{"id":862,"date":"2020-05-13T15:00:10","date_gmt":"2020-05-13T15:00:10","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=blog_content&p=862"},"modified":"2025-08-13T19:07:42","modified_gmt":"2025-08-13T19:07:42","slug":"dil-ve-dusunce-etkilesimleri-ercenur-unal","status":"publish","type":"blog_content","link":"https:\/\/cog-ist.com\/en\/blog_content\/dil-ve-dusunce-etkilesimleri-ercenur-unal\/","title":{"rendered":"Dil ve D\u00fc\u015f\u00fcnce Etkile\u015fimleri \u2014 Ercenur \u00dcnal"},"content":{"rendered":"

Dr. Ercenur \u00dcnal doktoras\u0131n\u0131 bili\u015fsel psikoloji alan\u0131nda 2016 y\u0131l\u0131nda, University of Delaware\u2019de tamamlad\u0131. \u015eu anda ise \u00d6zye\u011fin \u00dcniversitesi\u2019nde Psikoloji B\u00f6l\u00fcm\u00fc\u2019nde \u00f6\u011fretim \u00fcyesidir.<\/em><\/p>\n\n\n\n

G\u00fcnl\u00fck hayat\u0131m\u0131zda ba\u015f\u0131m\u0131za gelen olaylar\u0131, \u00e7evremizde g\u00f6rd\u00fcklerimizi veya d\u00fc\u015f\u00fcncelerimizi ba\u015fkalar\u0131yla payla\u015fmak i\u00e7in s\u00fcrekli dili kullan\u0131yoruz. Ancak d\u00fcnyada kullan\u0131lan pek \u00e7ok farkl\u0131 dil var ve bu diller kavramlar\u0131 ifade edi\u015fleri bak\u0131m\u0131ndan bir hayli \u00e7e\u015fitlilik g\u00f6steriyor. \u00d6rne\u011fin, bir arkada\u015f\u0131n\u0131z\u0131n iki g\u00fcn \u00f6nce ofisinizdeki bitkileri sulad\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcn. Ge\u00e7mi\u015fte ya\u015fanan bu olay\u0131 anlat\u0131rken \u0130ngilizce konu\u015fuyorsan\u0131z olay\u0131n ne zaman ger\u00e7ekle\u015fti\u011fini belirtmeniz gerekirken, Mandarin \u00c7incesi konu\u015fuyorsan\u0131z zamanla ilgili bu bilgiyi vermenize gerek olmaz. Ayn\u0131 olay\u0131 anlat\u0131rken T\u00fcrk\u00e7e konu\u015fuyorsan\u0131z arkada\u015f\u0131n\u0131z\u0131n bitkileri sulad\u0131\u011f\u0131na tan\u0131k olup olmad\u0131\u011f\u0131n\u0131z\u0131 -d\u0131\u2019l\u0131 veya -m\u0131\u015f\u2019l\u0131 ge\u00e7mi\u015f zaman\u0131 kullanarak eklemeniz gerekir. Bu durumda anadili \u0130ngilizce, \u00c7ince, T\u00fcrk\u00e7e veya ba\u015fka bir dil olan ki\u015filerin d\u00fcnyay\u0131 alg\u0131lama \u015fekilleri ve d\u00fc\u015f\u00fcnce yap\u0131lar\u0131 birbirinden farkl\u0131 m\u0131? Ba\u015fka bir deyi\u015fle, dil d\u00fc\u015f\u00fcnce yap\u0131m\u0131z\u0131 \u015fekillendiriyor mu? Bu soru, yakla\u015f\u0131k 100 y\u0131ld\u0131r dilbilim, felsefe, psikoloji ve antropoloji alanlar\u0131nda hararetli tart\u0131\u015fmalara yol a\u00e7m\u0131\u015f ve tarih\u00e7esinin uzunlu\u011fundan da anla\u015f\u0131laca\u011f\u0131 \u00fczere \u201cevet\u201d veya \u201chay\u0131r\u201d \u015feklinde basit\u00e7e cevaplanamayan bir soru. Bu yaz\u0131da dil-d\u00fc\u015f\u00fcnce ili\u015fkisi \u00fczerine tart\u0131\u015fmalar\u0131n ortaya \u00e7\u0131k\u0131\u015f\u0131n\u0131 ve zaman i\u00e7inde ge\u00e7irdi\u011fi de\u011fi\u015fimleri anlataca\u011f\u0131m.<\/p>\n\n\n\n

