{"id":2144,"date":"2023-12-13T15:00:35","date_gmt":"2023-12-13T15:00:35","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2144"},"modified":"2025-09-20T14:07:00","modified_gmt":"2025-09-20T14:07:00","slug":"ses-sembolizmi-ve-nesne-algisi-iliskisine-dair-bir-inceleme-dicle-dovencioglu","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/ses-sembolizmi-ve-nesne-algisi-iliskisine-dair-bir-inceleme-dicle-dovencioglu\/","title":{"rendered":"Ses Sembolizmi ve Nesne Alg\u0131s\u0131 \u0130li\u015fkisine Dair Bir \u0130nceleme \u2014 Dicle D\u00f6vencio\u011flu"},"content":{"rendered":"

Dicle D\u00f6vencio\u011flu Orta Do\u011fu Teknik \u00dcniversitesi Psikoloji b\u00f6l\u00fcm\u00fcnde \u00f6\u011fretim \u00fcyesi ve <\/em>ODT\u00dc Sense Laboratuvar\u0131<\/em><\/a>\u2019n\u0131n ba\u015f ara\u015ft\u0131rmac\u0131s\u0131d\u0131r. Ba\u015fl\u0131ca \u00e7al\u0131\u015fma alanlar\u0131 g\u00f6rsel alg\u0131, dokunsal alg\u0131 ve malzeme alg\u0131s\u0131d\u0131r.<\/em><\/p>\n\n\n\n

Preface<\/strong><\/h2>\n\n\n\n

\u201cF\u0131s\u0131ldamak, t\u0131klamak\u201d gibi yans\u0131ma s\u00f6zc\u00fckler<\/em>de eylemler ile dilsel ifadeleri aras\u0131nda bir ili\u015fkiden s\u00f6z etmek m\u00fcmk\u00fcn. Peki, daha genel olarak, bir \u015feyleri adland\u0131r\u0131rken onlar\u0131n duyusal \u00f6zelliklerini hesaba katan bir sistem var olabilir mi? Daha \u00f6nce ekibimizden Ay\u015fe Nur Gen\u00e7\u2019in kaleme ald\u0131\u011f\u0131, ses sembolizmine giri\u015f niteli\u011findeki \u015eeyler ve Dilsel Temsilleri Aras\u0131nda Baz\u0131 \u00d6r\u00fcnt\u00fcler Sakl\u0131 Olabilir mi?<\/a> yaz\u0131s\u0131nda bu soruyu daha \u00e7ok ses-\u015fekil ili\u015fkileri \u00fczerinden tart\u0131\u015fm\u0131\u015ft\u0131k. \u015eimdi okuyacak oldu\u011funuz, Avrasya Sosyal ve Ekonomi Ara\u015ft\u0131rmalar\u0131 Dergisi\u2019nde (ASEAD) yay\u0131nlanm\u0131\u015f olan<\/a> bu derlemede ise, ODT\u00dc Psikoloji \u00f6\u011fretim \u00fcyesi Dicle D\u00f6vencio\u011flu ses-\u015fekil \u00f6r\u00fcnt\u00fclerine ek olarak ses-boyut<\/em> ili\u015fkilerini -ve daha da \u00f6nemlisi- \u00fc\u00e7 boyutlu alg\u0131 ve dokunsal alg\u0131n\u0131n da ses sembolizmine etkisini hesaba katarak ses-malzeme<\/em> ili\u015fkilerini inceliyor. \u00c7e\u015fitli dillerdeki bulgulardan yola \u00e7\u0131k\u0131larak evrensel \u00f6zelliklerin incelendi\u011fi bu derlemede, ba\u015fta yans\u0131ma kelimeler olmak \u00fczere T\u00fcrk\u00e7e\u2019deki \u00f6rneklere de de\u011finiliyor. Olduk\u00e7a ilgi \u00e7ekici olan bu ara\u015ft\u0131rma alan\u0131n\u0131n g\u00f6r\u00fcn\u00fcrl\u00fc\u011f\u00fcne katk\u0131 sa\u011flamak i\u00e7in CogIST olarak bu derlemeyi sizlerle payla\u015f\u0131yoruz.<\/p>\n\n\n\n

