{"id":2089,"date":"2023-04-05T15:00:06","date_gmt":"2023-04-05T15:00:06","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2089"},"modified":"2025-09-19T19:40:14","modified_gmt":"2025-09-19T19:40:14","slug":"dikkat-ve-aglari-feyzanur-polat","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/dikkat-ve-aglari-feyzanur-polat\/","title":{"rendered":"Dikkat ve A\u011flar\u0131 \u2014 Feyzanur Polat"},"content":{"rendered":"

Feyzanur Polat, Marmara \u00dcniversitesi Psikoloji son s\u0131n\u0131f \u00f6\u011frencisi, y\u00fcksek lisans\u0131n\u0131 n\u00f6ropsikoloji veya bili\u015fsel n\u00f6robilim \u00fczerine yapmak istiyor.<\/em><\/p>\n\n\n\n

Dikkat, baz\u0131 \u015feylerle daha etkili olarak u\u011fra\u015fabilmek i\u00e7in di\u011ferlerinden vazge\u00e7me eylemidir, der William James (1890, s 403\u2013404). \u00c7e\u015fitli ara\u015ft\u0131rmalardan edinilen bulgulara dayanarak dikkatin bir\u00e7ok alanla pozitif bir korelasyonu oldu\u011fu s\u00f6ylenebilir. Y\u00fcr\u00fct\u00fcc\u00fc i\u015flevler ba\u015fta olmak \u00fczere, yarat\u0131c\u0131l\u0131k (creativity) ve bellek aras\u0131nda bir do\u011fru orant\u0131 s\u00f6z konusudur. Bu ili\u015fkiye binaen dikkatin belle\u011fe a\u00e7\u0131lan kap\u0131 oldu\u011fu metaforu daha \u00e7ok anlamland\u0131r\u0131labilir (Calvin ve Ojemann, 2016, s 87). Genel olarak literat\u00fcre bak\u0131ld\u0131\u011f\u0131nda, dikkatle ilgili yap\u0131lan ara\u015ft\u0131rmalar i\u015flem kapasitesi, uyar\u0131lma derecesi, se\u00e7ici dikkat ve bili\u015fsel n\u00f6robilim aras\u0131ndaki ili\u015fkiye odaklanmaktad\u0131r.<\/p>\n\n\n\n

\u0130\u015flem kapasitesi dikkatle ilgili olarak ara\u015ft\u0131rmac\u0131lar taraf\u0131ndan fazlas\u0131yla \u00e7al\u0131\u015f\u0131lan konulardand\u0131r. G\u00fcnl\u00fck deneyimlere bak\u0131ld\u0131\u011f\u0131nda ki\u015finin etraftaki uyaranlardan sadece birka\u00e7\u0131yla ilgilendi\u011fi ve hat\u0131rlad\u0131\u011f\u0131 fark edilebilir. Bu durumun, \u00e7ok fazla uyaran\u0131 ayn\u0131 anda i\u015fleyebilecek yeterli kanal kapasitesine sahip olmamaktan kaynakland\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir (Solso, 2007, s 101). Bu d\u00fc\u015f\u00fcnceden hareketle, bilgi i\u015flemi s\u0131ras\u0131nda ge\u00e7ilen bir dar bo\u011faz (bottleneck) oldu\u011fu ve bu durumun yetersiz olan n\u00f6rolojik becerilerden kaynakland\u0131\u011f\u0131 savunulmaktad\u0131r (s 102). Bu bilgilerin \u0131\u015f\u0131\u011f\u0131nda, i\u015flem kapasitesinin s\u0131n\u0131rl\u0131 olmas\u0131 ve se\u00e7ici dikkat aras\u0131nda iki tarafl\u0131 bir ili\u015fki oldu\u011fu d\u00fc\u015f\u00fcn\u00fclebilir. Se\u00e7ici dikkat, farkl\u0131 uyar\u0131c\u0131lar\u0131n farkl\u0131 \u015fekilde i\u015flenmesini i\u00e7erir ve g\u00fcnl\u00fck hayatta yayg\u0131n psikolojik, bili\u015fsel ve n\u00f6rolojik sonu\u00e7lara sahiptir (Dayan et al., 2000, s 1218). \u00d6rne\u011fin, m\u00fczikli ortamda iki ki\u015finin birbiriyle diyalog halinde oldu\u011funu d\u00fc\u015f\u00fcnelim, muhtemelen mekanda \u00e7alan \u015fark\u0131n\u0131n s\u00f6zlerinden bihaberlerdir. Bu iki ki\u015finin daha sonras\u0131nda birbirleriyle ne konu\u015ftuklar\u0131n\u0131 hat\u0131rlamalar\u0131 \u00e7ok muhtemel, fakat \u00e7alan \u015fark\u0131? Ortamda \u00e7alan \u015fark\u0131 ya da d\u0131\u015far\u0131dan gelen farkl\u0131 bir uyaran dikkatin d\u0131\u015f\u0131nda kalabilir ve bu sebeple hat\u0131rlamak g\u00fc\u00e7le\u015febilir. Bu \u00f6rnekten hareketle, se\u00e7ici dikkat, ki\u015finin karanl\u0131k bir odaya fenerle bakarken ilgisini \u00e7eken nesnelere \u0131\u015f\u0131k tutup di\u011ferlerini karanl\u0131kta b\u0131rakarak ihmal etmesi olarak tan\u0131mlanabilir (Solso, s 102).<\/p>\n\n\n\n

