{"id":2127,"date":"2023-09-28T15:00:34","date_gmt":"2023-09-28T15:00:34","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2127"},"modified":"2025-09-20T14:00:12","modified_gmt":"2025-09-20T14:00:12","slug":"seyler-ve-dilsel-temsilleri-arasinda-bazi-oruntuler-sakli-olabilir-mi-ayse-nur-genc","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/seyler-ve-dilsel-temsilleri-arasinda-bazi-oruntuler-sakli-olabilir-mi-ayse-nur-genc\/","title":{"rendered":"\u015eeyler ve Dilsel Temsilleri Aras\u0131nda Baz\u0131 \u00d6r\u00fcnt\u00fcler Sakl\u0131 Olabilir mi? \u2014 Ay\u015fe Nur Gen\u00e7"},"content":{"rendered":"\n

Ay\u015fe Nur Gen\u00e7, Hacettepe \u00dcniversitesi Psikoloji b\u00f6l\u00fcm\u00fc mezunu ve \u0130zmir Ekonomi \u00dcniversitesi\u2019nde Deneysel Psikoloji y\u00fcksek lisans \u00f6\u011frencisi. Lisans d\u00f6neminden bu yana dil geli\u015fimi, dil-d\u00fc\u015f\u00fcnce ili\u015fkisi, m\u00fczik alg\u0131s\u0131 gibi konulara ilgili.<\/em><\/p>\n\n\n\n

Eylemin kendisiyle dilsel ifadesi aras\u0131nda bir ili\u015fki ortaya koyan ve havlamak<\/em>, f\u0131s\u0131ldamak<\/em>, patlamak<\/em> gibi s\u00f6zc\u00fcklerde a\u00e7\u0131k\u00e7a g\u00f6r\u00fclen adland\u0131rma bi\u00e7imi T\u00fcrk\u00e7ede yans\u0131ma s\u00f6zc\u00fckler olarak bilinir. Bu adland\u0131rma bi\u00e7imleri, \u00f6rneklerde de oldu\u011fu gibi eylemin ses \u00f6zelliklerini bir bak\u0131ma betimler. Peki ya bir \u015feyleri adland\u0131r\u0131rken ayn\u0131 zamanda \u015feylerin g\u00f6rsel \u00f6zelliklerini de hesaba katan herhangi bir sistemden s\u00f6z edilebilir mi? Yani s\u00f6zc\u00fcklerle onlar\u0131n i\u015faret ettikleri aras\u0131nda birtak\u0131m \u00f6r\u00fcnt\u00fcler var olabilir mi? En basit \u00f6rnekle kaleme kalem, <\/em>ka\u011f\u0131da ka\u011f\u0131t <\/em>dememizin s\u00f6z\u00fcm ona mant\u0131kl\u0131 bir a\u00e7\u0131klamas\u0131n\u0131 yapmak m\u00fcmk\u00fcn olabilir mi?<\/p>\n\n\n\n

Amerikal\u0131 dilbilimci Charles F. Hockett, 1963 y\u0131l\u0131nda insan dilinin karakteristiklerini tan\u0131mlarken dilin geli\u015fig\u00fczel <\/em>yap\u0131land\u0131\u011f\u0131n\u0131 (arbitrariness<\/em>) \u00f6ne s\u00fcrd\u00fc. Buna g\u00f6re s\u00f6zc\u00fckler ve onlar\u0131n i\u015faret ettikleri aras\u0131nda herhangi bir anlaml\u0131 ili\u015fkiden s\u00f6z edilemezdi. Bu arg\u00fcman ayn\u0131 zamanda adland\u0131rma s\u00fcre\u00e7lerinde farkl\u0131 modaliteler aras\u0131nda bir ili\u015fkinin de olmad\u0131\u011f\u0131n\u0131 ifade eder (Cuskley ve Kirby, 2013). Dolay\u0131s\u0131yla s\u00f6zc\u00fcklerin fonem \u00f6zellikleri tamam\u0131yla sese \u00f6zg\u00fcd\u00fcr ve bunlar, \u015feylerin di\u011fer alg\u0131sal veya anlamsal \u00f6zellikleriyle ili\u015fki i\u00e7erisinde de\u011fildir.<\/p>\n\n\n\n