Dil-d\u00fc\u015f\u00fcnce ili\u015fkisi \u00fczerine tart\u0131\u015fmalar 20. y\u00fczy\u0131l\u0131n ba\u015flar\u0131nda Edward Sapir ve \u00f6\u011frencisi Benjamin Lee Whorf\u2019un \u00f6ne s\u00fcrd\u00fc\u011f\u00fc dilde g\u00f6recelilik<\/em> veya Sapir-Whorf<\/em> hipotezi ile ortaya \u00e7\u0131kt\u0131.(1,2) Bu hipoteze g\u00f6re d\u00fc\u015f\u00fcncelerimizi dil yoluyla ifade etti\u011fimiz i\u00e7in d\u00fc\u015f\u00fcnceyi dilden ayr\u0131 tutmak m\u00fcmk\u00fcn de\u011fil. Dolay\u0131s\u0131yla yukar\u0131da anlat\u0131lan diller aras\u0131 \u00e7e\u015fitlilik anadili farkl\u0131 olan ki\u015filerin d\u00fc\u015f\u00fcnce yap\u0131lar\u0131na da yans\u0131r ve dil d\u00fc\u015f\u00fcnceyi \u015fekillendirir. Bu hipotezin ortaya \u00e7\u0131k\u0131\u015f\u0131nda Sapir\u2019in hocas\u0131 Franz Boas\u2019\u0131n 1800\u2019lerin sonunda yapt\u0131\u011f\u0131 bir saha \u00e7al\u0131\u015fmas\u0131nda Eskimo dillerinde kar<\/em> kavram\u0131n\u0131 ifade eden kelime da\u011farc\u0131\u011f\u0131n\u0131n ba\u015fka dillere k\u0131yasla \u00e7ok daha zengin oldu\u011funu g\u00f6zlemlemesinin \u00f6nemli bir yeri var. Sapir ve Whorf\u2019un hipotezine g\u00f6re Eskimolar, dillerindeki \u00e7e\u015fitlilik nedeniyle ba\u015fka dilleri konu\u015fan ki\u015filere k\u0131yasla kar<\/em> kavram\u0131 hakk\u0131nda \u00e7ok daha detayl\u0131 bir d\u00fc\u015f\u00fcnce sistemine sahip. Hatta bu hipotezi bir ad\u0131m daha ileriye ta\u015f\u0131yarak dilin d\u00fc\u015f\u00fcnceyi belirledi\u011fini yani bir kavram\u0131n bir dilde kar\u015f\u0131l\u0131\u011f\u0131 olmad\u0131\u011f\u0131 durumlarda o dili konu\u015fan ki\u015filerin o kavram\u0131 alg\u0131layamayacaklar\u0131 bile s\u00f6ylenebilir. Ba\u015fka bir deyi\u015fle, anadili T\u00fcrk\u00e7e olan biri kar kavram\u0131 hakk\u0131nda ne kadar u\u011fra\u015fsa da Eskimolar kadar detayl\u0131 d\u00fc\u015f\u00fcnemez.<\/p>\n\n\n\n

Dilin d\u00fc\u015f\u00fcnceyi \u015fekillendirebilme ihtimali her ne kadar ilgi \u00e7ekici olsa da yaln\u0131zca dildeki kelime da\u011farc\u0131\u011f\u0131na bakarak, yani d\u00fc\u015f\u00fcnceyi g\u00f6zlemlemeden, d\u00fc\u015f\u00fcnce yap\u0131s\u0131n\u0131n nas\u0131l oldu\u011funa dair \u00e7\u0131kar\u0131mlar yapmak bilimsel olarak pek de sa\u011fl\u0131kl\u0131 bir yakla\u015f\u0131m de\u011fil. Nitekim, 1950\u2019lerde bili\u015fsel bilimlerin y\u00fckseli\u015fiyle birlikte d\u00fc\u015f\u00fcnce yap\u0131s\u0131n\u0131, yani alg\u0131, dikkat, bellek gibi dil haricindeki bili\u015fsel s\u00fcre\u00e7lerin nas\u0131l i\u015fledi\u011fini g\u00f6zlemleyen ara\u015ft\u0131rmalar dil ve