{"id":2164,"date":"2024-03-07T15:00:10","date_gmt":"2024-03-07T15:00:10","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=2164"},"modified":"2025-09-20T14:20:52","modified_gmt":"2025-09-20T14:20:52","slug":"calisma-belleginin-kisa-bir-tarihcesi-beril-sercem-sengul","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/calisma-belleginin-kisa-bir-tarihcesi-beril-sercem-sengul\/","title":{"rendered":"\u00c7al\u0131\u015fma Belle\u011finin K\u0131sa Bir Tarih\u00e7esi \u2014 Beril Sercem \u015eeng\u00fcl"},"content":{"rendered":"

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

Ege \u00dcniversitesi Psikoloji b\u00f6l\u00fcm\u00fcnden Dr. Cansu Pala\u2019n\u0131n, lisans \u00f6\u011frencilerinin \u00e7al\u0131\u015fmalar\u0131n\u0131 bir araya getirerek olu\u015fturdu\u011fu Psikoloji Tarihi Ar\u015fivi<\/a> bili\u015fsel bilimler i\u00e7in de\u011ferli bir kaynak olu\u015fturuyor.
Her biri bir psikoloji kavram\u0131n\u0131n tarihsel geli\u015fimini ele alan metinler, okuyuculara bili\u015fsel bilimin \u00e7al\u0131\u015fma alanlar\u0131yla da yak\u0131ndan ili\u015fkili fikir ve kuramlar\u0131n nas\u0131l ortaya \u00e7\u0131kt\u0131\u011f\u0131n\u0131 ve zaman i\u00e7inde nas\u0131l evrildi\u011fini kavrama f\u0131rsat\u0131 sunuyor. CogIST olarak T\u00fcrk\u00e7e\u2019ye \u00e7e\u015fitli bili\u015fsel bilim kaynaklar\u0131 kazand\u0131rma amac\u0131m\u0131z do\u011frultusunda bu ar\u015fivin g\u00f6r\u00fcn\u00fcrl\u00fc\u011f\u00fcn\u00fc artt\u0131rmay\u0131 \u00f6nemsiyor ve tarihsel perspektif odakl\u0131 bu metinleri geni\u015f bir kitleye ula\u015ft\u0131rmak i\u00e7in yeniden yay\u0131nl\u0131yoruz. \u015eu ana kadar yay\u0131nlad\u0131\u011f\u0131m\u0131z t\u00fcm Psikoloji Tarihi Ar\u015fivi yaz\u0131lar\u0131na buradan<\/a> ula\u015fabilirsiniz.<\/p>\n\n\n\n

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

\u0130nsanlar\u0131n \u00e7e\u015fitli bili\u015fsel g\u00f6revleri yerine getirebilmesi i\u00e7in birtak\u0131m bilgilere ula\u015fabilmesi, bunlar\u0131 zihinlerinde tutabilmesi ve gerekti\u011finde bilgileri geri getirebilmesi gerekir. Ya\u015fad\u0131\u011f\u0131m\u0131z anlar\u0131 kaydeden ve gerekti\u011finde hat\u0131rlamam\u0131za yard\u0131mc\u0131 olan bellek bu nedenle hayat\u0131m\u0131z\u0131n \u00e7ok \u00f6nemli bir par\u00e7as\u0131d\u0131r. Zihinsel bir i\u015flev olarak nitelendirilen \u201cbellek\u201d ve onun i\u015fleyi\u015fine ili\u015fkin ilgi bilim \u00f6ncesine de\u011fin uzanmakta ve d\u00fc\u015f\u00fcnce tarihi i\u00e7inde Descartes, Leibnitz, Main de Biran ve James gibi d\u00fc\u015f\u00fcn\u00fcrlerin farkl\u0131 bellek t\u00fcrlerine ili\u015fkin ortaya koyduklar\u0131 g\u00f6r\u00fc\u015fler g\u00fcncel yakla\u015f\u0131mlarla benzerlikler ta\u015f\u0131maktad\u0131r (Cang\u00f6z, 2005). Bunun yan\u0131 s\u0131ra, bellek \u00e7al\u0131\u015fmalar\u0131 deyince akla gelen Herman Ebbinghaus, Gustav Theodor Fechner\u2019\u0131n 1860\u2019ta yay\u0131mlanan \u201cPsikofizi\u011fin Elemanlar\u0131\u201d kitab\u0131ndan etkilenerek bellek \u00e7al\u0131\u015fmalar\u0131na ili\u015fkin ilk deneysel ara\u015ft\u0131rmalar\u0131 ba\u015flatm\u0131\u015f ve bu \u00e7al\u0131\u015fmalar\u0131n ilk ba\u015far\u0131l\u0131 uygulay\u0131c\u0131s\u0131 olmu\u015ftur (Schultz ve Schultz, 2015). Ebbinghaus belle\u011fi yaln\u0131zca bilgileri depolayan bir zihin eleman\u0131 olarak g\u00f6rm\u00fc\u015ft\u00fcr. Ebbinghaus\u2019tan y\u0131llar sonra ismini i\u015fitti\u011fimiz Barlett (1932) ise belle\u011fin salt depolama yapan bir yap\u0131 olmad\u0131\u011f\u0131n\u0131 belirtmi\u015ftir. Belle\u011fin yaln\u0131zca depolama yapmad\u0131\u011f\u0131n\u0131n en b\u00fcy\u00fck kan\u0131tlar\u0131ndan biri olarak kar\u015f\u0131m\u0131za \u00e7\u0131kan \u00e7al\u0131\u015fma belle\u011fi kavrama, \u00f6\u011frenme, ak\u0131l y\u00fcr\u00fctme gibi gerekli bilgiyi depolayan, i\u015fleyen ve manip\u00fcle edebilen bir sistemdir. \u00c7al\u0131\u015fma belle\u011fi bireyler i\u00e7in \u00e7evre ve zihin aras\u0131nda bir aray\u00fcz gibi \u00e7al\u0131\u015f\u0131r (Baddeley, 2017) ve g\u00fcn\u00fcm\u00fczde bili\u015fsel psikoloji alan\u0131n\u0131n \u00f6nemli ve pop\u00fcler bir ara\u015ft\u0131rma konusudur. Bu derleme \u00e7al\u0131\u015fmas\u0131nda; \u00e7al\u0131\u015fma belle\u011fi kavram\u0131n\u0131n ortaya \u00e7\u0131k\u0131\u015f\u0131, \u00e7al\u0131\u015fma belle\u011fine ili\u015fkin modeller, bu konuda tart\u0131\u015fmalara y\u00f6n vermi\u015f ara\u015ft\u0131rmac\u0131lar, \u00e7al\u0131\u015fma belle\u011finin de\u011ferlendirilmesinde kullan\u0131lan ara\u00e7lar, \u00e7al\u0131\u015fma belle\u011finin s\u0131kl\u0131kla birlikte \u00e7al\u0131\u015f\u0131ld\u0131\u011f\u0131 bili\u015fsel s\u00fcre\u00e7ler ve g\u00fcn\u00fcm\u00fczde \u00e7al\u0131\u015fma belle\u011finin ele al\u0131n\u0131\u015f bi\u00e7imleri tarihsel ba\u011flam\u0131nda aktar\u0131lacakt\u0131r.<\/p>\n\n\n\n

