{"id":2121,"date":"2023-08-30T15:00:31","date_gmt":"2023-08-30T15:00:31","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2121"},"modified":"2025-09-20T13:56:50","modified_gmt":"2025-09-20T13:56:50","slug":"okumada-goz-hareketi-oruntuleri-cengiz-acarturk","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/okumada-goz-hareketi-oruntuleri-cengiz-acarturk\/","title":{"rendered":"Okumada G\u00f6z Hareketi \u00d6r\u00fcnt\u00fcleri \u2014 Cengiz Acart\u00fcrk"},"content":{"rendered":"\n

Cengiz Acart\u00fcrk Polonya, Jagiellonian \u00dcniversitesi Bili\u015fsel Bilim B\u00f6l\u00fcm\u00fc\u2019nde \u00f6\u011fretim \u00fcyesidir. G\u00fcncel ara\u015ft\u0131rma alanlar\u0131 aras\u0131nda, g\u00f6z izleme uygulamalar\u0131, okuma s\u00fcrecinde ok\u00fclomotor hareketler ve beyin g\u00f6r\u00fcnt\u00fcleme ara\u015ft\u0131rmalar\u0131 vard\u0131r. G\u00f6rsel bili\u015f ve okuma psikolojisi konular\u0131nda dersler vermektedir.<\/em><\/p>\n\n\n\n

Okuma olduk\u00e7a genel bir kavramd\u0131r ve y\u00fczy\u0131llar boyunca ara\u015ft\u0131rmac\u0131lar\u0131n ilgisini \u00e7ekmi\u015ftir. Bu yaz\u0131da, okuma ara\u015ft\u0131rmalar\u0131n\u0131n bili\u015fsel bilimler a\u00e7\u0131s\u0131ndan bilgi i\u015fleme (information processing) penceresinden bakt\u0131\u011f\u0131m\u0131zda g\u00f6rd\u00fc\u011f\u00fcm\u00fcz bir y\u00f6n\u00fcnden s\u00f6z edece\u011fim: Okuma s\u0131ras\u0131nda ortaya \u00e7\u0131kan g\u00f6z hareketi \u00f6r\u00fcnt\u00fclerinden.<\/p>\n\n\n\n

Giri\u015f<\/h2>\n\n\n\n

Okuma en basit haliyle, bas\u0131l\u0131 sayfadaki veya ekrandaki g\u00f6rsel bilginin dikkatli bir \u015fekilde \u00e7\u0131kar\u0131lmas\u0131 olarak d\u00fc\u015f\u00fcn\u00fclebilir. Okuyan g\u00f6z s\u00fcrekli de\u011fil, kesikli hareket eder; yani metin \u00fczerinde s\u0131\u00e7rayarak ilerler. Peki bu s\u0131\u00e7ramalar (sakkad [saccade]) ve aradaki sabitlemelerin (fixation, pause) metinle, metindeki kelimelerle ve bu kelimelerin \u00f6zellikleriyle nas\u0131l bir ili\u015fkisi var? G\u00fcn\u00fcm\u00fczde okuma s\u0131ras\u0131nda olu\u015fan g\u00f6z hareketlerinin temel ara\u015ft\u0131rma sorular\u0131ndan birisi budur.<\/p>\n\n\n\n

G\u00f6z Hareketleri Ara\u015ft\u0131rmalar\u0131nda Kullan\u0131lan Tekniklerin Tarihsel Geli\u015fimi<\/h2>\n\n\n\n

\u0130lgili alanyaz\u0131n\u0131 tarad\u0131\u011f\u0131m\u0131zda bu konuyla ilgilenen ilk ara\u015ft\u0131rmac\u0131lardan birisinin Edmund Burke Huey oldu\u011funu g\u00f6r\u00fcr\u00fcz. Huey, 1908 y\u0131l\u0131nda okumada g\u00f6z hareketleri \u00fczerindeki ara\u015ft\u0131rmalar\u0131 \u015fekillendiren kritik bir soru sormaktad\u0131r: G\u00f6z\u00fcn tek bir sabitlemesi durumunda ne kadar bilgi elde ediyoruz ve okuyucular\u0131n okuma s\u0131ras\u0131ndaki alg\u0131sal aral\u0131\u011f\u0131 (perceptual span) nedir?<\/p>\n\n\n\n