Hockett insan diline \u00f6zg\u00fc karakteristikleri tart\u0131\u015f\u0131rken, belki de yeterince hesaba katmad\u0131\u011f\u0131 deneysel bir \u00e7al\u0131\u015fma ve bu \u00e7al\u0131\u015fman\u0131n ortaya koymu\u015f oldu\u011fu dikkat \u00e7ekici bulgular vard\u0131. Sapir (1929) ve K\u00f6hler (1929), \u015feyler adland\u0131r\u0131l\u0131rken onlar\u0131n g\u00f6rsel \u00f6zellikleri ile onlar\u0131 temsil edecek ifadelerin ses \u00f6zellikleri aras\u0131nda anlaml\u0131 ili\u015fkiler oldu\u011funu \u00f6ne s\u00fcrd\u00fc. Bu fenomen ses sembolizmi (sound symbolism) olarak ifade edildi. Sapir b\u00fcy\u00fckl\u00fck \u00f6zellikleri, K\u00f6hler ise \u015fekilsel \u00f6zellikler \u00fczerinden bir ili\u015fki tan\u0131mlam\u0131\u015ft\u0131. Sapir\u2019in \u00e7al\u0131\u015fmas\u0131nda, kat\u0131l\u0131mc\u0131lara birbirlerine g\u00f6re daha k\u00fc\u00e7\u00fck ve daha b\u00fcy\u00fck olan iki \u015fekil ve bu \u015fekillerle e\u015fle\u015ftirmeleri gereken iki sahte s\u00f6zc\u00fck (pseudo-word) sunuldu. Bu sahte s\u00f6zc\u00fckler mal <\/em>ve mil <\/em>olarak bildirildi. Kat\u0131l\u0131mc\u0131lar \u00e7o\u011funlukla k\u00fc\u00e7\u00fck olan \u015fekli mil<\/em>, b\u00fcy\u00fck olan \u015fekli ise mal <\/em>s\u00f6zc\u00fc\u011f\u00fcyle e\u015fle\u015ftirme e\u011filiminde oldular. Asl\u0131nda \u015feylerin b\u00fcy\u00fckl\u00fc\u011f\u00fcyle onlar\u0131 sesli ifade ederken g\u00f6sterilen a\u011f\u0131z a\u00e7\u0131kl\u0131klar\u0131n\u0131n (oral cavity) b\u00fcy\u00fckl\u00fc\u011f\u00fc aras\u0131nda bir ili\u015fki var gibi g\u00f6r\u00fcn\u00fcyordu. Dolay\u0131s\u0131yla s\u00f6zc\u00fcklerin sesli ifade edili\u015finde salt ses \u00f6zelliklerinin hesaba kat\u0131lamayaca\u011f\u0131, asl\u0131nda g\u00f6rsel modalitenin de adland\u0131rmada etkili oldu\u011fu s\u00f6ylenebilirdi. K\u00f6hler ise benzer bir ili\u015fkiyi \u015fekil \u00f6zellikleri a\u00e7\u0131s\u0131ndan ortaya koydu. Onun \u00e7al\u0131\u015fmas\u0131nda da daha yuvarlak hatlara sahip olan \u015feklin maluma<\/em>, daha keskin hatlara sahip olan \u015feklin ise takate<\/em> sahte s\u00f6zc\u00fc\u011f\u00fcyle e\u015fle\u015ftirilme e\u011filimi vard\u0131. Sapir\u2019in \u00e7al\u0131\u015fmas\u0131na benzer olarak, a\u011f\u0131z a\u00e7\u0131kl\u0131\u011f\u0131n\u0131n daha yuvarlak ya da daha keskin hatlara sahip olup olmamas\u0131, \u015feklin karakteriyle uyumluluk g\u00f6steriyordu. Ses sembolizmi konusunda belki de en pop\u00fcler \u00e7al\u0131\u015fmalardan biri ve ayn\u0131 zamanda s\u00f6z konusu e\u015fle\u015ftirme e\u011filimlerini daha net bir bi\u00e7imde a\u00e7\u0131klamaya soyunan \u00e7al\u0131\u015fma ise Ramachandran ve Hubbard\u2019\u0131n (2001) \u00e7al\u0131\u015fmalar\u0131d\u0131r. Asl\u0131nda K\u00f6hler ile \u00e7ok benzer bir deneysel paradigmaya sahip olan bu \u00e7al\u0131\u015fmada, yine \u015fekil \u00f6zellikleri \u00fczerinden bir ses sembolizmi tan\u0131mlanm\u0131\u015ft\u0131r. Kat\u0131l\u0131mc\u0131lar daha yuvarlak hatlara sahip olan \u015fekli bouba, <\/em>daha keskin hatlara sahip olan \u015fekli ise kiki <\/em>sahte s\u00f6zc\u00fc\u011f\u00fcyle e\u015fle\u015ftirme e\u011filimindedirler.<\/p>\n\n\n\n