Kavramsal Temeller ve \u0130lk Model<\/strong><\/p>\n\n\n\n

Bilgisayarlar i\u00e7in kullan\u0131lmaya ba\u015flanan \u00e7al\u0131\u015fma belle\u011fi kavram\u0131, insanlar i\u00e7in ilk olarak \u00e7e\u015fitli kaynaklarda kullan\u0131lsa da bir model olarak ilk kez 1974\u2019te Baddeley\u2019in Graham Hitch ile yazd\u0131\u011f\u0131 makalede a\u00e7\u0131klan\u0131r (akt., Goldstein, s.238). Makalelerine at\u0131fta bulunduklar\u0131 Atkinson ve Shiffrin\u2019in (1968) modal modelinde \u00e7al\u0131\u015fma belle\u011fi k\u0131sa s\u00fcreli belle\u011fin bir bile\u015feni olarak belirtilir ancak Baddeley kendi modelinde bundan uzakla\u015farak farkl\u0131la\u015fmalara gider.<\/p>\n\n\n\n

Baddeley\u2019in 1986\u2019daki modeline g\u00f6re \u00e7al\u0131\u015fma belle\u011fi sisteminde \u00fc\u00e7 bile\u015fen vard\u0131r: (i) merkezi y\u00f6netici, (ii) fonolojik d\u00f6ng\u00fc ve (iii) g\u00f6rsel mek\u00e2nsal kopyalama. Fonolojik d\u00f6ng\u00fc, i\u015fitsel malzemeleri saklama ve manip\u00fcle etme g\u00f6revindeyken g\u00f6rsel-mek\u00e2nsal kopyalama ise benzerini g\u00f6rsel veya mek\u00e2nsal materyal i\u00e7in yapar (Baddeley ve ark., 2012). Fonolojik d\u00f6ng\u00fc, s\u00f6zel ve i\u015fitsel bilgileri yaln\u0131zca birka\u00e7 saniye tutmaktad\u0131r. Baddeley ve Hitch\u2019in (1974) yapt\u0131\u011f\u0131 bir \u00e7al\u0131\u015fmada kat\u0131l\u0131mc\u0131lar\u0131n yaln\u0131zca 1.5\u20132 saniye i\u00e7inde telaffuz ettikleri birimleri hat\u0131rlamada ba\u015far\u0131l\u0131 olduklar\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Merkezi y\u00f6netici ise problem \u00e7\u00f6zme, karar verme, kavramay\u0131 i\u00e7eren genel bir dikkat s\u00fcreci olarak \u00e7al\u0131\u015fmaktad\u0131r (Leana, 2009). Merkezi y\u00f6neticinin temelde d\u00f6rt i\u015flevinden bahsedilebilir: (a) Dikkatin odaklanmas\u0131, b\u00f6l\u00fcnmesi, ba\u015flat\u0131lmas\u0131 ve sonland\u0131r\u0131lmas\u0131, (b) alt sistemlerin birbirleriyle ve uzun s\u00fcreli bellek ile ili\u015fkilerinin kontrol edilmesi, \u00a9 \u00e7al\u0131\u015fma belle\u011fi i\u00e7indeki bilginin d\u00fczenlenmesi ve son olarak, (d) stratejilerin uygulanmas\u0131 (Baddeley, 2003). Baddeley (2017), fonolojik d\u00f6ng\u00fc ve g\u00f6rsel-mekansal kopyalamay\u0131 da y\u00f6neten merkezi y\u00f6neticiyi \u00e7al\u0131\u015fma belle\u011finin en \u00f6nemli bile\u015feni olarak ifade eder.<\/p>\n\n\n\n