d\u00fc\u015f\u00fcnce ili\u015fkisine dair farkl\u0131 bir tablo ortaya koyarak dilde g\u00f6recelili\u011fe kar\u015f\u0131t bir g\u00f6r\u00fc\u015f\u00fcn ortaya \u00e7\u0131k\u0131\u015f\u0131na vesile oldu. Evrenselci<\/em> olarak isimlendirilen ve Noam Chomsky, Jerry Fodor, Steven Pinker ve Lila Gleitman\u2019\u0131n \u00f6nemli temsilcilerinden oldu\u011fu bu g\u00f6r\u00fc\u015fe g\u00f6re d\u00fc\u015f\u00fcncelerimizi ve kavramlar\u0131m\u0131z\u0131 bir \u00f6l\u00e7\u00fcde do\u011fu\u015ftan gelen yetilerimizle, bir \u00f6l\u00e7\u00fcde de etraf\u0131m\u0131zdaki fiziksel d\u00fcnyay\u0131 deneyimleyerek olu\u015fturuyoruz.(3\u20136) Dil ise b\u00fcy\u00fck \u00f6l\u00e7\u00fcde evrensel olan bu d\u00fc\u015f\u00fcnceleri ve kavramlar\u0131 ifade etmek i\u00e7in kullan\u0131lan bir ara\u00e7. Kavramlar farkl\u0131 dillerde farkl\u0131 \u015fekillerde ifade edilse bile, dildeki bu farklar ki\u015filerin d\u00fc\u015f\u00fcnce sistemlerine yans\u0131m\u0131yor; \u00e7\u00fcnk\u00fc kavramlar dil edinilmeden \u00f6nce olu\u015fturuluyor.<\/p>\n\n\n\n

Evrenselci g\u00f6r\u00fc\u015fe destek veren ilk bilimsel bulgular renklerin alg\u0131lanmas\u0131 ve isimlendirilmesi alan\u0131nda g\u00f6r\u00fcld\u00fc. Fiziksel olarak alg\u0131lanabilen 2 milyona yak\u0131n renk tonu olmas\u0131na ra\u011fmen, dilde renk farkl\u0131l\u0131klar\u0131n\u0131 ifade etmek i\u00e7in kulland\u0131\u011f\u0131m\u0131z s\u00f6zc\u00fckler s\u0131n\u0131rl\u0131. Yani, hi\u00e7bir dilde 2 milyon tane renk s\u00f6zc\u00fc\u011f\u00fc yok. Ancak bir yandan da farkl\u0131 dillerde farkl\u0131 say\u0131da renk s\u00f6zc\u00fckleri var. \u00d6rne\u011fin Papua Yeni Gine\u2019de ya\u015fayan Dani halk\u0131n\u0131n dilinde sadece iki temel renk s\u00f6zc\u00fc\u011f\u00fc varken (a\u00e7\u0131k<\/em> ve koyu<\/em>), \u0130ngilizce, Frans\u0131zca veya T\u00fcrk\u00e7e\u2019de renkler \u00e7ok daha detayl\u0131 bir \u015fekilde isimlendiriliyor (k\u0131rm\u0131z\u0131<\/em>, mavi<\/em>, turuncu, turkuaz<\/em>). Peki dildeki renk s\u00f6zc\u00fcklerinin say\u0131s\u0131 renk alg\u0131s\u0131n\u0131 etkiliyor mu? Eleanor Rosch ve meslekta\u015flar\u0131n\u0131n ara\u015ft\u0131rmalar\u0131 Dani halk\u0131n\u0131n dillerinde yaln\u0131zca iki temel renk s\u00f6zc\u00fc\u011f\u00fc olmas\u0131na ra\u011fmen, renkleri hat\u0131rlamada anadili \u0130ngilizce olan Amerikal\u0131lardan farkl\u0131 olmad\u0131klar\u0131n\u0131 g\u00f6steriyor.(7) Buna g\u00f6re dilin d\u00fc\u015f\u00fcnceyi etkilemedi\u011fi sonucuna varabiliriz.<\/p>\n\n\n\n