Ses sembolizmi konusu zaman i\u00e7inde pop\u00fclerle\u015ftik\u00e7e farkl\u0131 parametrelerle birlikte ele al\u0131narak deneysel d\u00fczlemde farkl\u0131 boyutlar\u0131yla tart\u0131\u015f\u0131lm\u0131\u015ft\u0131r. Bu konuda ilk akla gelen \u015feylerden biri, adland\u0131rmadaki bu e\u011filimin k\u00fclt\u00fcre ba\u011fl\u0131 olup olmad\u0131\u011f\u0131d\u0131r. \u00c7\u00fcnk\u00fc \u015f\u00fcphesiz farkl\u0131 dillerin konu\u015fucular\u0131, bu e\u011filimi farkl\u0131 \u00f6l\u00e7\u00fclerde veya farkl\u0131 a\u00e7\u0131lardan g\u00f6steriyor olabilir. Nitekim k\u00fclt\u00fcrler aras\u0131 yap\u0131lan baz\u0131 \u00e7al\u0131\u015fmalar ses sembolizminin farkl\u0131 k\u00fclt\u00fcrlerde g\u00f6r\u00fcld\u00fc\u011f\u00fcn\u00fc, bu y\u00f6n\u00fcyle farkl\u0131 k\u00fclt\u00fcrlere genellenebilece\u011fini, \u00f6te yandan seslerin baz\u0131 fiziksel \u00f6zellikleri bak\u0131m\u0131ndan k\u0131smi farkl\u0131l\u0131klar g\u00f6zlemlenebilece\u011fini ortaya koymu\u015ftur (Maurer ve ark., 2006; Bremner ve ark., 2013; Chen ve ark., 2016). \u00d6rne\u011fin spektrogram desenlerinden yararlanarak ses sembolizmini seslerin fiziksel \u00f6zellikleri \u00fczerinden ara\u015ft\u0131ran bir \u00e7al\u0131\u015fmada (Chen ve ark., 2016), sesin genli\u011fi (amplitude<\/em>) Kuzey Amerikal\u0131 kat\u0131l\u0131mc\u0131lar\u0131n \u015fekil ve sesleri e\u015fle\u015ftirmeyle ilgili e\u011filimlerini keskinlikten (spikiness<\/em>) daha fazla etkilemi\u015ftir. [Spektrogram, bir sesin fiziksel \u00f6zelliklerini ses dalgalar\u0131yla analiz ederek grafik \u00fczerinde g\u00f6rselle\u015ftirmeye yarar.] Taylandl\u0131 kat\u0131l\u0131mc\u0131lar i\u00e7in ise b\u00f6yle bir etki s\u00f6z konusu de\u011fildir. Bu \u00e7al\u0131\u015fma, ses sembolizmi etkisinin farkl\u0131 alg\u0131sal boyutlar arac\u0131l\u0131\u011f\u0131yla ince ayar (fine-tuned) i\u015flemlemeye tabi oldu\u011funu g\u00f6sterir.<\/p>\n\n\n\n

Ses sembolizmini tart\u0131\u015fmak i\u00e7in ele al\u0131nan di\u011fer bir \u00f6nemli parametre ise ya\u015ft\u0131r. \u00d6\u011frenmenin etkisini indirgeyebilmek ad\u0131na \u00e7al\u0131\u015fmac\u0131lar, \u00f6zellikle konu\u015fma \u00f6ncesi d\u00f6nemdeki bebeklerle birtak\u0131m ara\u015ft\u0131rmalar y\u00fcr\u00fctm\u00fc\u015flerdir. Bu d\u00f6nemdeki bebeklerde de yeti\u015fkinlere benzer \u015fekilde, ses-\u015fekil e\u015fle\u015ftirmelerinin belirli bir \u00f6r\u00fcnt\u00fcy\u00fc takip etti\u011fi bulgulanm\u0131\u015ft\u0131r (Asano ve ark., 2015; Monaghan ve ark., 2012; Ozturk ve ark., 2013). Dahas\u0131, baz\u0131 ara\u015ft\u0131rmalar hem yeti\u015fkinlerin hem de bebeklerin, kelimelerin \u015fekil sembolizmi g\u00f6sterdi\u011fi durumda (yani \u00f6\u011frenilen sahte s\u00f6zc\u00fckler temsil ettikleri \u015fekillerle bi\u00e7imsel olarak uyumlu oldu\u011funda) g\u00f6stermedikleri duruma k\u0131yasla daha kolay \u00f6\u011frendiklerini \u00f6ne s\u00fcrm\u00fc\u015ft\u00fcr (Imai ve Kita, 2014; Monaghan ve ark., 2012). Ayr\u0131ca baz\u0131 beyin g\u00f6r\u00fcnt\u00fcleme \u00e7al\u0131\u015fmalar\u0131n\u0131n da s\u00f6z konusu bulgularla uyumlu oldu\u011fu s\u00f6ylenebilir. \u015eekil sembolizmi g\u00f6steren e\u015fle\u015ftirme durumunda gama band\u0131 aktivasyonunda bir genlik art\u0131\u015f\u0131 kaydedilmi\u015ftir (Asano ve ark., 2015). Ayr\u0131ca ara\u015ft\u0131rmac\u0131lar, uyumsuzluk durumunda N400 dalgas\u0131n\u0131 g\u00f6zlemlemi\u015flerdir. [EEG \u00e7al\u0131\u015fmalar\u0131nda N400 indeksi, anlamsal entegrasyon zorlu\u011fu yani uyumsuzlu\u011fa verilen tepkiyi ifade eder.]<\/p>\n\n\n\n

