{"id":2154,"date":"2024-01-18T15:00:11","date_gmt":"2024-01-18T15:00:11","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2154"},"modified":"2025-09-20T14:16:57","modified_gmt":"2025-09-20T14:16:57","slug":"cocuk-gelisiminde-dil-ve-nedensellik-ebru-ger","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/cocuk-gelisiminde-dil-ve-nedensellik-ebru-ger\/","title":{"rendered":"\u00c7ocuk Geli\u015fiminde Dil ve Nedensellik \u2014 Ebru Ger"},"content":{"rendered":"

Dr. Ebru Ger doktoras\u0131n\u0131 geli\u015fim psikolojisi alan\u0131nda 2021 y\u0131l\u0131nda Z\u00fcrih \u00dcniversitesi\u2019nde tamamlam\u0131\u015ft\u0131r. \u015eu an Bern \u00dcniversitesi\u2019nde doktora sonras\u0131 ara\u015ft\u0131rmac\u0131 olarak \u00e7al\u0131\u015fmaktad\u0131r. \u00c7ocuklarda dil ve ileti\u015fim geli\u015fimi, nedensellik alg\u0131s\u0131, y\u00fcr\u00fct\u00fcc\u00fc i\u015flevler, mizah anlay\u0131\u015f\u0131 gibi pek \u00e7ok farkl\u0131 alanda ara\u015ft\u0131rmalar y\u00fcr\u00fctmektedir.<\/em><\/p>\n\n\n\n

Konu\u015ftu\u011fumuz dil d\u00fc\u015f\u00fcncelerimizi etkiler mi? Dil olmadan da d\u00fc\u015f\u00fcnebilir miyiz? Bunlar en az 100 y\u0131l\u0131 a\u015fk\u0131nd\u0131r filozoflar, psikologlar, dilbilimciler ve di\u011fer bir\u00e7ok alandan insan\u0131n \u00fczerine d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fc \u00f6nemli sorular. Yan\u0131t\u0131 ise halen tart\u0131\u015fmaya a\u00e7\u0131k olmakla birlikte \u00f6ne s\u00fcr\u00fclm\u00fc\u015f farkl\u0131 teoriler ve fikirler var. Bunlardan daha radikal olan\u0131, dil olmadan d\u00fc\u015f\u00fcnmenin m\u00fcmk\u00fcn olmad\u0131\u011f\u0131n\u0131 iddia eder nitelikte. Daha az kat\u0131 olan\u0131 ise dilin d\u00fc\u015f\u00fcnceyi m\u00fcmk\u00fcn k\u0131ld\u0131\u011f\u0131 de\u011fil yaln\u0131zca etkiledi\u011fi ya da \u015fekillendirdi\u011fi y\u00f6n\u00fcnde. Renk, m\u00fczik, yer-y\u00f6n, say\u0131 sayma gibi pek \u00e7ok bili\u015f alan\u0131nda, \u00f6zellikle farkl\u0131 diller konu\u015fan insanlarla y\u00fcr\u00fct\u00fclm\u00fc\u015f, ilgin\u00e7 deneyler bu teoriyi destekleyecek y\u00f6nde bulgular ortaya \u00e7\u0131karm\u0131\u015flard\u0131r. \u00d6rne\u011fin, T\u00fcrk\u00e7edeki mavi ve lacivert gibi a\u00e7\u0131k ve koyu mavi tonlar\u0131 i\u00e7in iki farkl\u0131 s\u00f6zc\u00fck kullanan bir dili konu\u015fan biri, farkl\u0131 s\u00f6zc\u00fckler kullanmayan bir dili konu\u015fan birine g\u00f6re farkl\u0131 s\u00f6zc\u00fcklerle ifade etme s\u0131n\u0131r\u0131ndaki renk tonlar\u0131n\u0131 daha iyi ayr\u0131\u015ft\u0131rd\u0131\u011f\u0131 g\u00f6zlemlenmi\u015ftir (Winawer et al., 2007). Ancak dilinde a\u00e7\u0131k ve koyu gibi yaln\u0131zca iki renk s\u00f6zc\u00fc\u011f\u00fc bulunan bir dili konu\u015fan insanlar\u0131n da renkleri bir\u00e7ok rengi isimlendiren bir dili konu\u015fan insanlar kadar iyi ayr\u0131\u015ft\u0131rd\u0131\u011f\u0131 da g\u00f6zlenmi\u015ftir (Heider & Olivier, 1972). Yani bu iki bulguyu bir araya getirerek, dilin d\u00fc\u015f\u00fcnceyi (ya da bu ba\u011flamda alg\u0131y\u0131) m\u00fcmk\u00fcn k\u0131lmaktan ziyade etkiledi\u011fini s\u00f6ylemek daha do\u011fru olacakt\u0131r. Dilin d\u00fc\u015f\u00fcnceyi etkilemesi yaln\u0131zca yeti\u015fkinlerde de\u011fil \u00e7ocuk geli\u015fiminde de g\u00f6zlenmekte ve \u00f6nemli bir ara\u015ft\u0131rma alan\u0131 te\u015fkil etmektedir.<\/p>\n\n\n\n