Bu ilk \u00e7al\u0131\u015fmalar\u0131n ard\u0131ndan dil-d\u00fc\u015f\u00fcnce ili\u015fkisi \u00fczerine tart\u0131\u015fmalar evrenselci g\u00f6r\u00fc\u015f\u00fcn lehine sonu\u00e7lanm\u0131\u015f gibi g\u00f6r\u00fcnse de 1990\u2019lardan itibaren teknolojik geli\u015fmelerin ara\u015ft\u0131rma y\u00f6ntemlerine yans\u0131mas\u0131 ve diller-aras\u0131 kar\u015f\u0131la\u015ft\u0131rmal\u0131 \u00e7al\u0131\u015fmalar\u0131n art\u0131\u015f\u0131yla birlikte bu ili\u015fki yeniden tart\u0131\u015f\u0131lmaya ba\u015flad\u0131. B\u00f6ylelikle dil-d\u00fc\u015f\u00fcnce ili\u015fkisinin do\u011fas\u0131na dair daha \u00f6nce \u00f6nerilen hipotezler bilimsel ara\u015ft\u0131rmalarda test edilebildi ve sonu\u00e7larla desteklenemeyen hipotezler elendi. Bunlardan biri dilin d\u00fc\u015f\u00fcnce \u00fczerinde belirleyici bir rol\u00fc oldu\u011funu savunan dilde determinizm<\/em> g\u00f6r\u00fc\u015f\u00fc. Yukar\u0131da anlat\u0131ld\u0131\u011f\u0131 gibi bu g\u00f6r\u00fc\u015f dilde kar\u015f\u0131l\u0131\u011f\u0131 olmayan kavramlar\u0131n d\u00fc\u015f\u00fcn\u00fclemedi\u011fini \u00f6ne s\u00fcr\u00fcyor. Ancak geli\u015fim psikolojisi alan\u0131ndaki \u00e7al\u0131\u015fmalar bebeklerin baz\u0131 kavramlar\u0131, bu kavramlar\u0131 dilde ifade etmeye ya da ifade eden s\u00f6zc\u00fckleri anlamaya ba\u015flamadan \u00e7ok daha \u00f6nce anlayabildiklerini g\u00f6steriyor.(8,9) Benzer \u015fekilde, primatlar\u0131n say\u0131lar, mek\u00e2nsal\/uzamsal ili\u015fkiler ve (bir \u00f6l\u00e7\u00fcde) zihinsel durumlar\u0131 anlayabildi\u011fini g\u00f6steren ara\u015ft\u0131rmalar(10) da dil olmadan da d\u00fc\u015f\u00fcncenin olabilece\u011fini ortaya koyuyor.<\/p>\n\n\n\n

Dil-d\u00fc\u015f\u00fcnce ili\u015fkisini \u00fczerine yak\u0131n zamandaki tart\u0131\u015fmalar dilin ne zaman ve hangi ko\u015fullar alt\u0131nda d\u00fc\u015f\u00fcnceyi etkileyebilece\u011fi \u00fczerinde yo\u011funla\u015ft\u0131. Dan Slobin\u2019in \u00f6ne s\u00fcrd\u00fc\u011f\u00fc konu\u015fmak i\u00e7in d\u00fc\u015f\u00fcnmek<\/em> hipotezine g\u00f6re dilin etkileri en \u00e7ok d\u00fc\u015f\u00fcncelerimizi dile aktard\u0131\u011f\u0131m\u0131z s\u00fcre\u00e7te yani konu\u015fmaya ba\u015flamadan hemen \u00f6nce g\u00f6r\u00fclebilir.(11) D\u00fc\u015f\u00fcncelerimizi dil yoluyla ifade etmemiz gerekti\u011finde konu\u015ftu\u011fumuz dilin yap\u0131s\u0131n\u0131 ve s\u00f6zc\u00fck da\u011farc\u0131\u011f\u0131n\u0131 dikkate almam\u0131z gerekir. Bu nedenle konu\u015furken kavramlar\u0131n hangi \u00f6zelliklerini ifade edeceksek konu\u015fmaya ba\u015flamadan \u00f6nce de dikkatimizi bu \u00f6zelliklere y\u00f6neltiriz. Anna Papafragou ve meslekta\u015flar\u0131n\u0131n anadili \u0130ngilizce ve Yunanca olan yeti\u015fkinlerin dikkat s\u00fcre\u00e7lerini inceledikleri bir \u00e7al\u0131\u015fman\u0131n sonu\u00e7lar\u0131 bu hipotezi destekler nitelikte.