\u00d6l\u00e7\u00fcm ve Di\u011fer Modeller<\/strong><\/p>\n\n\n\n

\u00c7al\u0131\u015fma belle\u011fi modeline ili\u015fkin s\u00f6z konusu geli\u015fmelerin ard\u0131ndan \u00e7al\u0131\u015fma belle\u011fi kapasitesinin \u00f6l\u00e7\u00fcm\u00fcne dair \u00e7e\u015fitli ara\u015ft\u0131rmalar yap\u0131lm\u0131\u015ft\u0131r. Bu ara\u015ft\u0131rmalar\u0131n bir k\u0131sm\u0131 \u00e7e\u015fitli uzam g\u00f6revleriyle \u00e7al\u0131\u015fma belle\u011finin genel kapasitesi ve ard\u0131ndan bireysel farkl\u0131l\u0131klar\u0131n \u00f6l\u00e7\u00fclmesi \u015feklinde geli\u015ftirilmi\u015ftir (Er, 1999). Daneman ve Carpenter\u2019\u0131n (1980) \u00e7al\u0131\u015fma belle\u011fi uzam\u0131na dair yapt\u0131\u011f\u0131 ilk \u00f6l\u00e7\u00fcmler ileride bu konu \u00fczerine \u00e7al\u0131\u015facak di\u011fer ara\u015ft\u0131rmac\u0131lar i\u00e7in alan a\u00e7m\u0131\u015ft\u0131r. Yazarlar \u00e7al\u0131\u015fma belle\u011fi kapasitesini \u00f6l\u00e7mede k\u0131sa s\u00fcreli belle\u011fi \u00f6l\u00e7mek i\u00e7in kullan\u0131lan testlerden yararlan\u0131lamayaca\u011f\u0131n\u0131 belirtmi\u015flerdir. Daneman ve Carpenter, \u00e7al\u0131\u015fma belle\u011finin hem depolama hem de i\u015fleme \u00f6zelli\u011fini \u00f6l\u00e7en okuma \u00f6l\u00e7\u00fcm aral\u0131\u011f\u0131 testini geli\u015ftirerek bu testin sonucunda okuma aral\u0131klar\u0131 daha geni\u015f olan kat\u0131l\u0131mc\u0131lar\u0131n kavrama testlerinde de daha ba\u015far\u0131l\u0131 olduklar\u0131n\u0131 g\u00f6rm\u00fc\u015flerdir (akt., Goldstein, 2013). Onlar\u0131n ard\u0131ndan Turner ve Engle (1989) i\u015flem uzam\u0131 g\u00f6revini (OSPAN) geli\u015ftirirler. Bu g\u00f6rev matematik i\u015flemi yaparken baz\u0131 kelimeleri de ak\u0131lda tutmay\u0131 i\u00e7ermektedir. Baddeley\u2019in modelinden sonra Er (1997), Anderson\u2019\u0131n 1983\u2019te ortaya att\u0131\u011f\u0131 \u201cbili\u015fin mimarisi\u201d modelinde de \u00e7al\u0131\u015fma belle\u011finin; farkl\u0131 bile\u015fenleri bir arada \u00e7al\u0131\u015fan, birle\u015fik bir sistem oldu\u011funu ve kal\u0131c\u0131 veya ge\u00e7ici s\u00f6zel bilgiyi i\u00e7erdi\u011fini ifade etmi\u015ftir. Bu modele g\u00f6re \u00e7al\u0131\u015fma belle\u011fi ile s\u00f6zel olarak ifade edilebilir bellek etkile\u015fim i\u00e7erisindedir.<\/p>\n\n\n\n

Cowan\u2019\u0131n (1999a) ortaya att\u0131\u011f\u0131 g\u00f6m\u00fcl\u00fc i\u015flevler teorisinde, \u00e7al\u0131\u015fma belle\u011fi ayr\u0131 bir yap\u0131<\/em> olmaktan ziyade dikkat ve uzun s\u00fcreli bellekten gelen; dil anlama, problem \u00e7\u00f6zme, karar verme gibi g\u00f6revlerin bilgisini tutan bir bili\u015fsel s\u00fcre\u00e7<\/em> olarak de\u011ferlendirilir. Bu g\u00f6revleri yapabilmek i\u00e7in gerekli bilgileri tutmak \u00e7al\u0131\u015fma belle\u011fini olu\u015fturur. S\u00f6z konusu modelde \u00e7al\u0131\u015fma belle\u011fi; dikkat oda\u011f\u0131ndaki bellek, oda\u011f\u0131n d\u0131\u015f\u0131nda ge\u00e7ici olarak etkinle\u015ftirilen bellek ve yeterince uygun geri getirme ipu\u00e7lar\u0131 ile etkin olmayan bellek \u00f6\u011feleri dahil olmak \u00fczere bir g\u00f6rev i\u00e7in eri\u015filebilecek t\u00fcm bilgileri i\u00e7eren karma\u015f\u0131k bir yap\u0131d\u0131r (Cowan, 1995; 1999b).<\/p>\n\n\n\n