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

\u00d6zet<\/h2>\n\n\n\n

Ses sembolizmi, s\u00f6zc\u00fcklerin ses \u00f6zellikleri ve anlamlar\u0131 aras\u0131nda rastgele olmayan bir ili\u015fki oldu\u011fuyla ilgilidir. Bu konuda nesnelerle ilgili yap\u0131lan \u00e7al\u0131\u015fmalarda, ses frekans\u0131n\u0131n alg\u0131lanan \u015fekiller ile olan sistematik ili\u015fkis i s\u0131kl\u0131kla ara\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r. \u0130nsanlar daha y\u00fcksek frekansl\u0131 sesleri a\u00e7\u0131sal \u015fekillerle ve d\u00fc\u015f\u00fck frekansl\u0131 sesleri yuvarlak \u015fekillerle ili\u015fkilendirir ve bu da Buba\/Kiki etkisi olarak bilinir. Buna paralel olarak \/i\/ sesinin genellikle k\u00fc\u00e7\u00fck, \/a\/ sesinin ise b\u00fcy\u00fckl\u00fck \u00f6zellikleriyle ili\u015fkilendirildi\u011fi bulunmu\u015ftur. Dolay\u0131s\u0131yla ses sembolizmi boyut alg\u0131s\u0131nda da g\u00f6r\u00fclmektedir. Ses, sembolik kelimelerin bir alt grubu olan yans\u0131ma kelimeler tan\u0131mlad\u0131klar\u0131 malzemelerin sesini taklit eder. Japoncada bu kelimeler, di\u011fer duyusal deneyimlerin yan\u0131 s\u0131ra y\u00fczey malzemesi niteliklerinin alg\u0131lanmas\u0131yla da ba\u011flant\u0131land\u0131r\u0131lm\u0131\u015ft\u0131r. Japoncaya benzer \u015fekilde, T\u00fcrk\u00e7e de g\u00fcnl\u00fck konu\u015fmalarda s\u0131k\u00e7a kullan\u0131lan ses sembolik kelimeler bak\u0131m\u0131ndan olduk\u00e7a zengindir (\u00f6rne\u011fin; \u015fap \u015fap, t\u0131k\u0131r t\u0131k\u0131r). Bu yaz\u0131da \u00f6ncelikle Buba\/Kiki etkisi etraf\u0131nda alanyaz\u0131ndaki ses-\u015fekil ili\u015fkilendirmelerine \u00f6rnekler verilecektir. Daha sonra ses-boyut ili\u015fkisine de\u011finilecektir. Son olarak ses sembolizminin nesnelerin sadece \u015fekil veya boyutlar\u0131yla ilgili de\u011fil, malzemeleriyle de ilgili oldu\u011funu g\u00f6steren \u00e7al\u0131\u015fmalara yer verilecektir. T\u00fcrk\u00e7edeki k\u0131s\u0131tl\u0131 \u00f6rneklere de\u011finilerek yaz\u0131 sonland\u0131r\u0131lacakt\u0131r.<\/p>\n\n\n\n

Introduction<\/h2>\n\n\n\n

Alg\u0131sal s\u00fcre\u00e7ler fiziksel uyarandan gelen sinyalin resept\u00f6rlere ula\u015fmas\u0131yla a\u015fa\u011f\u0131dan yukar\u0131 i\u015fleme (bottom-up processing) ile ba\u015flar. Bunda rol\u00fc olan ba\u015fka bir fakt\u00f6r de bellekten gelen bilgilerimiz ve beklentilerimizin bu duyusal sinyalleri yukar\u0131dan a\u015fa\u011f\u0131 i\u015fleme (top-down processing) ile etkilemesidir. Bu d\u00f6ng\u00fcde alg\u0131n\u0131n dil veya bellek gibi bili\u015fsel s\u00fcre\u00e7lerden etkilenip etkilenmeyece\u011fi \u00e7ok \u00e7al\u0131\u015f\u0131lan ve hala tart\u0131\u015f\u0131lan bir konudur (Newen, Vetter; 2017; Lupyan, 2015; Lupyan ve di\u011ferleri, 2020; Firestone ve Scholl, 2016;Brogaard ve Gatzia, 2017; Zeimbekis, 2013).<\/p>\n\n\n\n

G\u00f6rsel alg\u0131 deneylerinde meyve resimleri kullan\u0131lan baz\u0131 \u00e7al\u0131\u015fmalarda (Hansen ve di\u011ferleri, 2006; Olkkonen ve di\u011ferleri, 2008; Witzel ve di\u011ferleri, 2011) belle\u011fin renk alg\u0131s\u0131 \u00fczerindeki etkisi defalarca g\u00f6sterilmi\u015ftir. \u00d6rne\u011fin, bir muzun sar\u0131 oldu\u011funu bilen kat\u0131l\u0131mc\u0131lara tamamen siyah beyaz bir muz resmi g\u00f6sterildi\u011finde bu resim sar\u0131ms\u0131 g\u00f6r\u00fcn\u00fcr ve buna bellek rengi etkisi (color memory effect) denir. Bili\u015fsel s\u00fcre\u00e7ler kadar duyusal sinyali etkileyen bir ba\u015fka etken de farkl\u0131 duyusal kanallardan gelen sinyallerdir. Bir duyusal kanaldan gelen bilginin di\u011fer duyusal kanalla ilgili yarg\u0131lar\u0131 etkiledi\u011fi, \u00f6rne\u011fin; ekrandaki noktalar\u0131n hareket y\u00f6n\u00fcn\u00fcn nas\u0131l alg\u0131land\u0131\u011f\u0131n\u0131n bir ses efektinin varl\u0131\u011f\u0131yla de\u011fi\u015fti\u011fi de bilinmektedir (Sekuler ve di\u011ferleri, 1997; bir derleme i\u00e7in bkz., Spence, 2011).<\/p>\n\n\n\n

Duyusal kanallar aras\u0131 ili\u015fkilerin g\u00f6sterdi\u011fi etkileri, konu\u015fulan dilden de beklemek \u015fa\u015f\u0131rt\u0131c\u0131 olmaz. Bu yaz\u0131ya kelimelerin ses yap\u0131lar\u0131yla anlamlar\u0131 aras\u0131ndaki \u015fekil, boyut ve malzeme ili\u015fkilerine bak\u0131larak ba\u015flanacakt\u0131r. Daha sonra bu ses sembolik ili\u015fkilerin evrenselli\u011fiyle ilgili bulgular incelenecek ve T\u00fcrk\u00e7edeki yans\u0131ma kelimelerden \u00f6rnekler verilecektir. Sunulan bulgular \u0131\u015f\u0131\u011f\u0131nda konu \u00f6zetlenip tart\u0131\u015f\u0131larak yaz\u0131 sonland\u0131r\u0131lacakt\u0131r.<\/p>\n\n\n\n