(12) Bu sonu\u00e7lara g\u00f6re, bir \u00e7ocu\u011fun ko\u015farak bir \u00e7ad\u0131ra girdi\u011fini g\u00f6zlemleyen bir Amerikal\u0131 bu olay\u0131 \u0130ngilizce anlat\u0131rken hareketin nas\u0131l yap\u0131ld\u0131\u011f\u0131n\u0131 ifade eden bir fiil kullanaca\u011f\u0131 i\u00e7in \u00e7ocu\u011fun ko\u015ftu\u011funa daha \u00e7ok dikkat eder. Ayn\u0131 olay\u0131 izleyen bir Yunan, olay\u0131 Yunanca anlat\u0131rken hareketin y\u00f6n\u00fcn\u00fc ifade eden bir fiil kullanaca\u011f\u0131 i\u00e7in \u00e7ocu\u011fun \u00e7ad\u0131r\u0131n i\u00e7ine girdi\u011fine daha \u00e7ok dikkat eder. Yani anadili farkl\u0131 olan ki\u015filer konu\u015fmaya ba\u015flamadan \u00f6nce dile ba\u011fl\u0131 olarak farkl\u0131 \u015feylere dikkat ederler. Ancak burada esas \u00e7arp\u0131c\u0131 olan nokta bu farkl\u0131l\u0131klar\u0131n yaln\u0131zca konu\u015fmaya ba\u015flamadan \u00f6nce, yani dilin de dahil oldu\u011fu durumlarda g\u00f6zlenmesidir. Anadili \u0130ngilizce ve Yunanca olan yeti\u015fkinler ayn\u0131 olaylar\u0131 yaln\u0131zca sessiz bir \u015fekilde izlediklerinde, yani olay\u0131 daha sonra anlatmalar\u0131 gerekmedi\u011finde, hareketin y\u00f6n\u00fcne de nas\u0131l yap\u0131ld\u0131\u011f\u0131na da benzer s\u00fcrelerde dikkat ederler.<\/p>\n\n\n\n

Dilin d\u00fc\u015f\u00fcnce \u00fczerindeki etkilerinin ne kadar kal\u0131c\u0131 oldu\u011funu anlamak i\u00e7in deneysel y\u00f6ntemler kullanarak d\u00fc\u015f\u00fcn\u00fcrken dili devre d\u0131\u015f\u0131 b\u0131rakmaya \u00e7al\u0131\u015fabiliriz. Bu y\u00f6ntemde kat\u0131l\u0131mc\u0131lar s\u0131n\u0131fland\u0131rma, hat\u0131rlama, alg\u0131lama gibi s\u00f6zel olmayan bir i\u015flemi tamamlarken bir yandan da dil becerilerini me\u015fgul eden ikinci bir i\u015flem yaparlar. Mesela, bir yandan iki kart\u0131n ayn\u0131 renk olup olmad\u0131\u011f\u0131n\u0131 ay\u0131rt etmeye \u00e7al\u0131\u015f\u0131rken bir yandan da 980 say\u0131s\u0131ndan iki\u015fer iki\u015fer geriye do\u011fru sayarlar. E\u011fer d\u00fc\u015f\u00fcnsel s\u00fcre\u00e7ler anadile ba\u011fl\u0131 olarak kal\u0131c\u0131 bir de\u011fi\u015fim ge\u00e7irmi\u015fse dili me\u015fgul eden ikinci i\u015flemin bir etkisi olmamas\u0131 beklenir. Yani diller aras\u0131 farklar\u0131n korunmas\u0131 gerekir. Bu y\u00f6ntemi kullanan bir \u00e7al\u0131\u015fma dillerinde mavinin farkl\u0131 tonlar\u0131 i\u00e7in tek bir temel renk s\u00f6zc\u00fc\u011f\u00fc kullanan Amerikal\u0131larla, mavinin a\u00e7\u0131k ve koyu tonlar\u0131 i\u00e7in farkl\u0131 temel renk s\u00f6zc\u00fckleri kullanan Ruslar\u0131n renk alg\u0131lar\u0131n\u0131 kar\u015f\u0131la\u015ft\u0131rm\u0131\u015ft\u0131r.