Baddeley (2012), Cowan\u2019\u0131n (1995; 1999b) ortaya koydu\u011fu modelin kendi modelinden farkl\u0131 oldu\u011fu iddias\u0131na kar\u015f\u0131n bir\u00e7ok noktada da benzerlikleri yakalad\u0131\u011f\u0131n\u0131 belirtir. Buna \u00f6rnek olarak, Cowan ve arkada\u015flar\u0131n\u0131n s\u00f6zel k\u0131sa s\u00fcreli bellek ile fonolojik d\u00f6ng\u00fcn\u00fcn etkile\u015fime girdi\u011fi \u00e7al\u0131\u015fmas\u0131n\u0131 \u00f6rnek verir (Cowan, 1995; akt. Baddeley, 2012). Yani, k\u0131sa s\u00fcreli s\u00f6zel bellek ve fonolojik d\u00f6ng\u00fcn\u00fcn etkile\u015fimde olabilece\u011fini ifade eder. Cowan ortaya koydu\u011fu modeli ile Baddeley\u2019in modeli aras\u0131ndaki ili\u015fkiyi \u015f\u00f6yle bir benzetme ile aktar\u0131r:<\/p>\n\n\n\n

(\u2026.) Bir benzetme olarak, hen\u00fcz tamamen incelenmemi\u015f bir ev d\u00fc\u015f\u00fcn\u00fcn. (\u2026) Baddeley\u2019in (1986) model geli\u015ftirme tarz\u0131, bu evde bir mutfak, bir banyo, iki tane ayn\u0131 b\u00fcy\u00fckl\u00fckte yatak odas\u0131 ve bir salonun oldu\u011funu \u00f6ne s\u00fcrmeye benzetilebilir. Bu k\u00f6t\u00fc bir tahmin olmamakla birlikte, fazladan yatak odalar\u0131n\u0131n veya banyolar\u0131n olma, yatak odalar\u0131na ayr\u0131lan alan\u0131n farkl\u0131 b\u00fcy\u00fckl\u00fckteki iki oda olarak kullan\u0131lm\u0131\u015f olma veya evde ba\u015fka t\u00fcrden odalar\u0131n olma olas\u0131l\u0131klar\u0131n\u0131 s\u0131f\u0131ra indirmez. Cowan\u2019\u0131n yakla\u015f\u0131m\u0131ysa, evin yemek haz\u0131rlama, uyuma, banyo\/tuvalet ve ya\u015fam alan\u0131 b\u00f6l\u00fcmlerinden olu\u015ftu\u011funu \u00f6ne s\u00fcrmeye benzetilebilir. Bu yakla\u015f\u0131m var olan hi\u00e7bir \u015feyi g\u00f6z ard\u0131 etmemeye \u00e7al\u0131\u015f\u0131r, fakat baz\u0131 odalar\u0131n ayr\u0131nt\u0131lar\u0131 konusunda netlik sunma iddias\u0131nda de\u011fildir (Cowan, 2005, s. 42).<\/em><\/p>\n\n\n\n

Engle, Cantor ve Carullo (1992) taraf\u0131ndan geli\u015ftirilen \u201cgenel kapasite modeli,\u201d \u00e7al\u0131\u015fma belle\u011finin b\u00fct\u00fcnl\u00fckl\u00fc olarak tek bir bili\u015fsel yap\u0131 oldu\u011funu, konu\u015fma temelli ve g\u00f6rsel mek\u00e2nsal bilgiye dair i\u015flemlerin tek bir kayna\u011f\u0131 payla\u015ft\u0131\u011f\u0131n\u0131 belirtir. Ayr\u0131ca bili\u015fin mimarisi modeliyle benzer olarak genel kapasite modeli de \u00e7al\u0131\u015fma belle\u011fini s\u00f6zel olarak ifade edilebilir belle\u011fin bir par\u00e7as\u0131 olarak g\u00f6r\u00fcr. \u0130ki model aras\u0131ndaki bir ba\u015fka ortakl\u0131k ise, \u00e7al\u0131\u015fma belle\u011findeki bilgilerin belirli bir kritik e\u015fi\u011fi a\u015farak \u00e7al\u0131\u015fma belle\u011fine i\u015flendiklerine y\u00f6nelik yapt\u0131klar\u0131 a\u00e7\u0131klamad\u0131r (Conway ve Engle, 1994; Er, 1997). Buna g\u00f6re, \u00e7al\u0131\u015fma belle\u011finde i\u015fleme al\u0131nacak her bilgi bir aktivasyon d\u00fczeyine gelip kritik bir e\u015fi\u011fi a\u015farak ula\u015f\u0131labilir h\u00e2le gelir.<\/p>\n\n\n\n