Dilin d\u00fc\u015f\u00fcnceyi etkileyebilece\u011fini ara\u015ft\u0131ran bir ba\u015fka bili\u015f alan\u0131 da nedenselliktir. Nedensellik alg\u0131s\u0131, bir olay\u0131n nedenleri ve sonu\u00e7lar\u0131n\u0131 kavrayabilmek ve aralar\u0131ndaki ili\u015fkiyi anlayabilmek olarak tan\u0131mlan\u0131r. Bu kavram, d\u00fcnyay\u0131 anlamland\u0131rmak, \u00f6\u011frenmek, ileriyi tahmin etmek ve planlama yapmak gibi temel yetiler i\u00e7in olduk\u00e7a \u00f6nemli ve gereklidir (Gopnik et al., 2004, 2007). Nedensellik alg\u0131s\u0131, \u00f6zellikle erken \u00e7ocuklukta geli\u015fme g\u00f6steren bir aland\u0131r. Daha 6 ayl\u0131k bebeklerin bile baz\u0131 temel nedensellik ili\u015fkilerini, b\u00fcy\u00fck ihtimalle biyolojik bir haz\u0131rl\u0131k vas\u0131tas\u0131yla anlad\u0131\u011f\u0131 g\u00f6sterilmi\u015ftir (Cohen & Amsel, 1998; Kotovsky & Baillargeon, 2000; Leslie & Keeble, 1987). \u00d6rne\u011fin, bebekler dura\u011fan bir nesnenin arkas\u0131ndan ona yakla\u015fan hareket halindeki bir nesnenin yaln\u0131zca ona \u00e7arpmas\u0131 durumunda harekete ge\u00e7ece\u011fini, arkadaki hareketli nesne \u00f6ndeki dura\u011fan nesneye \u00e7arpmaz da \u00f6ncesinde durursa \u00f6ndeki nesneyi harekete ge\u00e7irmeyece\u011fini bilmektedir. Yine ayn\u0131 ya\u015ftaki bebekler, bir nesnenin form de\u011fi\u015ftirmesine, \u00f6rne\u011fin k\u0131r\u0131lmas\u0131na, dura\u011fan ba\u015fka bir nesnenin de\u011fil ama bir insan elinin neden olabilece\u011fini beklemektedir (Muentener & Carey, 2010). Yani erken \u00e7ocuklukta zaman-uzamsal temas ve insan unsuru nedensellik alg\u0131s\u0131 i\u00e7in elzem \u00f6\u011felerdir. Ancak \u00e7ocuklar geli\u015fim boyunca bu \u00f6\u011feleri ihlal eden durumlar\u0131n da ba\u015fka yollar arac\u0131l\u0131\u011f\u0131yla nedensel olabilece\u011fini \u00f6\u011frenmektedir. \u00d6rne\u011fin, bir nesnenin direkt bir fiziksel temas olmadan, mesela bir kablo ba\u011flant\u0131s\u0131yla, ba\u015fka bir nesneyi aktive edebilece\u011fini 2 ya\u015f\u0131ndaki \u00e7ocuklar beklemezken 4 ya\u015f\u0131ndaki \u00e7ocuklar beklemektedir (Bonawitz et al., 2010; Meltzoff, 1995; Muentener et al., 2012). Bu noktada dil \u00f6nemli bir rol oynamaktad\u0131r. E\u011fer bir yeti\u015fkin bu nesnenin di\u011fer nesneyi aktive etti\u011fini nedensel bir dil kullanarak ifade ederse (\u00f6rn. The block made the toy go \u201cBlok oyunca\u011f\u0131 \u00e7al\u0131\u015ft\u0131rd\u0131\u201d ) 2 ya\u015f\u0131ndaki \u00e7ocuklar da nedensel ili\u015fkiyi anlayabilmektedir (Bonawitz et al., 2010, Muentener et al., 2012). \u00dcstelik yine nedensel yap\u0131da \u00f6zne ve nesneyi i\u00e7eren ancak dilde var olan bir fiil yerine uydurma bir fiille belirtilen bir c\u00fcmle kullan\u0131lsa bile (\u00f6rn. \u201cBlok oyunca\u011f\u0131 FEZdi\u201d ) \u00e7ocuklar bu nedensel dilden yararlanarak nedenselli\u011fi anlamaktad\u0131r (Ger et al., 2022). Bu noktada dilin genel anlamda nedenselli\u011fi g\u00f6r\u00fcn\u00fcr k\u0131lma etkisinden s\u00f6z edebiliriz. En ba\u015fta bahsetti\u011fimiz farkl\u0131 dillerin alg\u0131da yaratt\u0131\u011f\u0131 farklara d\u00f6nersek, bir di\u011fer \u00f6nemli soru ise hangi dili konu\u015ftu\u011fumuza ba\u011fl\u0131 olarak nedensellik alg\u0131m\u0131z\u0131n de\u011fi\u015fip de\u011fi\u015fmeyece\u011fidir.<\/p>\n\n\n\n