Yap\u0131lan ara\u015ft\u0131rmalar, i\u015fleyen bellekte bilgiyi canl\u0131 tutma ve yan\u0131t i\u00e7in alakal\u0131 uyaranlar\u0131 se\u00e7me, yani dikkat g\u00f6sterme aras\u0131nda bir etkile\u015fim oldu\u011funu g\u00f6stermi\u015ftir (Soto et al., 2008, s 342). Bu noktadan hareketle, se\u00e7ici dikkatin \u00f6l\u00e7\u00fclebilme kriterinin i\u015fleyen bellekten ge\u00e7ti\u011fi yani bir\u00e7ok uyaran aras\u0131ndan ki\u015finin hangisine odakland\u0131\u011f\u0131 hat\u0131rlama yoluyla anla\u015f\u0131labilir. Literat\u00fcrde se\u00e7ici dikkati \u00f6l\u00e7mek i\u00e7in ara\u015ft\u0131rmac\u0131lar\u0131n geli\u015ftirdikleri farkl\u0131 ara\u015ft\u0131rma y\u00f6ntemleri bulunmaktad\u0131r. Bunlardan en \u00e7ok bilineni ve kullan\u0131lan\u0131 Broadbent\u2019\u0131n iki kulaktan ayn\u0131 anda dinleme (dichotic) tekni\u011fidir (1954). Broadbent deneyinde kat\u0131l\u0131mc\u0131lar\u0131n bir kula\u011f\u0131na s\u0131ras\u0131yla \u00fc\u00e7 rakam ayn\u0131 zamanda di\u011fer kula\u011fa da farkl\u0131 \u00fc\u00e7 rakam sunmu\u015ftur. \u00d6rne\u011fin sa\u011f kulak i\u00e7in 4, 9, 3 dinletilirken sol kulak i\u00e7in de 6, 2, 7 dinletilmi\u015ftir. Deney ko\u015fullar\u0131ndan birinde, kat\u0131l\u0131mc\u0131lardan duyduklar\u0131 say\u0131lar\u0131 hat\u0131rlamalar\u0131 istenmi\u015f ve bir di\u011fer ko\u015fulda ise rakamlar\u0131 s\u0131ras\u0131na g\u00f6re hat\u0131rlamalar\u0131 istenmi\u015ftir. Sonu\u00e7lar (do\u011fru hat\u0131rlanan rakam say\u0131s\u0131) beklenenin alt\u0131nda gelmi\u015f; kat\u0131l\u0131mc\u0131lar birinci ko\u015fulda %65 oran\u0131nda, ikinci ko\u015fulda ise %20 oran\u0131nda do\u011fru cevap vermi\u015ftir. Broadbent iki ko\u015ful aras\u0131ndaki belirgin performans fark\u0131n\u0131 ikinci ko\u015fulda dikkatin daha \u00e7ok gidip gelmesine ba\u011flam\u0131\u015ft\u0131r (1954). Bu ara\u015ft\u0131rman\u0131n bulgular\u0131na bak\u0131ld\u0131\u011f\u0131nda birinci ko\u015ful sonu\u00e7lar\u0131ndan, se\u00e7ici dikkatin i\u015fleyen bellek ile etkile\u015fimi oldu\u011fu \u00e7\u0131kar\u0131labilir fakat ikinci ko\u015ful sonu\u00e7lar\u0131 ise bellek ve dikkatin i\u015flem kapasitesinin de \u00f6nemli bir fakt\u00f6r oldu\u011fu hipotezine y\u00f6nlendirebilir. Ba\u015fka bir deyi\u015fle, dikkatin yaln\u0131zca bellekle ili\u015fkili birka\u00e7 fenomenle de\u011fil, neredeyse b\u00fct\u00fcn bili\u015fsel sistemlerle ili\u015fkili oldu\u011fu s\u00f6ylenebilir.<\/p>\n\n\n\n