Ses \u2014 \u015eekil \u0130li\u015fkisi<\/h2>\n\n\n\n

Duyusal kanallar aras\u0131 etkile\u015fime bir \u00f6rnek olan ses sembolizmi, bir ba\u015fka deyi\u015fle kelimelerin fonetik \u00f6zellikleri ve anlamlar\u0131 aras\u0131ndaki rastgele olmayan ili\u015fkilerdir (Sapir, 1929; K\u00f6hler, 1929). Konunun en yayg\u0131n kavramlar\u0131ndan biri Buba\/Kiki etkisidir (Ramachandran ve Hubbard, 2001; Bremner ve di\u011ferleri, 2013); bu etki anlam\u0131 olmayan bu iki s\u00f6zc\u00fckten Buba\u2019n\u0131n g\u00f6rsellerdeki yuvarlak hatl\u0131 rastgele \u015fekillerle, Kiki\u2019nin de sivri hatl\u0131 \u015fekillerle ili\u015fkilendirildi\u011fini g\u00f6stermektedir.<\/p>\n\n\n\n

Dil \u00f6\u011frenmede \u00f6nemli bir etkisi oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen ses sembolizmi hen\u00fcz konu\u015fmaya ba\u015flamam\u0131\u015f bebeklerde de g\u00f6r\u00fclm\u00fc\u015ft\u00fcr (Imai ve Kita, 2014). Kelimeler i\u015fitsel olarak sunulduklar\u0131nda (\u00d6zt\u00fcrk ve di\u011ferleri, 2013) d\u00f6rt ayl\u0131k bebeklerin yeti\u015fkinlere benzer sistematik etkiler g\u00f6stermesi ses sembolizminin dil \u00f6\u011frenmeden \u00f6nce geli\u015fti\u011fini g\u00f6stermektedir. Hatta bu etkinin dil \u00f6\u011frenmede katk\u0131s\u0131 olabilece\u011fi d\u00fc\u015f\u00fcn\u00fclmektedir.<\/p>\n\n\n\n

Buba\/Kiki ve \u015fekil etkisinin ayn\u0131 zamanda k\u00fclt\u00fcrler ve alfabeler aras\u0131 ge\u00e7erli oldu\u011fu konusunda pek \u00e7ok bulguya rastlan\u0131r. Bu etki bir\u00e7ok farkl\u0131 dilde (Blasi ve di\u011ferleri, 2016; Cwiek ve di\u011ferleri, 2021) ve daha b\u00fcy\u00fck (2.5 ya\u015f\u0131ndaki) \u00e7ocuklarla (Maurer ve di\u011ferleri, 2006) g\u00f6sterilmi\u015ftir. Hatta farkl\u0131 modalitelerde, \u00f6rne\u011fin \u015fekiller i\u00e7in g\u00f6rseller yerine 3 boyutlu nesneler kullan\u0131ld\u0131\u011f\u0131nda da (dokunsal uyaranlarla, Fryer ve di\u011ferleri, 2014) g\u00fc\u00e7l\u00fc bulgularla tekrarlanm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

Yaz\u0131l\u0131 bir dilleri olmayan bir Kuzey Namibya toplulu\u011funda da Buba\/Kiki etkisi g\u00f6r\u00fclm\u00fc\u015ft\u00fcr (Bremner ve di\u011ferleri, 2013). Bu da duyusal kanallar aras\u0131 etkinin sebebi olarak harflerin \u015fekilleri (ortografi) yerine kelimelerin i\u015fitsel \u00f6zelliklerinin daha \u00f6nemli oldu\u011funa i\u015faret etmektedir. G\u00f6rsel sinyallerden \u00e7ok i\u015fitsel sinyallerin bu etkide daha \u00f6nemli bir rol oynad\u0131\u011f\u0131na dair ba\u015fka kan\u0131tlar da bulunmaktad\u0131r. \u00d6rne\u011fin, yap\u0131lan bir \u00e7al\u0131\u015fmada g\u00f6rsel uyaranlar milisaniye d\u00fczeyinde, \u00e7ok h\u0131zl\u0131 bir \u015fekilde sunuldu\u011funda da Buba\/Kiki etkisi g\u00f6r\u00fclmesi ses-\u015fekil ili\u015fkisinin bilin\u00e7li alg\u0131lamadan \u00f6nce olu\u015ftu\u011funa i\u015faret etmektedir (Hung ve di\u011ferleri, 2017). Ayr\u0131ca fonetik analizlerle incelendi\u011finde ses sembolik etki g\u00f6steren Frans\u0131zca kelimelerde sessiz harflerin sesli harflere g\u00f6re daha b\u00fcy\u00fck bir rol oynad\u0131\u011f\u0131 g\u00f6sterilmi\u015ftir (Fort ve di\u011ferleri, 2015).<\/p>\n\n\n\n

Sesler ve \u015fekiller aras\u0131ndaki ili\u015fkilerin \u00e7e\u015fitli durumlarda kendilerini g\u00f6stermesi dilin rastlant\u0131sal olmad\u0131\u011f\u0131na i\u015faret etmektedir. Bu durumda ses sembolizminin boyut gibi di\u011fer g\u00f6rsel \u00f6zelliklerle de ba\u011flant\u0131l\u0131 olmas\u0131 beklenebilir.<\/p>\n\n\n\n