Baddeley (2000), yaln\u0131zca g\u00f6rsel mek\u00e2nsal kopyalama ya da fonolojik d\u00f6ng\u00fc d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, \u00e7al\u0131\u015fma belle\u011finin beklenenden daha fazla kayna\u011f\u0131 oldu\u011funu belirtmi\u015f, modeline d\u00f6rd\u00fcnc\u00fc bir bile\u015fen olarak \u201cepizodik tamponu\u201d eklemi\u015ftir ve bu bile\u015fenin, genel olarak k\u0131s\u0131tl\u0131 bir s\u00fcrede anlamsal bilgileri ve farkl\u0131 bilgi t\u00fcrleri aras\u0131ndaki ili\u015fkileri depo etme g\u00f6revi oldu\u011funu savunmu\u015ftur. Epizodik tampon, uzun s\u00fcreli bellekle ileti\u015fim sa\u011flamakta ve \u00e7al\u0131\u015fma belle\u011finin kapasitesini art\u0131rmaktad\u0131r (Goldstein, 2013c).<\/p>\n\n\n\n

Daneman ve Carpenter\u2019\u0131n (1980) klasikle\u015fmi\u015f deneyine sad\u0131k kalarak yapt\u0131klar\u0131 ara\u015ft\u0131rmada Conway ve arkada\u015flar\u0131 (2003), \u00e7al\u0131\u015fma belle\u011fi kapasitesinin y\u00fcksek olmas\u0131n\u0131n daha iyi kavrama ve daha iyi ak\u0131l y\u00fcr\u00fctme becerileriyle ba\u011flant\u0131l\u0131 oldu\u011funu bulmu\u015flard\u0131r. Gathercole ve arkada\u015flar\u0131n\u0131n (2004) yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmada, Baddeley\u2019in modeline ba\u011fl\u0131 kalarak 4\u201315 ya\u015f grubunda yap\u0131lan \u00e7al\u0131\u015fma belle\u011fi kapasitesi \u00f6l\u00e7\u00fcmlerinde; \u00e7al\u0131\u015fma belle\u011finin mod\u00fcler yap\u0131s\u0131n\u0131n 6 ya\u015ftan itibaren var oldu\u011fu, \u00e7al\u0131\u015fma belle\u011finin her bir bile\u015feninin ise erken okul d\u00f6neminden ergenli\u011fe kadar i\u015flevsel kapasitelerini art\u0131rd\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/p>\n\n\n\n

G\u00fcncel Geli\u015fmeler<\/strong><\/p>\n\n\n\n

Teknolojideki geli\u015fmelerin de etkisiyle Unsworth ve arkada\u015flar\u0131 (2005), OSPAN g\u00f6revinin do\u011fru deneyci zamanlamas\u0131 problemini ortadan kald\u0131rmak ve bireylerin \u00e7al\u0131\u015fma belle\u011fi kapasitesini \u00f6l\u00e7mek amac\u0131yla OSPAN g\u00f6revinin otomasyonunu geli\u015ftirmi\u015flerdir. Bu otomasyon \u00e7al\u0131\u015fma belle\u011finin kapasitesinin \u00f6l\u00e7\u00fcm\u00fcn\u00fc kolayla\u015ft\u0131rm\u0131\u015ft\u0131r. \u00c7al\u0131\u015fmalar\u0131n\u0131n sonucunda OSPAN otomasyonunun g\u00fcvenilir (test-tekrar test g\u00fcvenilirli\u011fi .83) ve ge\u00e7erli bir \u00e7al\u0131\u015fma belle\u011fi kapasitesi \u00f6l\u00e7\u00fcm testi oldu\u011funu bulmu\u015flard\u0131r.<\/p>\n\n\n\n

Baddeley (2017), son y\u0131llarda dikkat \u00e7eken ve y\u00fckseli\u015fte olan konulardan biri olarak g\u00f6rsel k\u0131sa s\u00fcreli bellek ve \u00e7al\u0131\u015fma belle\u011finin ili\u015fkisine y\u00f6nelik ara\u015ft\u0131rmalar oldu\u011funu belirtmektedir. Bu konuda genel g\u00f6r\u00fc\u015f g\u00f6rsel k\u0131sa s\u00fcreli bellek ve g\u00f6rsel \u00e7al\u0131\u015fma belle\u011finin geni\u015f anlamda e\u015fanlaml\u0131 oldu\u011fu y\u00f6n\u00fcndedir (Logie ve Cowan, 2015). \u00c7al\u0131\u015fma belle\u011fine ili\u015fkin ara\u015ft\u0131rmalar\u0131n uygulamalar\u0131 psikiyatriden n\u00f6rofarmakolojiye ve hatta antropoloji gibi \u00e7ok \u00e7e\u015fitli alanlara yay\u0131lm\u0131\u015ft\u0131r. S\u00f6zgelimi, Wynn ve Coolidge (2010) paleantropoloji ara\u015ft\u0131rmalar\u0131nda Neandertaller ile Homo Sapiensler aras\u0131ndaki fark\u0131 incelerken \u00e7al\u0131\u015fma belle\u011fi ve muhakemenin evriminden de bahsederler.<\/p>\n\n\n\n