Dikkat konusunda bili\u015fsel n\u00f6robilim ile ilgili yap\u0131lan \u00e7al\u0131\u015fmalar, beynin belirli b\u00f6lgelerinin dikkatle ili\u015fkili olabilece\u011fini sunmu\u015ftur. Bununla birlikte, dikkat sisteminin de di\u011fer bili\u015fsel i\u015flevler gibi bir\u00e7ok alanla etkile\u015fim halinde olup yine de kendi kimli\u011fini korudu\u011fu s\u00f6ylenebilir. Bilim insanlar\u0131, talamusun alakas\u0131z duyusal uyaranlar\u0131 filtrelemekten, prefrontal korteksin ise beynin duyusal kortikal alanlar\u0131yla do\u011frudan etkile\u015fime girerek \u00e7evresel bir\u00e7ok uyaran aras\u0131ndan ki\u015finin hangi bilgilere odaklanaca\u011f\u0131n\u0131 se\u00e7mekten sorumlu oldu\u011funa inanmaktad\u0131r fakat s\u00fcrecin nas\u0131l ilerledi\u011fi konusu hen\u00fcz soru i\u015faretidir (National Institutes of Health, 2015). Bununla birlikte, Fockert ve arkada\u015flar\u0131, i\u015fleyen belle\u011fin dikkat da\u011f\u0131n\u0131kl\u0131\u011f\u0131n\u0131 azaltma ve \u00f6nemli bilgilere \u00f6ncelik verme konusunda \u00e7ok \u00f6nemli oldu\u011funu savunduklar\u0131 hipotezlerini insanlarla n\u00f6rog\u00f6r\u00fcnt\u00fcleme y\u00f6ntemi kullanarak test etmi\u015flerdir (2001). Deneylerinde kat\u0131l\u0131mc\u0131lardan, ayn\u0131 s\u0131rada olan bir dizi rakam\u0131n\u0131 (d\u00fc\u015f\u00fck bellek y\u00fck\u00fc) veya her denemede farkl\u0131 bir dizi rakam\u0131n\u0131 (y\u00fcksek bellek y\u00fck\u00fc) \u00e7al\u0131\u015fma belle\u011finde tutarken \u00e7eldirici y\u00fczleri g\u00f6rmezden gelmelerini gerektiren se\u00e7ici bir dikkat g\u00f6revini tamamlamalar\u0131 istenmi\u015ftir. Ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131na bak\u0131ld\u0131\u011f\u0131nda, y\u00fcksek bellek y\u00fck\u00fcn\u00fcn prefrontal korteks ve g\u00f6rsel korteksteki y\u00fczle alakal\u0131 b\u00f6lge aktivasyonunu artt\u0131rd\u0131\u011f\u0131 g\u00f6r\u00fclmektedir. Bu bulgular i\u015fleyen belle\u011fin g\u00f6rsel se\u00e7ici dikkatin kontrol\u00fc \u00fczerinde \u00f6nemli bir rol oynad\u0131\u011f\u0131na kan\u0131t niteli\u011finde olabilmektedir (2001).<\/p>\n\n\n\n