Baz\u0131 \u00e7al\u0131\u015fmalarda da ses sembolizmi etkisi farkl\u0131 klinik pop\u00fclasyonlarda incelenmi\u015ftir. \u00d6rne\u011fin i\u015fitme kayb\u0131yla do\u011fan bebeklerin yeti\u015fkinliklerinde g\u00f6sterdikleri \u015fekil sembolizmi etkisinin g\u00fcc\u00fc, i\u015fitme cihaz\u0131n\u0131n ilk kullan\u0131m ya\u015f\u0131 ile ili\u015fkilendirilmi\u015ftir (Gold ve Segal, 2020). 23 ayl\u0131k olmadan \u00f6nce i\u015fitme cihaz\u0131 kullanan kat\u0131l\u0131mc\u0131lar, \u015fekil sembolizmi etkisine kar\u015f\u0131 belirgin \u015fekilde daha duyarl\u0131yd\u0131lar. Bu \u00e7al\u0131\u015fman\u0131n sonucu, ses sembolizmi geli\u015fiminin kritik bir d\u00f6nemi kapsad\u0131\u011f\u0131na i\u015faret etmektedir. Baz\u0131 \u00e7al\u0131\u015fmac\u0131lar ise disleksi veya otizm spektrum bozukluklar\u0131 olan bireylerde ses sembolizminin etkisini inceleyerek, \u00e7oklu duyusal b\u00fct\u00fcnle\u015ftirici mekanizmalar (multisensory integrative mechanism) a\u00e7\u0131s\u0131ndan g\u00f6r\u00fclen bir problemin ses sembolizmi ba\u011flam\u0131ndaki \u00e7apraz i\u015flemlemeleri (ses ve g\u00f6r\u00fcnt\u00fc) etkileyip etkilemeyece\u011fini ara\u015ft\u0131rm\u0131\u015flard\u0131r. Beklenen bir bi\u00e7imde, disleksi (Drijivers ve ark., 2015) ve otizm spektrum bozuklu\u011fu (Oberman ve Ramachandran, 2008) olan bireyler, \u015fekil sembolizmi etkisine kar\u015f\u0131 daha az duyarl\u0131d\u0131rlar.<\/p>\n\n\n\n

Literat\u00fcrde konuyu sosyal ba\u011flamda ele alan \u00e7al\u0131\u015fmalara da rastlamak m\u00fcmk\u00fcn. \u00d6rne\u011fin Barton ve Halberstadt (2018), kat\u0131l\u0131mc\u0131lar\u0131n s\u00f6yleni\u015f bak\u0131m\u0131ndan yuvarlak hatl\u0131 \/ keskin hatl\u0131 isimleri insanlar\u0131n y\u00fcz bi\u00e7imleriyle ilintili olarak e\u015fle\u015ftirdi\u011fini tespit etmi\u015ftir. Bu da asl\u0131nda insanlar\u0131n ba\u015fkalar\u0131n\u0131n fiziksel \u00f6zellikleri hakk\u0131nda bir t\u00fcr sosyal bir \u00f6n yarg\u0131ya sahip oldu\u011funu g\u00f6sterir. Konuyla ilgili olarak di\u011fer bir \u00e7al\u0131\u015fmada Elsen (2017), Almanca dilindeki bilimkurgu ve fantastik \u00f6yk\u00fclerdeki karakterlerin adlar\u0131n\u0131 incelemi\u015ftir. Kat\u0131l\u0131mc\u0131lardan belirli isimlerin karakterlere ne kadar uydu\u011funu derecelendirmeleri istenmi\u015f, karakterlerin fiziksel \u00f6zelliklerinin kararlar\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde etkiledi\u011fi bulgulanm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

Ses Sembolizminin Alt\u0131nda Yatan Mekanizmalar<\/strong><\/h2>\n\n\n\n

1. Artik\u00fclasyon S\u00fcre\u00e7leri ve \u015eekil Karakteristi\u011fi A\u00e7\u0131s\u0131ndan Benzerlikler<\/strong><\/h2>\n\n\n\n