G\u00fcn\u00fcm\u00fcze yakla\u015f\u0131ld\u0131\u011f\u0131nda Cowan ve Logie (2015) \u00e7al\u0131\u015fma belle\u011fi ara\u015ft\u0131rmalar\u0131n\u0131n 40. y\u0131l\u0131n\u0131 kutlamak amac\u0131yla, bu alanda \u00e7al\u0131\u015fanlara arma\u011fan niteli\u011finde \u201cPerspectives on working memory: Introduction to the special issue<\/em>\u201d makalesini yazm\u0131\u015ft\u0131r.<\/p>\n\n\n\n

T\u00fcrkiye\u2019deki \u00e7al\u0131\u015fmalar incelendi\u011findeyse 1996\u20132020 aras\u0131nda Y\u00d6K Tez Merkezi (2021) web sitesinde, \u201c\u00e7al\u0131\u015fma belle\u011fi\u201d kavram\u0131n\u0131n ge\u00e7ti\u011fi 62 tez ba\u015fl\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr; bunlar\u0131n %50\u2019si psikoloji alan\u0131ndad\u0131r. \u00c7al\u0131\u015fma belle\u011fi ve ili\u015fkili bili\u015fsel s\u00fcre\u00e7lere y\u00f6nelik \u00e7al\u0131\u015fmalar T\u00fcrkiye\u2019de de yo\u011fun olarak \u00e7al\u0131\u015f\u0131lmaya devam etmektedir (bkz. G\u00fcnseli ve ark., 2015; Y\u00fcvr\u00fck ve ark. 2020).<\/p>\n\n\n\n

Sonu\u00e7 Yerine<\/strong><\/p>\n\n\n\n

Belle\u011fe ili\u015fkin ilk yakla\u015f\u0131mlar belle\u011fin bilgiyi depolama i\u015flevi \u00fczerine yo\u011funla\u015fm\u0131\u015ft\u0131r. Sonras\u0131nda bu yakla\u015f\u0131m Frederic Bartlett gibi ara\u015ft\u0131rmac\u0131lar\u0131n \u00e7al\u0131\u015fmalar\u0131yla de\u011fi\u015fmi\u015ftir. Goldstein (2013, s.256), bellek ile \u00e7e\u015fitli bili\u015fsel yap\u0131lar\u0131n etkile\u015fimini anlaman\u0131n en iyi yollar\u0131ndan birinin belle\u011fin dinamik y\u00f6n\u00fcn\u00fc anlamak oldu\u011funu belirtmektedir. \u00c7al\u0131\u015fma belle\u011fi, kendisini ele alan modellerce; kavrama, \u00f6\u011frenme, ak\u0131l y\u00fcr\u00fctme ve bilgiyi depolama olarak d\u00fc\u015f\u00fcn\u00fclm\u00fc\u015ft\u00fcr. Fakat \u00e7al\u0131\u015fma belle\u011fi, bilgiyi i\u015fleyen ve manip\u00fcle edebilen dinamik bir yap\u0131ya da sahiptir. \u00c7al\u0131\u015fma belle\u011finin do\u011fas\u0131na, kapasitesine ve ili\u015fkili oldu\u011fu bir\u00e7ok bili\u015fsel s\u00fcrece y\u00f6nelik yakla\u015f\u0131mlar zaman i\u00e7inde farkl\u0131l\u0131k g\u00f6stermi\u015ftir. \u0130lk modellemesi 1974\u2019te Baddeley ve Hitch taraf\u0131ndan ortaya at\u0131lan \u00e7al\u0131\u015fma belle\u011fi, bu modellemeden \u00f6nce k\u0131sa s\u00fcreli belle\u011fin bir par\u00e7as\u0131 olarak g\u00f6r\u00fcl\u00fcyor ve bilgiyi i\u015fleme, manip\u00fcle etme g\u00f6revlerinden bahsedilmiyordu. Bu modelde ise \u00e7al\u0131\u015fma belle\u011finin bilgiyi i\u015fleyen ve manip\u00fcle edebilen \u00e7ok bile\u015fenli do\u011fas\u0131 a\u00e7\u0131klanm\u0131\u015ft\u0131r. Model \u00fczerine yap\u0131lan \u00e7al\u0131\u015fmalar geni\u015f bir literat\u00fcr sunarak psikolojide \u00e7al\u0131\u015fma belle\u011fi i\u00e7in neredeyse en \u00e7ok kullan\u0131lan model h\u00e2lini alm\u0131\u015ft\u0131r. Baddeley\u2019in (1974) \u00e7al\u0131\u015fma belle\u011fi modeli ile Cowan\u2019\u0131n (1999) g\u00f6m\u00fcl\u00fc i\u015flevler teorisinin birbirine rakip ve z\u0131t teoriler gibi g\u00f6r\u00fcnd\u00fc\u011f\u00fc belirtilse de bir\u00e7ok ortakl\u0131\u011fa sahip oldu\u011fu belirtilmektedir. Sonraki ara\u015ft\u0131rmalar\u0131nda Baddeley de Cowan gibi \u00e7al\u0131\u015fma belle\u011fi s\u00fcre\u00e7lerinde dikkatin \u00f6nemine de\u011finmi\u015ftir (Baddeley, 2012). \u00c7al\u0131\u015fma belle\u011finin kapasitesine ili\u015fkin olarak da bir\u00e7ok ara\u015ft\u0131rma y\u00fcr\u00fct\u00fclm\u00fc\u015f, \u00f6l\u00e7\u00fclmesi i\u00e7in okuma \u00f6l\u00e7\u00fcm aral\u0131\u011f\u0131 ve i\u015flem uzam\u0131 gibi testler geli\u015ftirilmi\u015ftir. Bu ara\u015ft\u0131rmalar\u0131n ard\u0131ndan \u00e7al\u0131\u015fma belle\u011fi kapasitesine ili\u015fkin bireysel farkl\u0131l\u0131klar ortaya \u00e7\u0131km\u0131\u015ft\u0131r. \u00c7al\u0131\u015fma belle\u011finin i\u00e7 dinamiklerinden edinilen bilgiler ile birlikte \u00e7al\u0131\u015fma belle\u011finin ili\u015fkili olabilece\u011fi di\u011fer bili\u015fsel s\u00fcre\u00e7ler ara\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalara bakt\u0131\u011f\u0131m\u0131zda y\u0131llar i\u00e7inde en \u00e7ok \u00e7al\u0131\u015f\u0131lan konular\u0131n duygular, karar verme s\u00fcre\u00e7leri, problem \u00e7\u00f6zme, zek\u00e2 oldu\u011funu g\u00f6rmek m\u00fcmk\u00fcnd\u00fcr. 40 y\u0131l\u0131 a\u015fan ara\u015ft\u0131rma tarihinde, \u00e7al\u0131\u015fma belle\u011fine ili\u015fkin ke\u015ffedilen bilgiler \u00e7ok fazla oldu\u011fu gibi ara\u015ft\u0131rmac\u0131lar taraf\u0131ndan cevaplar\u0131 hen\u00fcz bulunmam\u0131\u015f sorular da mevcuttur ve ara\u015ft\u0131r\u0131lmaya devam edilmektedir.<\/p>\n\n\n\n