(13) Asl\u0131nda her iki grup da mavi rengin iki farkl\u0131 tonunun g\u00f6rsel olarak birbirinden farkl\u0131 oldu\u011funu ay\u0131rt edebilse de Rus kat\u0131l\u0131mc\u0131lar a\u00e7\u0131k mavi ve koyu mavi tonlar\u0131n\u0131 Amerikal\u0131 kat\u0131l\u0131mc\u0131lara g\u00f6re daha k\u0131sa s\u00fcrede ay\u0131rt edebilmi\u015ftir. Ancak, iki grup aras\u0131ndaki bu fark, kat\u0131l\u0131mc\u0131lar\u0131n dil becerilerini me\u015fgul eden ikinci bir i\u015flem verildi\u011finde ortadan kaybolmu\u015ftur. Bu sonu\u00e7lardan yola \u00e7\u0131karak dilin d\u00fc\u015f\u00fcnce \u00fczerindeki etkilerinin dilin kullan\u0131ld\u0131\u011f\u0131 anlara mahsus oldu\u011funu s\u00f6yleyebiliriz. Son y\u0131llarda say\u0131 alg\u0131s\u0131, y\u00f6n bulma, mek\u00e2nsal\/uzamsal ili\u015fkiler gibi farkl\u0131 alanlarda yap\u0131lan ara\u015ft\u0131rmalar da dilin d\u00fc\u015f\u00fcnce \u00fczerindeki etkilerine dair benzer bir tablo ortaya koyuyor.(14)<\/p>\n\n\n\n

Yaz\u0131n\u0131n ba\u015f\u0131nda sordu\u011fumuz soruya geri d\u00f6necek olursak, dilin d\u00fc\u015f\u00fcnce \u015feklimizi konu\u015fmaya ba\u015flamadan hemen \u00f6nce ya da dil ile birlikte d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm\u00fcz anlarda \u015fekillendirebildi\u011fini s\u00f6yleyebiliriz. Peki dilin d\u00fc\u015f\u00fcnce \u00fczerindeki etkilerinin belli durumlarda g\u00f6r\u00fcl\u00fcyor olmas\u0131 ne anlama geliyor? \u00d6ncelikle, dilde g\u00f6recelili\u011fin \u00f6nerdi\u011finin aksine dili ve d\u00fc\u015f\u00fcnceyi birbirinden ay\u0131rmak m\u00fcmk\u00fcn. Nitekim, dili devre d\u0131\u015f\u0131nda b\u0131rakt\u0131\u011f\u0131m\u0131zda anadili farkl\u0131 olan ki\u015filerin d\u00fc\u015f\u00fcnsel s\u00fcre\u00e7lerinin benzer \u015fekilde i\u015fledi\u011fini g\u00f6r\u00fcyoruz. Bununla birlikte, dil ve d\u00fc\u015f\u00fcnce ayr\u0131 sistemler olsa da birlikte \u00e7al\u0131\u015ft\u0131klar\u0131nda etkile\u015fim halinde olabilirler. Ba\u015fka bir deyi\u015fle, anadili \u0130ngilizce, \u00c7ince, T\u00fcrk\u00e7e veya ba\u015fka bir dil olan ki\u015filer konu\u015furken<\/em> d\u00fcnyay\u0131 farkl\u0131 \u015fekillerde alg\u0131layabilirler. Ancak bu farklar hayatlar\u0131 boyunca bu dilleri kullan\u0131yor olman\u0131n d\u00fc\u015f\u00fcncelerini kal\u0131c\u0131 ve k\u00f6kl\u00fc bir \u015fekilde de\u011fi\u015ftirdi\u011fi anlam\u0131na gelmiyor.<\/p>\n\n\n\n

Kaynaklar
<\/strong>1. Sapir, E. (1968). Selected Writings of Edward Sapir<\/em>. University of California Press.
2. Whorf, B. L. (1956). Language, thought and reality. In J. B. Carroll (Ed.), Selected writings of Benjamin Lee Whorf. Cambridge, MA: MIT Press.
3. Chomsky, N. (1975). Reflections on language. New York: Pantheon.
4. Pinker, S. (1994). The Language Instinct. New York: Morrow.
5. Fodor, J. (1975). The Language of Thought. Cambridge: Harvard University Press.
6. Gleitman, L. (1990). The structural sources of verb meanings. Language Acquisition, 1, 3\u201355.
7. 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.