Yaz\u0131n\u0131n bu b\u00f6l\u00fcm\u00fcne gelene kadar dahi sat\u0131r aralar\u0131nda s\u0131k\u00e7a bahsi ge\u00e7en, zira literat\u00fcrde \u00e7ok\u00e7a ele al\u0131nan ilk a\u00e7\u0131klama, artik\u00fclasyon s\u0131ras\u0131ndaki a\u011f\u0131z \u00f6zellikleriyle nesnelerin \u015fekil \u00f6zellikleri aras\u0131ndaki benzerli\u011fe vurgu yap\u0131yor. Bu a\u00e7\u0131klama, en basit haliyle g\u00f6z\u00fcm\u00fcz\u00fcn \u00f6n\u00fcnde duran bir nesneyi adland\u0131r\u0131rken, onun \u015fekil ve b\u00fcy\u00fckl\u00fck gibi g\u00f6rsel \u00f6zelliklerini a\u011f\u0131z\u0131m\u0131z\u0131n \u015fekliyle taklit etmeye \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z\u0131 \u00f6ne s\u00fcrer. \u015e\u00fcphesiz bu mekanizma g\u00f6r\u00fcnd\u00fc\u011f\u00fc kadar basit bir mekanizma de\u011fildir. \u00d6yle ki, dilbilimciler farkl\u0131 harf kombinasyonlar\u0131nda sesin fiziksel \u00f6zelliklerinin farkl\u0131 yap\u0131land\u0131\u011f\u0131n\u0131, dolay\u0131s\u0131yla meselenin sadece yuvarlak bir hatta sahip olup olmamak ya da b\u00fcy\u00fckl\u00fck ili\u015fkisi a\u00e7\u0131s\u0131ndan a\u00e7\u0131klanamayaca\u011f\u0131n\u0131 s\u00f6yler. (\u00d6rne\u011fin \u201cp<\/em>\u201d ve \u201ct<\/em>\u201d gibi sesli olmayan kapal\u0131 \u00fcns\u00fczlerle \u201cm<\/em>\u201d ve \u201cn<\/em>\u201d gibi sonorant \u00fcns\u00fczler yuvarlak hatl\u0131 \u201co<\/em>\u201d sesiyle birle\u015fseler dahi farkl\u0131 karakterde olacaklard\u0131r.)<\/p>\n\n\n\n

S\u00f6z konusu a\u00e7\u0131klamayla ilgili \u00f6nemli bir a\u00e7\u0131k, konuyla ilgili yap\u0131lan deneylerde kat\u0131l\u0131mc\u0131lar\u0131n artik\u00fclasyon s\u00fcre\u00e7leri ve \u015fekil karakteristi\u011fi a\u00e7\u0131s\u0131ndan benzer g\u00f6r\u00fclen \u00f6zellikleri yaln\u0131zca deneysel bir g\u00f6rev s\u0131ras\u0131nda kullan\u0131p kullanmad\u0131klar\u0131d\u0131r. Yani iki farkl\u0131 \u015feyi ili\u015fkilendirmemiz istendi\u011finde, bu iki \u015fey aras\u0131nda baz\u0131 ortak \u00f6zellikler yakalamaya \u00e7al\u0131\u015fmam\u0131z asl\u0131nda beklendik bir durum. \u00dcstelik bu \u00e7aban\u0131n bilin\u00e7li halde s\u00fcrd\u00fcr\u00fclmesi ko\u015fulu da yok. Otomatik s\u00fcre\u00e7lerin etkisiyle de benzerlikler \u00fczerinden bir karar alma mekanizmas\u0131 s\u00f6z konusu olabilir. Dolay\u0131s\u0131yla b\u00f6yle bir s\u00fcre\u00e7, bu t\u00fcr \u00e7a\u011fr\u0131\u015f\u0131mlar\u0131n her zaman i\u00e7in zihnimizde bir yerde var oldu\u011fu anlam\u0131na gelmeyebilir. Baz\u0131 ara\u015ft\u0131rmac\u0131lar bu problemi kat\u0131l\u0131mc\u0131lar\u0131 iki uyaran aras\u0131nda baz\u0131 ortak \u00f6zellikler bulmaya zorlamayan \u00f6rt\u00fck \u00f6l\u00e7\u00fcmler kullanarak ele ald\u0131. Parise ve Spence (2012), ses sembolizmini ara\u015ft\u0131rmak i\u00e7in \u00f6rt\u00fck \u00e7a\u011fr\u0131\u015f\u0131m testinin (IAT; Greenwald ve ark., 1998) de\u011fi\u015ftirilmi\u015f bir versiyonunu kulland\u0131. Kat\u0131l\u0131mc\u0131lar\u0131n tepki s\u00fcreleri, uyumlu durumda (\u00f6rne\u011fin, \u015fekil yuvarlak ve ses \u201cbouba<\/em>\u201d), uyumsuz duruma g\u00f6re (\u00f6rne\u011fin, \u015fekil yuvarlak ama ses \u201ckiki<\/em>\u201d) daha y\u00fcksekti. Konuyla ilgili di\u011fer bir anahtar, \u00f6n haz\u0131rlama (priming) etkisiyle y\u00fcr\u00fct\u00fclen ara\u015ft\u0131rmalar olmu\u015ftur. \u00d6n haz\u0131rlama etkisinden ve s\u0131n\u0131fland\u0131rma g\u00f6revinden yararlan\u0131lan bir ara\u015ft\u0131rmada kat\u0131l\u0131mc\u0131lar, yuvarlak hatl\u0131 sahte s\u00f6zc\u00fcklerin sunumlar\u0131n\u0131 takiben, bi\u00e7imce belirsiz g\u00f6rselleri daha ziyade yuvarlak \u015fekil kategorisinde s\u0131n\u0131fland\u0131rm\u0131\u015flard\u0131r (Sidhu, 2014; Sidhu ve Pexman, 2017).<\/p>\n\n\n\n