Bu konuda \u00f6zellikle \u00e7ocuklarla yap\u0131lan ara\u015ft\u0131rmalar artmakla beraber halen k\u0131s\u0131tl\u0131. Nedenselli\u011fi ifade etmek anlam\u0131nda diller birka\u00e7 alanda farkl\u0131la\u015f\u0131rlar. Bir tanesi nedensellik belirten c\u00fcmlelerde \u00f6zne olarak kullan\u0131lmaya a\u00e7\u0131k olan ettirgen unsurlar\u0131n (agent) neler olabilece\u011fidir. \u00d6rne\u011fin \u0130ngilizcede hem canl\u0131 hem cans\u0131z varl\u0131klar bu ettirgen unsur konumunda kabul g\u00f6r\u00fcrken Japoncada bu unsurlar \u00e7o\u011funlukla canl\u0131 ve kazara de\u011fil kas\u0131tl\u0131 hareket eden varl\u0131klard\u0131r. Kanero ve arkada\u015flar\u0131n\u0131n (2016) Japonca konu\u015fan ve \u0130ngilizce konu\u015fan \u00e7ocuklarda y\u00fcr\u00fctt\u00fc\u011f\u00fc kar\u015f\u0131la\u015ft\u0131rmal\u0131 bir \u00e7al\u0131\u015fmada 4 ya\u015f\u0131na kadar her iki grup \u00e7ocuk da canl\u0131 ve kas\u0131tl\u0131 varl\u0131klar\u0131 nedensellik belirten c\u00fcmlelerin \u00f6znesi olarak kabul ederken 4 ya\u015f\u0131ndan itibaren \u0130ngilizce konu\u015fan \u00e7ocuklar Japonca konu\u015fan \u00e7ocuklara nazaran \u201cMikrodalga kahveyi \u0131s\u0131tt\u0131\u201d c\u00fcmlesindeki gibi cans\u0131z varl\u0131klar\u0131 \u00f6zne olarak kabul etmeye daha yatk\u0131n olmu\u015flard\u0131r. Benzer bir \u015fekilde Japonca konu\u015fan \u00e7ocuklar kazara bir \u015feye sebebiyet veren unsurlar\u0131 \u0130ngilizce konu\u015fan \u00e7ocuklara oranla \u00e7ok daha az \u00f6zne olarak kullanm\u0131\u015flard\u0131r. Mesela yanl\u0131\u015fl\u0131kla bir balon patlatan bir adam\u0131 g\u00f6rd\u00fcklerinde Japonca konu\u015fanlar \u2018Balon patlad\u0131\u2019 gibi bir c\u00fcmle yap\u0131s\u0131n\u0131 tercih ederken \u0130ngilizce konu\u015fanlar \u201cAdam balonu patlatt\u0131\u201d gibi bir c\u00fcmle yap\u0131s\u0131n\u0131 tercih etmi\u015flerdir (Okuno et al., 2020).<\/p>\n\n\n\n