Sonu\u00e7 olarak, bili\u015fsel bilimin ara\u015ft\u0131rmac\u0131lar taraf\u0131ndan fazlaca \u00e7al\u0131\u015f\u0131lm\u0131\u015f konular\u0131ndan olan dikkat \u00fczerine se\u00e7ici bellek, i\u015flem kapasitesi ve i\u015fleyen bellek gibi farkl\u0131 konularla ili\u015fkili olarak bir\u00e7ok ara\u015ft\u0131rma yap\u0131lmas\u0131na ra\u011fmen, bili\u015fsel bilimin bir\u00e7ok alan\u0131nda oldu\u011fu gibi dikkat konusunda da hala cevaplanmam\u0131\u015f bir\u00e7ok soru bulunmaktad\u0131r. Fakat, geli\u015fen bili\u015fsel n\u00f6robilim teknikleri, teknoloji ve y\u00f6ntemleri sayesinde bir\u00e7ok sorunun cevap bulaca\u011f\u0131na hi\u00e7 \u015f\u00fcphe yoktur.<\/p>\n\n\n\n

Kaynak\u00e7a<\/strong><\/h2>\n\n\n\n

Broadbent, D. E. (1954). The role of auditory localization and attention in memory spans. Journal of Experimental Psychology, 47, 191\u2013196.<\/p>\n\n\n\n

Calvin W. H. and Ojemann G. A. (2016). Neil\u2019in Beyniyle Konu\u015fmalar: D\u00fc\u015f\u00fcnce ve dilin sinirsel do\u011fas\u0131. G Koca, \u00c7ev). \u0130stanbul: Metis Yay\u0131nlar\u0131.<\/p>\n\n\n\n

Dayan, P., Kakade, S., & Montague, P. R. (2000). Learning and selective attention. Nature Neuroscience, 3(11), 1218\u20131223.<\/p>\n\n\n\n

de Fockert, J. W., Rees, G., Frith, C. D., & Lavie, N. (2001). The role of working memory in visual selective attention. Science, 291(5509), 1803\u20131806.<\/p>\n\n\n\n

James, W. (1890). Principles of Psychology. New York: Holt.<\/p>\n\n\n\n

Mapping brain circuits involved in attention. (2015 November 2). National Institutes of Health. https:\/\/www.nih.gov\/news-events\/nih-research-matters\/mapping-brain-circuits-involved-attention<\/a><\/p>\n\n\n\n

Solso, R. L., Maclin, M. K., Maclin, O. H., & Ay\u00e7i\u00e7e\u011fi-Dinn, A. (2007). Bili\u015fsel psikoloji. Kitabevi.<\/p>\n\n\n\n

Soto, D., Hodsoll, J., Rotshtein, P., & Humphreys, G. W. (2008). Automatic guidance of attention from working memory. Trends in cognitive sciences, 12(9), 342\u2013348.<\/p>","protected":false},"featured_media":2090,"template":"","meta":{"_acf_changed":false},"event_publishing_tags":[85,94,93,234,691,64,233,92,86,77,76,80,81,96,184],"kategori":[725],"class_list":["post-2089","blog_content","type-blog_content","status-publish","has-post-thumbnail","hentry","event_publishing_tags-attention","event_publishing_tags-bilis","event_publishing_tags-bilissel-bilim","event_publishing_tags-bilissel-psikoloji","event_publishing_tags-cogist","event_publishing_tags-cognition","event_publishing_tags-cognitive-psychology","event_publishing_tags-cognitive-science","event_publishing_tags-dikkat","event_publishing_tags-mental","event_publishing_tags-mind","event_publishing_tags-psikoloji","event_publishing_tags-psychology","event_publishing_tags-zihin","event_publishing_tags-zihinsel","kategori-yazi"],"acf":[],"_links":{"self":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/2089","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content"}],"about":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/types\/blog_content"}],"version-history":[{"count":0,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/2089\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media\/2090"}],"wp:attachment":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media?parent=2089"}],"wp:term":[{"taxonomy":"event_publishing_tags","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/event_publishing_tags?post=2089"},{"taxonomy":"kategori","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/kategori?post=2089"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}