2. Do\u011fada Birlikte Meydana Gelen Uyaranlar\u0131n \u0130li\u015fkilendirilmesi<\/strong><\/h2>\n\n\n\n

Di\u011fer bir a\u00e7\u0131klamaya g\u00f6re, birlikte meydana gelen belirli uyaranlar\u0131n \u00f6\u011frenilmesi, bu ili\u015fkilerin i\u00e7selle\u015ftirilmesine, bir nevi \u201cko\u015fullanma\u201d etkisine sebep olabilir (Spence, 2011). Dolay\u0131s\u0131yla nesneler ve sesler aras\u0131ndaki dilbilimsel ili\u015fkiler, do\u011fadaki nesne-ses e\u015flemelerini temsil eder. Mesela ses fizi\u011fine g\u00f6re, bir cismin \u00e7\u0131karabilece\u011fi ses frekans\u0131, hacmi ve kal\u0131nl\u0131\u011f\u0131 azald\u0131k\u00e7a artar. Do\u011fada g\u00f6zlemlenen bu belirli ili\u015fkiler, insanlar taraf\u0131ndan ses sembolizmine uyarlanm\u0131\u015f olabilir. Bu arg\u00fcman, elbette ki bir dizi \u00f6\u011frenme deneyleriyle ele al\u0131nmaktad\u0131r. \u00d6rne\u011fin Ernst\u2019in (2007) bir \u00e7al\u0131\u015fmas\u0131nda, kat\u0131l\u0131mc\u0131lar sistematik maruz kalman\u0131n ard\u0131ndan, daha \u00f6nce birbiriyle ili\u015fkili olarak a\u00e7\u0131klanmayan g\u00f6rsel ve i\u015fitsel uyaranlar aras\u0131nda \u00f6rt\u00fck bir ili\u015fkilendirme e\u011filimi g\u00f6stermi\u015flerdir. \u00d6yle ki kat\u0131l\u0131mc\u0131lar, \u00f6\u011frenme tamamland\u0131ktan sonra bu yeni ili\u015fkilerin kurallar\u0131n\u0131 uygulam\u0131\u015flard\u0131r. Baz\u0131 beyin g\u00f6r\u00fcnt\u00fcleme \u00e7al\u0131\u015fmalar\u0131n\u0131n sonu\u00e7lar\u0131 da bu arg\u00fcman\u0131 destekler niteliktedir. Kat\u0131l\u0131mc\u0131lar ayn\u0131 anda meydana gelen g\u00f6rsel-i\u015fitsel uyaranlar\u0131 deneyimledikten sonra, uyaranlar tek bir modda sunuldu\u011funda hem i\u015fitsel hem de g\u00f6rsel alanlarda \u00f6nemli \u00f6l\u00e7\u00fcde aktivasyon g\u00f6zlemlenmi\u015ftir (Zangenehpour ve Zatorre, 2010).<\/p>\n\n\n\n