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

Atkinson, R. C. ve Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence ve J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory, 2 (s. 89\u2013195). Academic Press.<\/p>\n\n\n\n

Baddeley, A. D. ve Hitch, G. (1975). Working memory. G. H. Bower (Eds.), The psychology of learning and motivation (s.47\u201389). Academic Press.<\/p>\n\n\n\n

Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, (4) 417\u2013423.<\/p>\n\n\n\n

Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature Reviews\/Neuroscience (4), 829\u2013839.<\/p>\n\n\n\n

Baddeley, A. (2012). Working Memory: Theories, Models, and Controversies. Annual Reviews Psychology (63), 1\u201329.<\/p>\n\n\n\n

Baddeley, A., Banse, R., Huang, Y. ve Page, M. (2012). Working memory and emotion: Detecting the hedonic detector. Journal of Cognitive Psychology, 24(1), 6\u201316.<\/p>\n\n\n\n

Barlett, F.C. (1932). Remembering: A study in experimental and social psychology. Cambridge, \u0130ngiltere Cambridge Universitesi Yay\u0131nlar\u0131.<\/p>\n\n\n\n

Baddeley, A. (2017, 19 Ocak). Working memory. Serious Science. http:\/\/serious-science.org\/working-memory-7982<\/a><\/p>\n\n\n\n

Cang\u00f6z, B. (2005). Ge\u00e7mi\u015ften g\u00fcn\u00fcm\u00fcze belle\u011fi a\u00e7\u0131klamaya y\u00f6nelik yakla\u015f\u0131mlara k\u0131sa bir bak\u0131\u015f. Hacettepe \u00dcniversitesi Edebiyat Fak\u00fcltesi Dergisi (22)1, 51\u201362.<\/p>\n\n\n\n

Conway, A. R. ve Engle, R. W. (1994). Working memory and retrieval: a resource-dependent inhibition model. Journal of Experimental Psychology: General, 123(4), 354.<\/p>\n\n\n\n

Conway, A. R. A., Kane, M. J., ve Engle, R. W. (2003). Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences, 7(12), 547\u2013552. doi:10.1016\/j.tics.2003.10.005<\/p>\n\n\n\n

Cowan, N. (1999a). An embedded-process model of working memory. In, A. Miyake, ve P. Shah (Ed.), Models of working memory: Mechanisms of active maintenance and executive control. s. 62.<\/p>\n\n\n\n

Cowan, N. (1999b). An embedded-process model of working memory. In, A. Miyake, ve P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control. s. 67.<\/p>\n\n\n\n

Cowan, N. (2005). Working memory capacity. Psychology Press.<\/p>\n\n\n\n

Daneman, M. ve Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of verbal learning and verbal behavior, 19(4), 450\u2013466.<\/p>\n\n\n\n

Engle R.W., Cantor, J. ve Carullo, J. J. (1992). Individual differences in working memory and comprehension: A test of four hypotheses. Journal of Experimental Psychology: Learning, Memory and Cognition, 8(5), 72\u201392. doi: 10.1037\/\/0278\u20137393.18.5.972. PMID: 1402719.<\/p>\n\n\n\n