Ara\u015ft\u0131rmalar\u0131n\u0131 ABD\u2019de s\u00fcrd\u00fcren Huey, kendisinden \u00f6nce Frans\u0131z oftalmolog (g\u00f6z uzman\u0131) Louis \u00c9mile Javal (1879) d\u00f6neminde g\u00f6z hareketleri hakk\u0131nda ilk sistemli g\u00f6zlemlerin rapor edildi\u011finden s\u00f6z eder. G\u00f6zlerin k\u0131sa ve h\u0131zl\u0131 hareketleri (sakkadlar) birka\u00e7 y\u00fcz milisaniye s\u00fcren k\u0131sa sabitlemeler (duraklamalar) taraf\u0131ndan takip edilmektedir. Javal, bu bulgular\u0131 okuyucunun \u00f6n\u00fcndeki kitab\u0131n yan\u0131na koydu\u011fu bir ayna yoluyla elde etti\u011fini s\u00f6yler. Arkada duran bir g\u00f6zlemci, okuyucunun omuzlar\u0131 \u00fczerinden aynaya bakarak g\u00f6z hareketlerini saymaktad\u0131r. Bu d\u00fczenek, b\u00fcy\u00fck ihtimalle Resim 1\u2019deki gibi g\u00f6r\u00fcn\u00fcyordu.<\/p>\n\n\n\n

\"\"\/
Resim 1. Louis \u00c9mile Javal\u2019\u0131n kulland\u0131\u011f\u0131 g\u00f6z izleme d\u00fczene\u011fi (1870\u2019ler).
(https:\/\/www.cleanpng.com\/png-computer-icons-chart-information-shoulder-surfing-5940985\/<\/a> adresinde bulunan g\u00f6rselden uyarlanarak \u00e7izildi.)<\/figcaption><\/figure>\n\n\n\n

Bu y\u00f6ntemle g\u00f6zlemci g\u00f6z hareketi olaylar\u0131n\u0131; \u00f6rne\u011fin sabitlemeleri, sakkadlar\u0131 ve g\u00f6z\u00fcn metin \u00fczerinde okunmu\u015f olan b\u00f6lgelere geri d\u00f6n\u00fc\u015flerini kaba bir bi\u00e7imde de olsa belirleyebilmektedir. Huey ise daha kaliteli veri alabilmek i\u00e7in bir lens imal eder ve bu lensi ind\u00fckleme bobini yoluyla elektrik ak\u0131m\u0131 iletebildi\u011fi bir i\u015faret\u00e7iye (pointer) ba\u011flar. Bu i\u015faret\u00e7i, g\u00f6z\u00fcn hareketlerini karbon ka\u011f\u0131t \u00fczerine \u00e7izmektedir. D\u00fczenek, Resim 2\u2019de solda; i\u015faretlenmi\u015f ka\u011f\u0131t sa\u011fda; sabitlemelerin i\u015faretlendi\u011fi \u00f6rnek bir metin ise altta g\u00f6sterilmi\u015ftir.<\/p>\n\n\n\n

\"\"\/
Resim 2. Huey\u2019in (1908) tasarlad\u0131\u011f\u0131 ve kulland\u0131\u011f\u0131 g\u00f6z izleme d\u00fczene\u011fi (s. 26, 28 ve 176).<\/figcaption><\/figure>\n\n\n\n