\u015e\u00fcphesiz bu a\u00e7\u0131klaman\u0131n en \u00f6nemli varsay\u0131mlar\u0131ndan biri meseleye do\u011fu\u015ftanc\u0131 bir tutumla yakla\u015fmamas\u0131d\u0131r. Sembolik \u00e7a\u011fr\u0131\u015f\u0131mlar\u0131n \u00f6\u011frenme yoluyla kazan\u0131ld\u0131klar\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir. \u00d6te yandan, bebeklerde ses sembolizminin etkisini ara\u015ft\u0131ran \u00e7al\u0131\u015fmalar\u0131n g\u00f6z \u00f6n\u00fcne serdi\u011fi sonu\u00e7lar bu ba\u011flamda \u00e7eli\u015fkili g\u00f6r\u00fcn\u00fcr. Bu noktada konuyla ilgili \u00e7al\u0131\u015fmalar\u0131n bahsedildi\u011fi b\u00f6l\u00fcme d\u00f6nmekte yarar var.<\/p>\n\n\n\n

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

Sa\u011fl\u0131kl\u0131 bebekler \u015fekil sembolizmi etkisine duyarl\u0131 olsa da, i\u015fitme kayb\u0131yla do\u011fan bebeklerin i\u015fitme cihaz\u0131 kullan\u0131m ya\u015f\u0131 23 ayl\u0131k d\u00f6nemden itibaren geciktik\u00e7e ses sembolizminin etkisi azalmaktad\u0131r. Bu ba\u011flamda, bu fenomenin kayna\u011f\u0131 hem do\u011fu\u015ftanc\u0131 hem de \u00f6\u011frenmeci karaktere ba\u011fl\u0131 gibi g\u00f6r\u00fcn\u00fcyor. Bu da dil ve zihin s\u00f6z konusu oldu\u011funda ele al\u0131nan di\u011fer pek \u00e7ok konu gibi etkile\u015fimci yakla\u015f\u0131ma g\u00f6z k\u0131rp\u0131yor. Dolay\u0131s\u0131yla gerek artik\u00fclasyon gerek akustik \u00f6zelliklerin, \u015feylerin ses temsilleriyle olan ili\u015fkilerine belirli \u00f6l\u00e7\u00fclerde katk\u0131da bulunabilece\u011fi g\u00f6z \u00f6n\u00fcnde bulundurulabilir. Ancak artik\u00fclasyon s\u00fcre\u00e7leri ile seslerin fiziksel \u00f6zelliklerinin kendi i\u00e7erisinde de bir etkile\u015fimde olmas\u0131 konuyu daha da derin ve karma\u015f\u0131k hale getirmektedir. Bu noktada, asl\u0131nda deneysel psikoloji i\u00e7inde \u00e7al\u0131\u015f\u0131labilen bir konunun s\u0131n\u0131rlar\u0131n\u0131n sinestezi fenomenine ta\u015f\u0131nmas\u0131 ve konunun spek\u00fclatif bir boyut kazanmas\u0131 da olas\u0131 elbette.<\/p>\n\n\n\n

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

Asano, M., Imai, M., Kita, S., Kitajo, K., Okada, H., & Thierry, G. (2015). Sound symbolism scaffolds language development in preverbal infants. Cortex<\/em>, 63<\/em>, 196\u2013205.<\/p>\n\n\n\n

Barton, D. N., & Halberstadt, J. (2018). A social Bouba\/Kiki effect: A bias for people whose names match their faces. Psychonomic Bulletin & Review<\/em>, 25<\/em>(3), 1013\u20131020.<\/p>\n\n\n\n

Bremner, A. J., Caparos, S., Davidoff, J., de Fockert, J., Linnell, K. J., & Spence, C. (2013). \u201cBouba\u201d and \u201cKiki\u201d in Namibia? A remote culture make similar shape\u2013sound matches, but different shape\u2013taste matches to Westerners. Cognition<\/em>, 126<\/em>(2), 165\u2013172.<\/p>\n\n\n\n

Chen, Y. C., Huang, P. C., Woods, A., & Spence, C. (2016). When \u201cBouba\u201d equals \u201cKiki\u201d: Cultural commonalities and cultural differences in sound-shape correspondences. Scientific reports<\/em>, 6<\/em>(1), 1\u20139.<\/p>\n\n\n\n

Cuskley, C., & Kirby, S. (2013). Synesthesia, cross-modality, and language evolution. Oxford handbook of synaesthesia<\/em>, 20<\/em>, 869\u2013907.<\/p>\n\n\n\n

Ernst, M. O. (2007). Learning to integrate arbitrary signals from vision and touch. Journal of vision<\/em>, 7<\/em>(5), 7\u20137.<\/p>\n\n\n\n

Elsen, H. (2017). The two meanings of sound symbolism. Open Linguistics<\/em>, 3<\/em>(1), 491\u2013499.<\/p>\n\n\n\n