Ses \u2014 Boyut \u0130li\u015fkisi<\/h2>\n\n\n\n

Sapir (1929), \u0130ngilizce konu\u015fan kat\u0131l\u0131mc\u0131larla yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmada ses sembolizminin boyutla ili\u015fkisi olup olmad\u0131\u011f\u0131n\u0131 ara\u015ft\u0131rm\u0131\u015f ve bulgular\u0131nda kat\u0131l\u0131mc\u0131lar\u0131n \/i\/ sesini k\u00fc\u00e7\u00fck, \/a\/ sesini ise b\u00fcy\u00fck nesnelerle ili\u015fkilendirdi\u011fini bildirmi\u015ftir. Bunu mil\/mal gibi anlam\u0131 olmayan s\u00f6zc\u00fcklerle deneyen Sapir\u2019den sonra bu ili\u015fki \u00e7ok kez \u00e7e\u015fitli dillerde var olan (anlaml\u0131) s\u00f6zc\u00fcklerle de g\u00f6stermi\u015ftir (\u00f6r. Blasi ve di\u011ferleri, 2016; Erben Johansson ve di\u011ferleri, 2019). Bir ara\u015ft\u0131rmada k\u00fc\u00e7\u00fck ve b\u00fcy\u00fck anlam\u0131na gelen \u0130ngilizce s\u0131fatlardan olu\u015fan iki kelime grubu incelenmi\u015ftir (52 s\u0131fat, Winter ve Perlman, 2021). S\u0131fatlardaki sesler ve boyutsal anlamlar\u0131 aras\u0131nda ili\u015fki bulan ara\u015ft\u0131rmac\u0131lar bu analizi geni\u015fletip 2667 kelimeden (isim, fiil, s\u0131fat) olu\u015fan gruba bakt\u0131klar\u0131nda bu ses ili\u015fkisinin kayboldu\u011funu bildirmi\u015flerdir. Sonu\u00e7 olarak ses-b\u00fcy\u00fckl\u00fck ili\u015fkisinin sadece boyut belirten s\u0131fatlarla ilgili olabilece\u011fini savunmu\u015flar; \u00f6rne\u011fin ba\u015fka anlamlar\u0131n yan\u0131nda b\u00fcy\u00fck anlam\u0131na da gelen isimlerde g\u00f6r\u00fclmeyebilece\u011fini belirtmi\u015flerdir (Winter ve Perlman, 2021).<\/p>\n\n\n\n

Dilimizde bu ili\u015fki T\u00fcrk\u00e7e konu\u015fan ki\u015filerin baz\u0131 seslere olan sezgisel yakla\u015f\u0131m\u0131n\u0131 konu alan bir \u00e7al\u0131\u015fmada ara\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r (Akteker, 2022). Posta yolu ile ula\u015f\u0131lan 113 kat\u0131l\u0131mc\u0131ya ses sembolizmiyle ilgili \u00e7e\u015fitli sorular sorulmu\u015f ve Sapir\u2019in bulgular\u0131na paralel olarak kat\u0131l\u0131mc\u0131lar\u0131n %56\u2019s\u0131n\u0131n mal s\u00f6zc\u00fc\u011f\u00fcn\u00fcn mil s\u00f6zc\u00fc\u011f\u00fcne g\u00f6re daha b\u00fcy\u00fck oldu\u011funu belirttikleri g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bunun yan\u0131nda makros (mikros yerine, Yunanca) ve gros (petit yerine, Frans\u0131zca) s\u00f6zc\u00fckleri, bir de anlams\u0131z olan col (cul yerine) s\u00f6zc\u00fc\u011f\u00fc b\u00fcy\u00fckl\u00fck ile ili\u015fkilendirilmi\u015ftir (Akteker, 2022). \u00c7al\u0131\u015fma T\u00fcrk\u00e7ede ses sembolizmine dair bir fikir verse de kesin bir \u00e7\u0131kar\u0131m yapmak zordur. Bunun i\u00e7in sistematik y\u00fcr\u00fct\u00fclm\u00fc\u015f ba\u015fka ara\u015ft\u0131rmalara da ihtiya\u00e7 vard\u0131r.<\/p>\n\n\n\n

Ses \u2014 Malzeme \u0130li\u015fkisi<\/h2>\n\n\n\n

Yak\u0131n tarihli ara\u015ft\u0131rmalara bak\u0131ld\u0131\u011f\u0131nda ses sembolizminin sadece \u015fekil veya boyutla ilgili de\u011fil ayn\u0131 zamanda malzeme alg\u0131s\u0131yla da ili\u015fkilendirildi\u011fi g\u00f6r\u00fcl\u00fcr. Japonca ses sembolik kelimelerle yap\u0131lan \u00e7al\u0131\u015fmalar bu kelimelerde baz\u0131 ay\u0131rt edici sesler oldu\u011funu ve bu seslerle alg\u0131lanan malzeme \u00f6zellikleri (boyutlar\u0131) aras\u0131nda sistematik bir ili\u015fki oldu\u011funu g\u00f6stermektedir (Watanabe ve di\u011ferleri, 2012; Sakamato ve Watanabe, 2016, 2017, 2018; Wong ve di\u011ferleri, 2022).<\/p>\n\n\n\n