Dillerin farkl\u0131la\u015ft\u0131\u011f\u0131 bir di\u011fer alansa nedenselli\u011fi belirtmek i\u00e7in spesifik bir ek kullan\u0131p kullan\u0131lmad\u0131\u011f\u0131d\u0131r. \u00d6rne\u011fin, T\u00fcrk\u00e7e de -dir, -ir, -t gibi belli ba\u015fl\u0131, ettirgenlik eki olarak da bilinen nedensellik ekleri vard\u0131r. Bunlardan en s\u0131k g\u00f6r\u00fcleni -dir ekidir. \u201cAli g\u00fcl\u00fcyor\u201d ve \u201cAy\u015fe Ali\u2019yi g\u00fcld\u00fcr\u00fcyor\u201d c\u00fcmlelerinde oldu\u011fu gibi g\u00fclmek fiiline -dir ettirgenlik eki eklenerek g\u00fclme eylemi nedensel olan g\u00fcld\u00fcrme eylemine d\u00f6nm\u00fc\u015ft\u00fcr. Ba\u015fka dillerde b\u00f6yle spesifik ekler yerine nedensel anlam\u0131 halihaz\u0131rda i\u00e7inde bar\u0131nd\u0131ran fiiller veya yard\u0131mc\u0131 fiiller kullan\u0131lmaktad\u0131r. Tek g\u00f6revi nedensellik belirtmek olan bu t\u00fcr saydam ekler kullanan bir dili konu\u015fan \u00e7ocuklar acaba nedenselli\u011fi de daha iyi anl\u0131yor olabilir mi? Ger ve arkada\u015flar\u0131 (2021, 2022) bu saydam ekleri i\u00e7eren bir dil olan T\u00fcrk\u00e7e ile b\u00f6yle ekler i\u00e7ermeyen bir dil olan \u0130svi\u00e7re Almancas\u0131n\u0131 hedef ald\u0131\u011f\u0131 ve bu dilleri konu\u015fan 2.5\u20134 ya\u015f aral\u0131\u011f\u0131ndaki \u00e7ocuklarla kar\u015f\u0131la\u015ft\u0131rmal\u0131 olarak y\u00fcr\u00fctt\u00fc\u011f\u00fc \u00e7al\u0131\u015fmalarda \u00e7ocuklar\u0131n anadillerindeki bu farkl\u0131l\u0131ktan \u00f6t\u00fcr\u00fc nedensellik alg\u0131lar\u0131nda olu\u015fabilecek bir fark bulmam\u0131\u015flard\u0131r. \u00d6rne\u011fin, T\u00fcrk\u00e7e konu\u015fan \u00e7ocuklar \u201cK\u0131z mavi bir oyuncak FEZdirdi\u201d ya da \u201cK\u00fcp arabay\u0131 FEZdirdi\u201d gibi bir nedensel c\u00fcmle duymu\u015flard\u0131r. \u0130svi\u00e7re Almancas\u0131 konu\u015fan \u00e7ocuklar da ayn\u0131 c\u00fcmlelerin i\u00e7inde nedensellik eki i\u00e7ermeyen \u0130svi\u00e7re Almancas\u0131 kar\u015f\u0131l\u0131klar\u0131n\u0131 (\u00f6rn. \u201cS\u2019Meitli h\u00e4t s\u2019blaue Spilz\u00fcg g\u2019TAMMt\u201d ) duymu\u015flard\u0131r. Her iki dil grubundaki \u00e7ocuklar da bu c\u00fcmleleri duymalar\u0131 \u00fczerine anlaml\u0131 ve benzer oranda nedensellik \u00e7\u0131kar\u0131m\u0131 yapm\u0131\u015flard\u0131r. Yani en az\u0131ndan incelenen bu ya\u015f aral\u0131\u011f\u0131nda \u00e7ocuklar\u0131n anadillerindeki yap\u0131sal ipu\u00e7lar\u0131n\u0131 kullanarak nedensel bir anlam \u00e7\u0131kar\u0131m\u0131 yapt\u0131klar\u0131 g\u00f6zlense de T\u00fcrk\u00e7edeki saydam ettirgenlik eklerinin bu nedensellik \u00e7\u0131kar\u0131m\u0131 i\u00e7in ek bir avantaj sa\u011flad\u0131\u011f\u0131na dair bir bulgu g\u00f6zlenmemi\u015ftir. Ancak bu alandaki \u00e7al\u0131\u015fmalar diller aras\u0131 yap\u0131sal farkl\u0131l\u0131klar\u0131n nedensellik \u00fczerine etkisini hen\u00fcz yeni yeni ara\u015ft\u0131rmakta olup daha net sonu\u00e7lara varmak i\u00e7in farkl\u0131 metotlar ve ya\u015f gruplar\u0131yla yap\u0131lacak benzer \u00e7al\u0131\u015fmalara ihtiya\u00e7 duyulmaktad\u0131r.<\/p>\n\n\n\n