Okuma s\u0131ras\u0131ndaki g\u00f6z hareketlerinin grafik kay\u0131tlar\u0131n\u0131 sa\u011flayabilen benzer bir d\u00fczenek 1930\u2019larda Tinker taraf\u0131ndan geli\u015ftirilmi\u015f ve uzun s\u00fcre kullan\u0131lm\u0131\u015ft\u0131r (Tinker, 1958). G\u00f6z hareketlerini tespit etmenin bir ba\u015fka y\u00f6ntemi, burun ve alna yerle\u015ftirilen bir elektrot arac\u0131l\u0131\u011f\u0131yla elektrik potansiyelini yay\u0131nlayan elektrook\u00fclogram (EOG) cihazlar\u0131 kullanmakt\u0131. Ancak 1970’lerden sonra kamera cihazlar\u0131, kelime \u00fczerindeki sabitleme s\u00fcrelerini daha fazla \u00f6l\u00e7meye izin vermi\u015ftir (Pearson & Hansen, 1977).<\/p>\n\n\n\n

G\u00fcn\u00fcm\u00fczde halen kamera temelli g\u00f6z izleme cihazlar\u0131 kullan\u0131lmaktad\u0131r. Bu cihazlar sayesinde g\u00f6z hareketlerini izlemek eskisinden \u00e7ok daha zahmetsizdir. Cihazlarda \u00e7o\u011funlukla g\u00f6zden gelen iki \u0131\u015f\u0131k yans\u0131mas\u0131n\u0131n (korneal ve retinal yans\u0131ma) bilgisayar ekran\u0131na haritaland\u0131\u011f\u0131 basitle\u015ftirilmi\u015f bir kalibrasyon prosed\u00fcr\u00fc kullan\u0131l\u0131r. Bu teknik, okuma s\u0131ras\u0131nda g\u00f6zlerin sadece konumunu de\u011fil; ayn\u0131 zamanda s\u00fcresini de tespit etmek i\u00e7in g\u00fcvenilir bir metodoloji sa\u011flar.<\/p>\n\n\n\n

Bili\u015fsel Bilimler I\u015f\u0131\u011f\u0131nda G\u00f6z Hareketleri Ara\u015ft\u0131rmalar\u0131: G\u00fcncel Y\u00f6nelimler<\/h1>\n\n\n\n

Son k\u0131rk y\u0131lda, okuma ara\u015ft\u0131rmalar\u0131 b\u00fcy\u00fck \u00f6l\u00e7\u00fcde bili\u015fsel psikoloji ve geli\u015fimsel psikoloji ba\u011flam\u0131nda geli\u015ftirilmi\u015ftir. Javal, Huey ve takip\u00e7ilerinin izinden giden baz\u0131 ara\u015ft\u0131rmac\u0131lar \u00e7o\u011funlukla okuma s\u0131ras\u0131nda g\u00f6rsel dikkatin da\u011f\u0131l\u0131m\u0131na ilgi duymu\u015flard\u0131r. Son yirmi y\u0131lda bilgisayar modelleri, okuma \u00f6r\u00fcnt\u00fclerinin sistematik unsurlar\u0131n\u0131n deneysel \u00e7al\u0131\u015fmalardan \u00e7\u0131kar\u0131lan verilerle sim\u00fcle edilebilece\u011fini g\u00f6stermi\u015ftir (Reichle, 2021). Bu geli\u015fme, okuma ara\u015ft\u0131rmalar\u0131nda disiplinler-aras\u0131 bir yakla\u015f\u0131m\u0131 te\u015fvik etmi\u015f ve bili\u015fsel bilimlerin farkl\u0131 alanlar\u0131ndaki ara\u015ft\u0131rmac\u0131lar, \u00e7e\u015fitli kuramsal \u00e7er\u00e7eveler ve ara\u015ft\u0131rma metodolojileri arac\u0131l\u0131\u011f\u0131yla okumay\u0131 incelemi\u015ftir. \u00d6nde gelen ara\u015ft\u0131rma konular\u0131ndan birisi; g\u00f6z hareketi \u00f6r\u00fcnt\u00fcleri, g\u00f6rsel dikkat ve metin \u00fczerindeki da\u011f\u0131l\u0131m\u0131, kelime bilgisi eri\u015fimi (lexical access), dilbilgisi ve metin i\u015fleme ile ilgili di\u011fer s\u00fcre\u00e7leri i\u00e7eren, \u00e7e\u015fitli seviyelerdeki bili\u015fsel s\u00fcre\u00e7ler aras\u0131ndaki ili\u015fki olmu\u015ftur. Bu \u00e7al\u0131\u015fmalarda ortak bir varsay\u0131m, dikkat s\u00fcre\u00e7lerinin bir kelime \u00fczerindeki ilk sabitleme s\u00fcresi (first fixation duration) gibi erken \u00f6l\u00e7\u00fcmlerle yakalanabilece\u011fidir. Kelime bilgisi, dilbilgisi ve di\u011fer metin i\u015fleme s\u00fcre\u00e7lerinin ise bir kelime \u00fczerindeki tekrarlanan sabitlemeler (refixation) ve metinde \u00f6nceki kelimelere yap\u0131lan geri d\u00f6n\u00fc\u015fler (regression) gibi ge\u00e7 \u00f6l\u00e7\u00fcmlerle yakalanabilece\u011fi varsay\u0131l\u0131r. Okumada g\u00f6z hareketi kontrol\u00fc \u00fczerine yap\u0131lan son ara\u015ft\u0131rmalar \u00e7o\u011funlukla mevcut sabitlemenin bir kelime \u00fczerinde \u00f6nceki sabitleme ve sonraki sabitleme ile bu kelimelerin belirli \u00f6zelliklerine olan ili\u015fkisine odaklan\u0131r. Bu kelime \u00f6zellikleri; kelimenin g\u00fcnl\u00fck kullan\u0131m s\u0131kl\u0131\u011f\u0131 (frequency), karakter say\u0131s\u0131 cinsinden \u00f6l\u00e7\u00fclen uzunluk ve kelimenin c\u00fcmle ba\u011flam\u0131nda \u00f6ng\u00f6r\u00fclebilirli\u011fi (sentential predictability) gibi fakt\u00f6rleri i\u00e7erir.<\/p>\n\n\n\n