Gold, R., & Segal, O. (2020). The Bouba\u2013Kiki Effect in persons with prelingual auditory deprivation. Language Learning and Development<\/em>, 16<\/em>(1), 49\u201360.<\/p>\n\n\n\n

Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: the implicit association test. Journal of personality and social psychology<\/em>, 74<\/em>(6), 1464.<\/p>\n\n\n\n

Hockett, C. (1963). The problem of universals in language. In J. Greenberg (Ed.), Universals of language (pp. 1\u201322). Cambridge, MA: MIT Press.<\/p>\n\n\n\n

Imai, M., & Kita, S. (2014). The sound symbolism bootstrapping hypothesis for language acquisition and language evolution. Philosophical transactions of the Royal Society B: Biological sciences<\/em>, 369<\/em>(1651), 20130298.<\/p>\n\n\n\n

K\u00f6hler, W. (1929). Gestalt psychology. New York: Liveright.<\/p>\n\n\n\n

Maurer, D., Pathman, T., & Mondloch, C. J. (2006). The shape of boubas: Sound\u2013shape correspondences in toddlers and adults. Developmental science<\/em>, 9<\/em>(3), 316\u2013322.<\/p>\n\n\n\n

Monaghan, P., Mattock, K., & Walker, P. (2012). The role of sound symbolism in language learning. Journal of experimental psychology: Learning, memory, and cognition<\/em>, 38<\/em>(5), 1152.<\/p>\n\n\n\n

Oberman, L. M., & Ramachandran, V. S. (2008). Preliminary evidence for deficits in multisensory integration in autism spectrum disorders: The mirror neuron hypothesis. Social Neuroscience<\/em>, 3<\/em>(3\u20134), 348\u2013355.<\/p>\n\n\n\n

Ozturk, O., Krehm, M., & Vouloumanos, A. (2013). Sound symbolism in infancy: Evidence for sound\u2013shape cross-modal correspondences in 4-month-olds. Journal of experimental child psychology<\/em>, 114<\/em>(2), 173\u2013186.<\/p>\n\n\n\n

Parise, C. V., & Spence, C. (2012). Audiovisual crossmodal correspondences and sound symbolism: a study using the implicit association test. Experimental Brain Research<\/em>, 220<\/em>(3), 319\u2013333.<\/p>\n\n\n\n

Sapir, E. (1929). A study in phonetic symbolism. Journal of experimental psychology<\/em>, 12<\/em>(3), 225.<\/p>\n\n\n\n

Sidhu, D. (2014). Priming Boubas and Kikis: Searching For a Sound Symbolic Priming Effect (Unpublished master\u2019s thesis). University of Calgary, Calgary, AB. doi:10.11575\/PRISM\/27431.<\/p>\n\n\n\n

Sidhu, D. M., & Pexman, P. M. (2017). A prime example of the Maluma\/Takete effect? Testing for sound symbolic priming. Cognitive Science<\/em>, 41<\/em>(7), 1958\u20131987.<\/p>\n\n\n\n

Spence, C. (2011). Crossmodal correspondences: A tutorial review. Attention<\/em>, Perception, & Psychophysics, 73, 971\u2013995.<\/p>\n\n\n\n

Zangenehpour, S., & Zatorre, R. J. (2010). Crossmodal recruitment of primary visual cortex following brief exposure to bimodal audiovisual stimuli. Neuropsychologia<\/em>, 48<\/em>(2), 591\u2013600.<\/p>\n","protected":false},"featured_media":2128,"template":"","meta":{"_acf_changed":false},"event_publishing_tags":[94,93,262,691,64,92,323,87,272,62,74,88,89,711,75,261,271],"kategori":[725],"class_list":["post-2127","blog_content","type-blog_content","status-publish","has-post-thumbnail","hentry","event_publishing_tags-bilis","event_publishing_tags-bilissel-bilim","event_publishing_tags-bilissel-bilim-felsefesi","event_publishing_tags-cogist","event_publishing_tags-cognition","event_publishing_tags-cognitive-science","event_publishing_tags-cogsci","event_publishing_tags-dil","event_publishing_tags-dil-felsefesi","event_publishing_tags-dilbilim","event_publishing_tags-felsefe","event_publishing_tags-language","event_publishing_tags-linguistics","event_publishing_tags-phillang","event_publishing_tags-philosophy","event_publishing_tags-philosophy-of-cognitive-science","event_publishing_tags-philosophy-of-language","kategori-yazi"],"acf":[],"_links":{"self":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/2127","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\/2127\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media\/2128"}],"wp:attachment":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media?parent=2127"}],"wp:term":[{"taxonomy":"event_publishing_tags","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/event_publishing_tags?post=2127"},{"taxonomy":"kategori","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/kategori?post=2127"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}