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

Ger, E., Stuber, L., K\u00fcntay, A. C., G\u00f6ksun, T., Stoll, S., & Daum, M. M. (2021). Influence of causal language on causal understanding: A comparison between Swiss German and Turkish. Journal of Experimental Child Psychology, 210, 105182. https:\/\/doi.org\/10.1016\/j.jecp.2021.105182<\/a><\/p>\n\n\n\n

Ger, E., K\u00fcntay, A. C., G\u00f6ksun, T., Stoll, S., & Daum, M. M. (2022). Do typological differences in the expression of causality influence preschool children\u2019s causal event construal?. Language and Cognition, 14(2), 161\u2013184. https:\/\/doi.org\/10.1017\/langcog.2021.26<\/a><\/p>\n\n\n\n

Bonawitz, E. B., Ferranti, D., Saxe, R., Gopnik, A., Meltzoff, A. N., Woodward, J., & Schulz, L. E. (2010). Just do it? Investigating the gap between prediction and action in toddlers\u2019 causal inferences. Cognition, 115(1), 104\u2013117. https:\/\/doi.org\/10.1016\/j.cognition.2009.12.001<\/a><\/p>\n\n\n\n

Cohen, L. B., & Amsel, G. (1998). Precursors to infants\u2019 perception of the causality of a simple event. Infant Behavior and Development, 21(4), 713\u2013731. https:\/\/doi.org\/10.1016\/S0163-6383(98)90040-6<\/a><\/p>\n\n\n\n

Gopnik, A., Schulz, L., Schulz, L. E., & Press, O. U. (2007). Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press, USA<\/p>\n\n\n\n