Uyaran (stimuli) \u00f6zellikleri ve sabitleme \u00f6r\u00fcnt\u00fcleri aras\u0131ndaki ili\u015fki, okuma s\u0131ras\u0131nda sabitleme konumu etraf\u0131ndaki g\u00f6rsel keskinlik (visual acuity) taraf\u0131ndan belirlenir: Foveada birka\u00e7 harf y\u00fcksek keskinlikle g\u00f6r\u00fcl\u00fcrken, parafovea b\u00f6lgesinde ve periferdeki harfler daha az keskinlik g\u00f6sterir (Resim 3).<\/p>\n\n\n\n

\"\"\/
Resim 3. Okuma s\u0131ras\u0131nda fovea, parafovea ve periferde g\u00f6rsel keskinli\u011fin da\u011f\u0131l\u0131m\u0131 (Kaynak: Rayner vd., 2016)<\/figcaption><\/figure>\n\n\n\n

Deneysel bulgular, okuyucular\u0131n foveadan genellikle sabitlenmi\u015f kelimeden keskin g\u00f6rsel bilgiyi \u00e7\u0131karabildi\u011fini ve sabitlemenin sa\u011f\u0131ndan, yani parafovea b\u00f6lgesinden birka\u00e7 karakter \u00e7\u0131karabildi\u011fini g\u00f6stermektedir. Sabitlemenin solundaki g\u00f6rsel alan\u0131n \u00e7o\u011fu, ger\u00e7ekten de okuyucu i\u00e7in net bir \u015fekilde g\u00f6r\u00fcnmez (Resim 3\u2019te vurgulanmam\u0131\u015f olmakla birlikte durum budur). Bu bulgular, okuma s\u0131ras\u0131nda g\u00f6rsel dikkatin dinamik bir bi\u00e7imde mevcut sabitlemenin sa\u011f\u0131na do\u011fru geni\u015fledi\u011fine i\u015faret etmektedir. Bu \u00f6r\u00fcnt\u00fc, \u0130branice ve Arap\u00e7a gibi sa\u011fdan sola yaz\u0131lan dillerde tersine d\u00f6ner.<\/p>\n\n\n\n