Bu \u00e7al\u0131\u015fmalarda \u00e7o\u011funlukla malzeme alg\u0131s\u0131n\u0131n \u00e7ok boyutlulu\u011funu tan\u0131mlamak ve bunlarla ili\u015fkili ay\u0131rt edici sesleri belirlemek ama\u00e7lanm\u0131\u015ft\u0131r. \u00d6rne\u011fin genellikle p\u00fcr\u00fczs\u00fcz anlam\u0131na gelen Japonca sessembolik kelimelerin \/s\/ sesiyle ba\u015flad\u0131\u011f\u0131, sara-sara, sube-sube gibi; p\u00fcr\u00fczl\u00fc anlam\u0131na gelenlerin ise \/z\/ veya \/j\/ sesiyle ba\u015flad\u0131\u011f\u0131, \u00f6rne\u011fin zara-zara, jari-jari rapor edilmi\u015ftir (Watanabe ve di\u011ferleri, 2012). Bahsedilenler gibi ay\u0131rt edici seslerin yan\u0131 s\u0131ra sessembolik kelimelerin sessizsesli-sessiz-sesli yap\u0131s\u0131nda kelime ikilemelerinden olu\u015ftu\u011fu gibi kurallar da belirlenmi\u015ftir (Watanabe ve di\u011ferleri, 2012).<\/p>\n\n\n\n

Bunun ard\u0131ndan yap\u0131lan bir \u00e7al\u0131\u015fmada Sakamoto ve Watanabe (2017) malzeme alg\u0131s\u0131 uzay\u0131n\u0131 tan\u0131mlamak i\u00e7in malzemelerden yola \u00e7\u0131kmak yerine ara\u015ft\u0131rmalar\u0131na dokunmayla ilgili ses sembolik kelimeleri inceleyerek ba\u015flam\u0131\u015flard\u0131r. \u00d6nceki \u00e7al\u0131\u015fmada (Watanabe ve di\u011ferleri, 2012) belirlenen kurallar\u0131 da g\u00f6z \u00f6n\u00fcnde bulundurarak m\u00fcmk\u00fcn b\u00fct\u00fcn hece birle\u015fimlerinden yakla\u015f\u0131k 15000 kelime olu\u015fturmu\u015flard\u0131r. Ara\u015ft\u0131rmac\u0131lar \u00fc\u00e7 kat\u0131l\u0131mc\u0131n\u0131n se\u00e7imleri ve Google arama sonu\u00e7lar\u0131 ile kelimeler aras\u0131ndan en uygun 110 kelimeyi se\u00e7mi\u015fler, daha sonra bu kelimelerin \u00e7a\u011fr\u0131\u015ft\u0131rabilece\u011fi 120 malzemelik bir uyaran listesi olu\u015fturmu\u015flard\u0131r. Alg\u0131 \u00e7al\u0131\u015fmalar\u0131nda s\u0131kl\u0131kla kullan\u0131lan anlamsal farkl\u0131l\u0131klar metodunu (semantic differentiation method, Osgood ve di\u011ferleri, 1957; Yoshida, 1968) kullanmak i\u00e7in kat\u0131l\u0131mc\u0131lardan 120 malzemeye dokunup bunlar\u0131 p\u00fcr\u00fczl\u00fc\/p\u00fcr\u00fczs\u00fcz, kaygan\/yap\u0131\u015fkan, s\u0131cak\/so\u011fuk gibi 26 s\u0131fat \u00e7iftine g\u00f6re derecelendirmelerini istemi\u015flerdir. Derecelendirmelerin temel bile\u015fenler analizi sonucu \u00e7\u0131kan alg\u0131sal uzay\u0131 insanlardak i malzeme alg\u0131s\u0131n\u0131n boyutlar\u0131n\u0131 6 fakt\u00f6rle tan\u0131mlam\u0131\u015flard\u0131r: Duygusal (rahat, iyi, ho\u015f, tan\u0131d\u0131k), s\u00fcrt\u00fcnme (kaygan, \u0131slak), uyumluluk (sert, elastik, esnek), y\u00fczey (engebeli, p\u00fcr\u00fczs\u00fcz), hacim (a\u011f\u0131r, kal\u0131n), s\u0131cakl\u0131k (s\u0131cak\/so\u011fuk), do\u011fall\u0131k (do\u011fal\/yapay). Bu \u00e7al\u0131\u015fma bildi\u011fimiz kadar\u0131yla ses sembolizminden yola \u00e7\u0131k\u0131p malzeme alg\u0131s\u0131n\u0131n boyutlar\u0131n\u0131 tan\u0131mlamay\u0131 hedefleyen ve ses sembolik kelimelerin malzeme \u00f6zelliklerine dayanarak alg\u0131sal boyutlar\u0131n\u0131 \u00e7izen ilk \u00e7al\u0131\u015fmad\u0131r.<\/p>\n\n\n\n

Bu \u00e7al\u0131\u015fmalarda sadece dokunsal malzeme alg\u0131s\u0131 de\u011fil ayn\u0131 zamanda g\u00f6rsel uyaranlarla dil aras\u0131nda da ses sembolik ili\u015fkiler g\u00f6sterilmi\u015ftir. \u00d6rne\u011fin Japoncadaki ses-doku ili\u015fkisi \u00e7al\u0131\u015fmalar\u0131nda (Watanabe ve di\u011ferleri, 2012; Sakamoto ve Watanabe, 2017) baz\u0131 sistematik ili\u015fkiler oldu\u011fu g\u00f6zlenmi\u015ftir: pika pika, tsuya tsuya, teka teka gibi \/p\/, \/t\/, \/k\/ sesleri g\u00f6rsel alg\u0131 deneylerinde parlak y\u00fczeylerle ili\u015fkilendirilmi\u015ftir.<\/p>\n\n\n\n