Er, N. (1997). \u00c7al\u0131\u015fma belle\u011finin yap\u0131sal ve i\u015flemsel kapasitesinin incelenmesi. T\u00fcrk Psikoloji Dergisi, 12(39), 1\u201321.<\/p>\n\n\n\n

Er, N. (1999). \u00c7al\u0131\u015fma belle\u011finde g\u00f6rsel-mekansal kopyalama ve fonolojik d\u00f6ng\u00fc bile\u015fenleri a\u00e7\u0131s\u0131ndan kaynak da\u011f\u0131l\u0131m\u0131. T\u00fcrk Psikoloji Dergisi, 14(43), 35\u201358.<\/p>\n\n\n\n

Gathercole, S. E., Pickering, S. J., Ambridge, B., ve Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177\u2013 190. doi:10.1037\/0012- 1649.40.2.177<\/p>\n\n\n\n

Goldstein, B.E. (2013). Bili\u015fsel Psikoloji (O. G\u00fcnd\u00fcz, \u00c7ev.). \u0130stanbul: Kakn\u00fcs Yay\u0131nlar\u0131 (Orijinal \u00c7al\u0131\u015fma Bas\u0131m Tarihi 2008).<\/p>\n\n\n\n

Goldstein, B.E. (2013c). Bili\u015fsel Psikoloji (O. G\u00fcnd\u00fcz, \u00c7ev.). \u0130stanbul: Kakn\u00fcs Yay\u0131nlar\u0131 (Orijinal \u00c7al\u0131\u015fma Bas\u0131m Tarihi 2008). s. 247.<\/p>\n\n\n\n

G\u00fcnseli, E., van Moorselaar, D., Meeter, M. ve Olivers, C. N. (2015). The reliability of retro-cues determines the fate of noncued visual working memory representations. Psychonomic bulletin & review, 22(5), 1334\u20131341.<\/p>\n\n\n\n

Leana, M. Z. (2009). \u00dcst\u00fcn ve normal \u00f6\u011frencilerin y\u00f6netici i\u015flevlerinin ve \u00e7al\u0131\u015fma belleklerinin de\u011ferlendirilmesi ve ihtiya\u00e7lar\u0131na y\u00f6nelik e\u011fitim program\u0131n\u0131n uygulanmas\u0131. (Yay\u0131nlanmam\u0131\u015f doktora tezi). \u0130stanbul \u00dcniversitesi, \u0130stanbul.<\/p>\n\n\n\n

Logie, R.H. ve Cowan, N. (2015). Perspectives on working memory: \u0130ntroduction to the special issue. Memory & Cognition, 43, 315\u2013324.<\/p>\n\n\n\n

Schultz, D. P. ve Schultz, S. E. (2015). A history of modern psychology. Cengage Learning.<\/p>\n\n\n\n

Turner, M. L., ve Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory & Language, 28, 127\u2013154.<\/p>\n\n\n\n

Unsworth, N., Heitz, R. P., Schrock, J. C., ve Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37(3), 498\u2013 505. doi:10.3758\/bf03192720<\/p>\n\n\n\n

Y\u00fcksek \u00d6\u011fretim Kurumu Tez Merkezi (2021). \u00c7al\u0131\u015fma Belle\u011fi kavram\u0131n\u0131 ba\u015fl\u0131\u011f\u0131nda i\u00e7eren tezler. (21.01.2020 tarihinde al\u0131nm\u0131\u015ft\u0131r.) https:\/\/tez.yok.gov.tr\/UlusalTezMerkezi\/tezSorguSonucYeni.jsp<\/a><\/p>\n\n\n\n

Y\u00fcvr\u00fck, E., Kapucu, A. ve Amado, S. (2020). The effects of emotion on working memory: Valence versus motivation. Acta Psychologica, 202, 102983.<\/p>\n\n\n\n

Wynn, T. & Coolidge, F.L. (2010). Beyond symbolism and language: An introduction to supplement 1, working memory. Current. Anthropology. 51, 5\u201316.<\/p>","protected":false},"featured_media":2165,"template":"","meta":{"_acf_changed":false},"event_publishing_tags":[94,91,93,234,136,691,64,90,233,92,323,76,80,81,135,96],"kategori":[725],"class_list":["post-2164","blog_content","type-blog_content","status-publish","has-post-thumbnail","hentry","event_publishing_tags-bilis","event_publishing_tags-bilissel","event_publishing_tags-bilissel-bilim","event_publishing_tags-bilissel-psikoloji","event_publishing_tags-calisma-bellegi","event_publishing_tags-cogist","event_publishing_tags-cognition","event_publishing_tags-cognitive","event_publishing_tags-cognitive-psychology","event_publishing_tags-cognitive-science","event_publishing_tags-cogsci","event_publishing_tags-mind","event_publishing_tags-psikoloji","event_publishing_tags-psychology","event_publishing_tags-working-memory","event_publishing_tags-zihin","kategori-yazi"],"acf":[],"_links":{"self":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/2164","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\/2164\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media\/2165"}],"wp:attachment":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media?parent=2164"}],"wp:term":[{"taxonomy":"event_publishing_tags","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/event_publishing_tags?post=2164"},{"taxonomy":"kategori","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/kategori?post=2164"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}