Episodic time in the brain: A new world order. Learning & Behavior, 189\u2013190. DOI: 10.3758\/s13420\u2013019\u201300379\u20134<\/p>\n\n\n\n

    Carmichael, L., Hogan, H. P. ve Walter, A. A. (1932). An experimental study of the effect of language on the reproduction of visually perceived form. Journal of Experimental Psychology, 15(1), 73\u201386.<\/p>\n\n\n\n

    Chan, J. C. (2009). When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing. Journal of Memory and Language, 61(2), 153\u2013170. DOI: 10.1016\/j.jml.2009.04.004<\/p>\n\n\n\n

    Cohn, N. ve Magliano, J. P. (2020). Editors\u2019 Introduction and Review: Visual Narrative Research: An Emerging Field in Cognitive Science. Topics in Cognitive Science, 12(1), 197\u2013223. DOI: 10.1111\/tops.12473<\/p>\n\n\n\n

    Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268\u2013294. DOI: 10.1037\/0096\u20133445.104.3.268<\/p>\n\n\n\n

    Ebbinghaus, H. (1885\/1964). Memory: A Contribution to Experimental Psychology. New York: Dover Publications.<\/p>\n\n\n\n

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