Takiben yap\u0131lan bir ba\u015fka \u00e7al\u0131\u015fmada ise kat\u0131l\u0131mc\u0131lar \/b\/ ve \/p\/ sesleri yumu\u015fakl\u0131k, elastiklik, yap\u0131\u015fkanl\u0131k ve \u0131slakl\u0131kla ba\u011fda\u015ft\u0131rm\u0131\u015flard\u0131r. Buna kar\u015f\u0131n \/k\/ ve \/g\/ seslerinin esnememe, p\u00fcr\u00fczl\u00fcl\u00fck, kuruluk gibi tam tersi anlamlara denk geldikleri g\u00f6r\u00fclm\u00fc\u015ft\u00fcr (Sakamoto ve Watanabe, 2018).<\/p>\n\n\n\n

Ses sembolizminin malzemelerle ili\u015fkisine odaklanan \u00e7al\u0131\u015fmalar \u00e7o\u011funlukla Japonca ve tek tip \u00f6rneklemle yap\u0131lm\u0131\u015ft\u0131r. Bundan dolay\u0131 Buba\/Kiki etkisinde oldu\u011fu gibi \u00f6rneklem kar\u015f\u0131la\u015ft\u0131rarak diller ve k\u00fclt\u00fcrler aras\u0131 ortak noktalardan bahsetmek m\u00fcmk\u00fcn de\u011fildir.<\/p>\n\n\n\n

Evrensel \u00d6zellikler ve T\u00fcrk\u00e7ede Yans\u0131ma Kelimeler<\/h2>\n\n\n\n

Ses sembolik kelimeler bulunduran dillere bak\u0131ld\u0131\u011f\u0131nda baz\u0131 durumlarda ses-malzeme ili\u015fkilerindeki anlamlar\u0131n korundu\u011fu d\u00fc\u015f\u00fcn\u00fclebilir. Bilinen en kapsaml\u0131 \u00e7al\u0131\u015fmalardan birinde Blasi ve di\u011ferleri (2016), 359 soydan 4300\u2019e yak\u0131n dilin bulundu\u011fu bir veri taban\u0131 kullanm\u0131\u015flard\u0131r. Bu olduk\u00e7a kapsaml\u0131 \u00e7al\u0131\u015fmada bulunan diller aras\u0131 ortak sistematik ili\u015fkiler aras\u0131nda \/i\/ harfinin k\u00fc\u00e7\u00fck-minik anlaml\u0131 kelimelerde kullan\u0131lmas\u0131, dil kelimesinin kar\u015f\u0131l\u0131klar\u0131n\u0131n \/l\/ harfi, burun kelimesinin kar\u015f\u0131l\u0131klar\u0131n\u0131n ise \/n\/ harfi i\u00e7ermesi dikkat \u00e7ekicidir. Bu ortak \u00f6zellikler dilin rastlant\u0131sal olmad\u0131\u011f\u0131na i\u015faret edebilir fakat (daha k\u00fc\u00e7\u00fck \u00f6l\u00e7ekli olsa da) daha titiz \u00e7al\u0131\u015fmalara ihtiya\u00e7 devam etmektedir.<\/p>\n\n\n\n

Kelime yap\u0131lar\u0131n\u0131n incelenmesine ek olarak farkl\u0131 dillerdeki kelimelerin dile yabanc\u0131 olanlar taraf\u0131ndan nas\u0131l alg\u0131land\u0131\u011f\u0131na da bak\u0131lm\u0131\u015ft\u0131r. Ses sembolik etkilerin malzeme alg\u0131s\u0131ndaki rol\u00fc \u00e7o\u011funlukla Japoncadan \u00f6rneklerle \u00e7al\u0131\u015f\u0131lm\u0131\u015f ve bunlardan birinde (Wong ve di\u011ferleri, 2022) \u0130ngilizce ve Japonca konu\u015fan kat\u0131l\u0131mc\u0131lar aras\u0131ndaki ortak noktalara odaklan\u0131lm\u0131\u015ft\u0131r. Singapurlu, Amerikal\u0131 ve Japon kat\u0131l\u0131mc\u0131lar\u0131n yumu\u015fak-sert anlamlar\u0131ndaki \u00e7e\u015fitli ses sembolik kelimeleri \u00e7ok benzer \u015fekilde de\u011ferlendirdikleri g\u00f6zlenmi\u015ftir. \u00d6zellikler baz\u0131 ili\u015fkiler, \/g\/ sesinin sertlikle ba\u011fda\u015ft\u0131r\u0131lmas\u0131 gibi, kat\u0131l\u0131mc\u0131lar\u0131n k\u00fclt\u00fcrel veya linguistik ge\u00e7mi\u015flerinden ba\u011f\u0131ms\u0131z olarak kendilerini g\u00f6stermi\u015ftir.<\/p>\n\n\n\n

Yukar\u0131da bahsedilen \u00f6rneklere benzer \u015fekilde T\u00fcrk\u00e7ede de hem fiillerde (Z\u00fclfikar, 1995; Omuralieva, 2020) hem de yans\u0131ma kelimelerde (Z\u00fclfikar, 1995; 2007) bi\u00e7emlerdeki sesler ve kelime anlamlar\u0131 ile ilgili baz\u0131 kurallar vard\u0131r. \u00d6rne\u011fin \u015f\u0131r\u0131l \u015f\u0131r\u0131l yans\u0131ma kelimesinde oldu\u011fu gibi \/\u015f\/ sesinin birincil bi\u00e7emin (kelime k\u00f6k\u00fcn\u00fcn) ba\u015f\u0131nda olmas\u0131 suyun akmas\u0131 anlam\u0131na gelirken bu ses birincil bi\u00e7emin sonundaysa (h\u0131\u015f\u0131r h\u0131\u015f\u0131r kelimesinde oldu\u011fu gibi) s\u00fcrt\u00fcnmeden kaynakl\u0131 seslerle, bir ba\u015fka deyi\u015fle kuru malzemelerle ba\u011fda\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r (Z\u00fclfikar, 1995).<\/p>\n\n\n\n