Ard\u0131\u015f\u0131k kelimelerin i\u015flenmesi ve bunlar \u00fczerindeki sabitlemeler aras\u0131ndaki ili\u015fki, alg\u0131sal aral\u0131\u011f\u0131n (perceptual span) i\u015flevsel bir belirteci olan parafoveal bilgi al\u0131m\u0131 (information intake) ad\u0131 verilen genel terim alt\u0131nda incelenmi\u015ftir. Bu alandaki ara\u015ft\u0131rmalar, parafoveal bilgi al\u0131m\u0131n\u0131n dinamik \u00f6zellikler sergiledi\u011fini ortaya koymaktad\u0131r. \u00d6rne\u011fin, EOL (sat\u0131r sonu [End of Line]) g\u00f6z hareketlerinden biri olan ve d\u00f6n\u00fc\u015f s\u00fcp\u00fcrme (return sweep) ad\u0131 verilen, bir sonraki sat\u0131r\u0131n ba\u015flang\u0131c\u0131na do\u011fru olan g\u00f6z hareketinin EOL\u2019den 5 ila 7 karakter \u00f6nce ba\u015flad\u0131\u011f\u0131n\u0131 ve bir sonraki sat\u0131r\u0131n ba\u015flang\u0131c\u0131ndan sonra 3 ila 7 karakter civar\u0131nda sona erdi\u011fini g\u00f6stermektedir. Bunun yan\u0131nda, sat\u0131r ba\u015f\u0131nda en soldaki sabitlemenin ve sat\u0131r sonunda en sa\u011fdaki sabitlemenin sat\u0131r\u0131n %80’ini kapsamas\u0131; okumada periferik bilgi al\u0131m\u0131n\u0131n dinamik yap\u0131s\u0131 ile birlikte, \u00f6zellikle okumada g\u00f6rsel dikkatin da\u011f\u0131l\u0131m\u0131n\u0131n bir d\u00f6n\u00fc\u015f s\u00fcp\u00fcrme esnas\u0131nda y\u00f6n de\u011fi\u015ftirdi\u011fini g\u00f6steren destekleyici kan\u0131t sa\u011flamaktad\u0131r. \u00d6rne\u011fin, T\u00fcrk\u00e7e okuma s\u0131ras\u0131nda ortaya \u00e7\u0131kan g\u00f6z hareketi \u00f6r\u00fcnt\u00fclerine y\u00f6nelik ilk ara\u015ft\u0131rmalar, alg\u0131sal aral\u0131\u011f\u0131n dinamik olarak da\u011f\u0131t\u0131lm\u0131\u015f mod\u00fclasyonuna destekleyici kan\u0131tlar ortaya koymu\u015ftur (\u00d6zkan vd.,2021; Acart\u00fcrk vd., 2023).<\/p>\n\n\n\n

Okuma s\u0131ras\u0131nda ortaya \u00e7\u0131kan g\u00f6z hareketi \u00f6r\u00fcnt\u00fcleri, bili\u015fsel bilimlerin bir\u00e7ok alan\u0131nda oldu\u011fu gibi bireysel farkl\u0131l\u0131klara tabidir. Dolay\u0131s\u0131yla verilerin analizi, bu t\u00fcr de\u011fi\u015fkenlikleri ele alan verilere duyulan ihtiyac\u0131n yan\u0131 s\u0131ra, \u00f6zel istatistiksel y\u00f6ntemlerin (Lineer Karma Modeller [Linear Mixed Models], Genelle\u015ftirilmi\u015f Do\u011frusal Karma Etki Modelleri [Generalized Linear Mixed-Effects Models], \u00c7ok De\u011fi\u015fkenli Lojistik Regresyon Modelleri [Multinomial Logistic Regression Models] gibi) uygulanmas\u0131n\u0131 gerektirir. Bu analizlerde ortak ba\u011f\u0131ms\u0131z de\u011fi\u015fkenler; ard\u0131\u015f\u0131k kelimelerin uzunlu\u011fu, frekans\u0131 ve tahmin edilebilirli\u011fi gibi kelime \u00f6zelliklerini i\u00e7ermektedir. Bu modeller, deneysel olarak kontrol edilemeyen bireysel \u00f6zellikler ve uyaranlarla ilgili etkileri hesaba katmay\u0131 sa\u011flamak i\u00e7in kat\u0131l\u0131mc\u0131y\u0131 ve uyaran\u0131 rastgele fakt\u00f6rler olarak i\u00e7ermekte; cinsiyet, ya\u015f ve \u015five gibi bir dizi demografik fakt\u00f6rler modellere kovaryans (covariance) olarak dahil edilerek analiz edilmektedir.<\/p>\n\n\n\n