Gopnik, A., Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: causal maps and Bayes nets. Psychological Review, 111(1), 3\u201332. https:\/\/doi.org\/10.1037\/0033-295X.111.1.3<\/a><\/p>\n\n\n\n

Heider, E. R., & Olivier, D. C. (1972). The structure of the color space in naming and memory for two languages. Cognitive Psychology, 3, 337\u2013354. https:\/\/doi.org\/10.1016\/0010-0285(72)90011-4<\/a><\/p>\n\n\n\n

Kanero, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Can a microwave heat up coffee? How English-and Japanese-speaking children choose subjects in lexical causative sentences. Journal of Child Language, 43(5), 993\u20131019. https:\/\/doi.org\/10.1017\/S0305000915000331<\/a><\/p>\n\n\n\n

Kotovsky, L., & Baillargeon, R. (2000). Reasoning about collisions involving inert objects in 7.5-month-old infants. Developmental Science, 3(3), 344\u2013359. https:\/\/doi.org\/10.1111\/1467-7687.00129<\/a><\/p>\n\n\n\n

Leslie, A. M., & Keeble, S. (1987). Do six-month-old infants perceive causality? Cognition, 25(3), 265\u2013288. https:\/\/doi.org\/10.1016\/S0010-0277(87)80006-9<\/a><\/p>\n\n\n\n

Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31(5), 838. https:\/\/doi.org\/10.1037\/0012-1649.31.5.838<\/a><\/p>\n\n\n\n

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Muentener, P., & Carey, S. (2010). Infants\u2019 causal representations of state change events. Cognitive Psychology, 61(2), 63\u201386. https:\/\/doi.org\/10.1016\/j.cogpsych.2010.02.001<\/a><\/p>\n\n\n\n

Winawer, J., Witthoft, N., Frank, M. C., Wu, L., Wade, A. R., & Boroditsky, L. (2007). Russian blues reveal effects of language on color discrimination. Proceedings of the National Academy of Sciences, 104(19), 7780\u20137785. https:\/\/doi.org\/10.1073\/pnas.0701644104<\/a><\/p>","protected":false},"featured_media":2155,"template":"","meta":{"_acf_changed":false},"event_publishing_tags":[91,93,210,234,1131,691,90,209,233,92,323,206,1130,207,87,931,1129,62,211,208,88,930,89,1132,167,168,106,80,164,81],"kategori":[725],"class_list":["post-2154","blog_content","type-blog_content","status-publish","has-post-thumbnail","hentry","event_publishing_tags-bilissel","event_publishing_tags-bilissel-bilim","event_publishing_tags-bilissel-gelisim","event_publishing_tags-bilissel-psikoloji","event_publishing_tags-causality","event_publishing_tags-cogist","event_publishing_tags-cognitive","event_publishing_tags-cognitive-development","event_publishing_tags-cognitive-psychology","event_publishing_tags-cognitive-science","event_publishing_tags-cogsci","event_publishing_tags-development","event_publishing_tags-development-of-language","event_publishing_tags-developmental-psychology","event_publishing_tags-dil","event_publishing_tags-dil-edinimi","event_publishing_tags-dil-gelisimi","event_publishing_tags-dilbilim","event_publishing_tags-gelisim","event_publishing_tags-gelisimsel-psikoloji","event_publishing_tags-language","event_publishing_tags-language-acquisition","event_publishing_tags-linguistics","event_publishing_tags-nedensellik","event_publishing_tags-neurolinguistics","event_publishing_tags-norodilbilim","event_publishing_tags-psikodilbilim","event_publishing_tags-psikoloji","event_publishing_tags-psycholinguistics","event_publishing_tags-psychology","kategori-yazi"],"acf":[],"_links":{"self":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/2154","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\/2154\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media\/2155"}],"wp:attachment":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media?parent=2154"}],"wp:term":[{"taxonomy":"event_publishing_tags","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/event_publishing_tags?post=2154"},{"taxonomy":"kategori","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/kategori?post=2154"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}