Bir ba\u015fka \u00f6rnekte T\u00fcrk\u00e7edeki \u00e7\u0131t\u0131r \u00e7\u0131t\u0131r ve k\u0131t\u0131r k\u0131t\u0131r ikilemelerinin \u0130ngilizce (crunchy) ve Japonca (kari kari) kar\u015f\u0131l\u0131klar\u0131na bak\u0131ld\u0131\u011f\u0131nda \/k\/ ve \/\u00e7\/ gibi ortak seslerin gevreklik anlam\u0131yla ba\u011fda\u015ft\u0131r\u0131ld\u0131\u011f\u0131 g\u00f6r\u00fcl\u00fcr. Benzer \u015fekilde, pofur pofur anlam\u0131na gelen \u0130ngilizce (fluffy) ve Japonca (fuwa fuwa) kelimelerin hepsinde ortak \/f\/ (hatta Japoncada \/u\/) sesi ve haval\u0131\/havadar anlamlar\u0131 bulunmaktad\u0131r. Bunlar T\u00fcrk\u00e7e bilen ki\u015filere i\u00e7ebak\u0131\u015f\u00e7\u0131 bir anlam ifade etse de dilimizde yans\u0131ma kelimeler, bilindi\u011fi kadar\u0131yla, herhangi bir alg\u0131 deneyiyle sistematik olarak \u00e7al\u0131\u015f\u0131lmam\u0131\u015ft\u0131r.<\/p>\n\n\n\n

Tart\u0131\u015fma ve Sonu\u00e7<\/h2>\n\n\n\n

T\u00fcrk\u00e7e konu\u015fan \u00f6rneklemlerde yap\u0131lan \u00e7al\u0131\u015fmalarda da malzeme alg\u0131s\u0131n\u0131n \u00e7ok boyutlulu\u011fu g\u00f6sterilmi\u015ftir (D\u00f6vencio\u011flu ve di\u011ferleri, 2022; Cavdan ve D\u00f6vencio\u011flu, 2023; Y\u0131ld\u0131z ve D\u00f6vencio\u011flu, 2023). Bu \u00e7al\u0131\u015fmalardan birinde (D\u00f6vencio\u011flu ve di\u011ferleri, 2022) \u00fc\u00e7 boyutlu g\u00fcndelik malzemelerin alg\u0131sal boyutlar\u0131 tan\u0131mlanm\u0131\u015f, her bir boyuta \u00f6zg\u00fc ay\u0131rt edici el hareketi oldu\u011fu saptanm\u0131\u015ft\u0131r. Sunulan boyutlar\u0131n Japonca yap\u0131lan \u00e7al\u0131\u015fmalarda rapor edilen bulgularla b\u00fcy\u00fck \u00f6l\u00e7\u00fcde \u00f6rt\u00fc\u015ft\u00fc\u011f\u00fc g\u00f6r\u00fclm\u00fc\u015ft\u00fcr (Sakamoto ve Watanabe, 2017). Bunlar Japoncadaki sesmalzeme ili\u015fkisinin T\u00fcrk\u00e7ede de g\u00f6r\u00fclebilece\u011fine i\u015faret eder. Dahas\u0131 malzeme alg\u0131s\u0131n\u0131n bellek gibi yukar\u0131dan a\u015fa\u011f\u0131 s\u00fcre\u00e7lerden etkilenebilece\u011fi savunulmu\u015ftur (K\u0131l\u0131\u00e7 ve D\u00f6vencio\u011flu, 2023). Dolay\u0131s\u0131yla bu duyusal sinyallerin dil gibi bir ba\u015fka yukar\u0131dan a\u015fa\u011f\u0131 s\u00fcre\u00e7lerden etkilenmesi de beklenebilir.<\/p>\n\n\n\n

Ses sembolik kelimelerin bir alt grubu olan yans\u0131ma kelimeler T\u00fcrk\u00e7ede de yayg\u0131n olarak kullan\u0131l\u0131r fakat bu kelimelerle malzeme alg\u0131s\u0131 aras\u0131ndaki ili\u015fki hen\u00fcz ara\u015ft\u0131r\u0131lmam\u0131\u015ft\u0131r. Dilimizde sezgisel dil bilgisi (Akteker, 2022), dilbilim (Aky\u0131ld\u0131z Ay, 2017), pazarlama (Yaran \u00d6gel ve Bayraktaro\u011flu, 2020), kitap terc\u00fcmesi (Turan, 2021) ve benzeri konularda ses sembolik kelimeleri konu alan \u00e7al\u0131\u015fmalar olsa da duyusal sinyalleri ve do\u011frudan alg\u0131y\u0131 inceleyen \u00e7al\u0131\u015fmalara rastlanmam\u0131\u015ft\u0131r. Yukar\u0131da sunulan sebeplerden ses sembolik kelimelerin alg\u0131s\u0131n\u0131 deneysel psikoloji metotlar\u0131yla ara\u015ft\u0131ran \u00e7al\u0131\u015fmalara ihtiya\u00e7 vard\u0131r.<\/p>\n\n\n\n