8. Baillargeon, R., J. Li, Y. Gertner, & D. Wu. 2011. How do infants reason about physical events? In U. Goswami (Ed.), The Wiley-Blackwell Handbook of Childhood Cognitive Development. Oxford: Blackwell, (pp. 11\u201348).
9. Spelke, E. S., A. T. Phillips, & A. L. Woodward. 1995. Infants\u2019 knowledge of object motion and human action. In D. Sperber, D. Premack, and A. Premack (Eds.), Causal Cognition: A Multidisciplinary Debate. New York: Oxford University Press, (pp. 44\u201378).
10. Tomasello, M., & Call, J. (1997). Primate cognition. Oxford University Press.
11. Slobin D. I. (1996). From \u2018\u2018thought and language\u2019\u2019 to \u2018\u2018thinking for speaking\u2019\u2019. In J. Gumperz, S. C. Levinson (Eds.). Rethinking Linguistic Relativity. Cambridge, MA: Cambridge University Press, (pp. 70\u201396).
12. Papafragou, A., Hulbert, J., & Trueswell, J. (2008). Does language guide event perception? Evidence from eye movements. Cognition, 108, 155\u2013184.
13. 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, 7780\u20137785.
14. \u00dcnal, E., & Papafragou, A. (2016). Interactions between language and mental representations. Language Learning, 66, 554\u2013580.<\/p>\n\n\n\n

\u0130leri Okuma \u00d6nerileri<\/strong><\/p>\n\n\n\n

Kaynak\u00e7adaki metinlere ilaveten, dil ve d\u00fc\u015f\u00fcnce etkile\u015fimleri konusunda, tart\u0131\u015fmalar\u0131n 19. Y\u00fczy\u0131ldaki temellerinden g\u00fcn\u00fcm\u00fcze de\u011fin bir \u00f6zet sunan, olduk\u00e7a da ak\u0131c\u0131 bir dile sahip olan Guy Deutscher\u2019in \u201cThrough the Language Glass\u201d kitab\u0131n\u0131 tavsiye edebiliriz. Buna kar\u015f\u0131n, biraz polemik\u00e7i ve tart\u0131\u015fmac\u0131 bir \u00fcslupla, Deutscher\u2019in ve genel olarak dil-d\u00fc\u015f\u00fcnce aras\u0131 etkile\u015fimlerin az da olsa var oldu\u011funu s\u00f6yleyenlere itiraz olarak yaz\u0131lm\u0131\u015f, John McWhorter\u2019in \u201cLanguage Hoax\u201d kitab\u0131 okunabilir. Ek olarak Barbara Landau, Lila Gleitman, Elizabeth Spelke, Steven Levinson, Asifa Majid, Gary Lupyan, Asl\u0131 \u00d6zy\u00fcrek, Tilbe G\u00f6ksun, Aylin K\u00fcntay ve Ercenur \u00dcnal\u2019\u0131n \u00e7al\u0131\u015fmalar\u0131 ilginizi \u00e7ekebilir.<\/p>","protected":false},"featured_media":863,"template":"","meta":{"_acf_changed":false},"event_publishing_tags":[94,64,87,308,728,62,115,88,730,729,89,76,80,81,727,96],"kategori":[725],"class_list":["post-862","blog_content","type-blog_content","status-publish","has-post-thumbnail","hentry","event_publishing_tags-bilis","event_publishing_tags-cognition","event_publishing_tags-dil","event_publishing_tags-dil-ve-bilis","event_publishing_tags-dil-ve-dusunce","event_publishing_tags-dilbilim","event_publishing_tags-dusunce","event_publishing_tags-language","event_publishing_tags-language-and-cognition","event_publishing_tags-language-and-thought","event_publishing_tags-linguistics","event_publishing_tags-mind","event_publishing_tags-psikoloji","event_publishing_tags-psychology","event_publishing_tags-thought","event_publishing_tags-zihin","kategori-yazi"],"acf":[],"_links":{"self":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/blog_content\/862","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\/862\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media\/863"}],"wp:attachment":[{"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/media?parent=862"}],"wp:term":[{"taxonomy":"event_publishing_tags","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/event_publishing_tags?post=862"},{"taxonomy":"kategori","embeddable":true,"href":"https:\/\/cog-ist.com\/en\/wp-json\/wp\/v2\/kategori?post=862"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}