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

Okuma s\u0131ras\u0131nda ortaya \u00e7\u0131kan g\u00f6z hareketi \u00f6r\u00fcnt\u00fclerine y\u00f6nelik ara\u015ft\u0131rmalar, bili\u015fsel bilimlerin heyecan verici deney alanlar\u0131ndan birisidir. Eri\u015fkilerin do\u011fal dillerinde yapt\u0131klar\u0131 okumalardan, \u00e7ocuklar\u0131n okumay\u0131 \u00f6\u011frenme s\u00fcre\u00e7lerin incelenmesine; disleksi tan\u0131s\u0131 alm\u0131\u015f bireylerden, yabanc\u0131 dil \u00f6\u011frenen okuyucular\u0131n okuma s\u0131ras\u0131nda ortaya \u00e7\u0131kan g\u00f6z hareketi \u00f6r\u00fcnt\u00fclerinin ara\u015ft\u0131r\u0131lmas\u0131na; kuramsal \u00e7er\u00e7evelerin sim\u00fclasyon modelleri ile test edilmesinden, tahmine y\u00f6nelik bilgisayar modellerinin olu\u015fturulmas\u0131na kadar geni\u015f bir alt alan yelpazesine sahiptir. Mevcut bibliyometrik analizler, ara\u015ft\u0131rma \u00e7er\u00e7evesinin h\u0131zla geni\u015fledi\u011fini g\u00f6stermektedir. Bug\u00fcn de bu heyecan verici alan\u0131n \u00f6n\u00fcm\u00fczdeki y\u0131llarda da h\u0131zl\u0131 geli\u015fim seyrini s\u00fcrd\u00fcrece\u011fine i\u015faret eden geli\u015fmeler ya\u015fanmaktad\u0131r.<\/p>\n\n\n\n

Okuma s\u0131ras\u0131nda ortaya \u00e7\u0131kan g\u00f6z hareketleri ile ilgilenen ara\u015ft\u0131rmac\u0131lar i\u00e7in \u00f6nerilen okuma listesi a\u015fa\u011f\u0131da sunulmu\u015ftur.<\/p>\n\n\n\n

Kaynak\u00e7a ve Okuma \u00d6nerileri<\/h2>\n\n\n\n

Acarturk, C., Ozkan, A., Pekcetin, T. N., Ormanoglu, Z., & Kirkici, B. (2023). TURead: An eye movement dataset of Turkish reading. Behavior Research Methods<\/em>. https:\/\/doi.org\/10.3758\/s13428-023-02120-6,<\/a> https:\/\/rdcu.be\/dgS2l.<\/a><\/p>\n\n\n\n

Angele, B., Schotter, E. R., Slattery, T. J., Tenenbaum, T. L., Bicknell, K., & Rayner, K. (2015). Do successor effects in reading reflect lexical parafoveal processing? Evidence from corpus-based and experimental eye movement data. Journal of Memory and Language<\/em>, 79, 76\u201396.<\/p>\n\n\n\n

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Engbert, R., Nuthmann, A., Richter, E. M., & Kliegl, R. (2005). SWIFT: A dynamical model of saccade generation during reading. Psychological Review, 112<\/em>(4), 777\u2013813.<\/p>\n\n\n\n

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