T\u00fcrk\u00e7ede ses sembolizmi ve alg\u0131sal s\u00fcre\u00e7leri konu alacak \u00e7al\u0131\u015fmalar alanyaz\u0131na yapacaklar\u0131 katk\u0131lar a\u00e7\u0131s\u0131ndan de\u011ferli olacakt\u0131r. Bunun \u00f6tesinde, bu \u00e7al\u0131\u015fmalar dilbilim ve deneysel psikoloji i\u00e7in disiplinleraras\u0131 i\u015f birlikleri do\u011furabilmeleri a\u00e7\u0131s\u0131ndan \u00f6nem arz etmektedirler. Alanyaz\u0131ndaki geni\u015f kapsaml\u0131 \u00e7al\u0131\u015fmalarla bir meta analiz yap\u0131larak T\u00fcrk\u00e7e konu\u015fan \u00f6rneklemler kar\u015f\u0131la\u015ft\u0131r\u0131labilir, diller ve k\u00fclt\u00fcrler aras\u0131 ortak noktalar \u00e7al\u0131\u015f\u0131labilir. \u00c7ocuklarda \u00e7al\u0131\u015f\u0131l\u0131rsa bu konunun dil edinimi hakk\u0131nda bilgi verme potansiyeli y\u00fcksektir ve dil ediniminde zorluk ya\u015fayan topluluklarda rehabilitasyon ama\u00e7l\u0131 fayda sa\u011flanabilir.<\/p>\n\n\n\n

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

Akteker, O. (2022). Do\u011fal konu\u015fucunun ses sembolizmine dair sezgisel bilgileri \u00fczerine bir ara\u015ft\u0131rma. \u00c7ukurova \u00dcniversitesi T\u00fcrkoloji Ara\u015ft\u0131rmalar\u0131 Dergisi, 7(2), 1007\u20131035.<\/p>\n\n\n\n

Aky\u0131ld\u0131z Ay, D. (2017) Ses Sembolizmi ve Ses-Anlam Uyumunun Farkl\u0131 Bir S\u0131n\u0131fland\u0131rma Denemesi. T\u00fcrk Dili ve Edebiyat\u0131 Dergisi, Cilt: 57, Say\u0131: 57, s. 17\u201327.<\/p>\n\n\n\n

Blasi, D. E., Wichmann, S., Hammarstr\u00f6m, H., Stadler, P. F., & Christiansen, M. H. (2016). Sound\u2013meaning association biases evidenced across thousands of languages. Proceedings of the National Academy of Sciences, 113(39), 10818\u201310823.<\/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, 126(2), 165\u2013172.<\/p>\n\n\n\n

Brogaard, B., & Gatzia, D. E. (2017). Is color experience cognitively penetrable?. Topics in Cognitive Science, 9(1), 193\u2013214.<\/p>\n\n\n\n

Cavdan, M. ve D\u00f6vencio\u011flu, D. N. (2023) Dokunsal Yumu\u015fakl\u0131k Alg\u0131s\u0131na \u0130li\u015fkin Bir \u0130nceleme. Ankara \u00dcniversitesi Dil ve Tarih-Co\u011frafya Fak\u00fcltesi Dergisi, 63(2).<\/p>\n\n\n\n

\u0106wiek, A., Fuchs, S., Draxler, C., Asu, E. L., Dediu, D., Hiovain, K., \u2026 & Winter, B. (2022). The Bouba\/Kiki effect is robust across cultures and writing systems. Philosophical Transactions of the Royal Society B, 377(1841), 20200390.<\/p>\n\n\n\n

D\u00f6vencio\u01e7lu, D. N., \u00dcst\u00fcn, F. S., Doerschner, K., & Drewing, K. (2022). Hand explorations are determined by the characteristics of the perceptual space of real-world materials from silk to sand. Scientific Reports, 12(1), 14785.<\/p>\n\n\n\n

Erben Johansson, N., Anikin, A., Carling, G. & Holmer, A. (2020). The typology of sound symbolism: Defining macro-concepts via their semantic and phonetic features. Linguistic Typology, 24(2), 253\u2013310. https:\/\/doi.org\/10.1515\/lingty-2020-2034<\/a><\/p>\n\n\n\n

Firestone, C., & Scholl, B. J. (2016). Cognition does not affect perception: Evaluating the evidence for \u201ctop-down\u201d effects. Behavioral and brain sciences, 39, e229.<\/p>\n\n\n\n

Fort, M., Martin, A., & Peperkamp, S. (2015). Consonants are more important than vowels in the Bouba-Kiki effect. Language and Speech, 58(2), 247\u2013266.<\/p>\n\n\n\n

Fryer, L., Freeman, J., & Pring, L. (2014). Touching words is not enough: How visual experience influences haptic\u2013auditory associations in the \u201cBouba\u2013Kiki\u201d effect. Cognition, 132(2), 164\u2013173<\/p>\n\n\n\n

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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, 369(1651), 20130298.<\/p>\n\n\n\n

K\u0131l\u0131\u00e7, F. ve D\u00f6vencio\u011flu, D. N. (2023) Dokunsal Alg\u0131da Yukar\u0131dan A\u015fa\u011f\u0131 Etkilerden Belle\u011fin Rol\u00fc. T\u00fcrk Psikoloji Yaz\u0131lar\u0131, 26(51), 44\u201356.<\/p>\n\n\n\n

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