{"id":5614,"date":"2026-05-12T12:19:12","date_gmt":"2026-05-12T12:19:12","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=duyuru&p=5614"},"modified":"2026-05-12T12:44:15","modified_gmt":"2026-05-12T12:44:15","slug":"gorsel-algi-ve-gorsel-bellek-gorsel-dunyanin-bilissel-insasi-dr-gokcer-eskikurt-egitim-49","status":"publish","type":"duyuru","link":"https:\/\/cog-ist.com\/en\/duyuru\/gorsel-algi-ve-gorsel-bellek-gorsel-dunyanin-bilissel-insasi-dr-gokcer-eskikurt-egitim-49\/","title":{"rendered":"G\u00f6rsel Alg\u0131 ve G\u00f6rsel Bellek: G\u00f6rsel D\u00fcnyan\u0131n Bili\u015fsel \u0130n\u015fas\u0131 – Dr. G\u00f6k\u00e7er Eskikurt | E\u011fitim #49"},"content":{"rendered":"

Bu e\u011fitim d\u00fcnyay\u0131 “oldu\u011fu gibi” g\u00f6rd\u00fc\u011f\u00fcm\u00fcz yan\u0131lsamas\u0131<\/strong>n\u0131 k\u0131rarak, g\u00f6rme <\/strong>eyleminin alg\u0131, dikkat ve bellek mekanizmalar\u0131<\/strong> taraf\u0131ndan nas\u0131l aktif bir \u015fekilde in\u015fa edildi\u011fini<\/strong> ele al\u0131yor. \u00dc\u00e7 hafta boyunca, g\u00f6z\u00fcm\u00fcze \u00e7arpan bir \u0131\u015f\u0131k h\u00fczmesinin nas\u0131l anlaml\u0131 bir nesneye d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc (Alg\u0131)<\/strong>, bu nesneler aras\u0131ndan hangilerinin bilincimize s\u0131zd\u0131\u011f\u0131n\u0131 (Dikkat)<\/strong> ve bu g\u00f6rsel deneyimlerin zihnimizde nas\u0131l iz b\u0131rakt\u0131\u011f\u0131n\u0131 (Bellek)<\/strong> inceleyece\u011fiz. Kat\u0131l\u0131mc\u0131lar, n\u00f6robili\u015fsel modellerden<\/strong> optik ill\u00fczyonlara, yapay zekan\u0131n g\u00f6rme bi\u00e7imlerinden dijital g\u00f6rsel k\u00fclt\u00fcre uzanan geni\u015f bir yelpazede g\u00f6rsel sistemin mimarisini ke\u015ffedecekler.<\/strong><\/p>\n\n\n\n

E\u011fitimin sonunda<\/strong>, kat\u0131l\u0131mc\u0131lar, bakt\u0131klar\u0131 bir sanat eserinden kulland\u0131klar\u0131 mobil uygulama aray\u00fcz\u00fcne kadar her g\u00f6rsel uyaran\u0131n bili\u015fsel sistemlerinde <\/strong>hangi duraklardan ge\u00e7ti\u011fini, dikkat filtresine <\/strong>nas\u0131l tak\u0131ld\u0131\u011f\u0131n\u0131 ve belleklerinde <\/strong>nas\u0131l “yeniden in\u015fa”<\/strong> edildi\u011fini bilimsel <\/strong>bir temelle <\/strong>a\u00e7\u0131klayabilecek d\u00fczeye geleceklerdir.<\/p>\n\n\n\n

G\u00f6k\u00e7er Eskikurt<\/strong>, \u0130stinye \u00dcniversitesi Psikoloji <\/strong>Anabilim Dal\u0131\u2019nda g\u00f6rev yapmaktad\u0131r. Ayn\u0131 zamanda \u0130stinye \u00dcniversitesi N\u00f6rolojik Bilimler Ara\u015ft\u0131rma ve Uygulama Merkezi<\/strong>\u2019nin m\u00fcd\u00fcrl\u00fc\u011f\u00fcn\u00fc <\/strong>y\u00fcr\u00fctmekte ve Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc Sinirbilim Anabilim Dal\u0131 Ba\u015fkanl\u0131\u011f\u0131<\/strong> g\u00f6revini s\u00fcrd\u00fcrmektedir. Ara\u015ft\u0131rmalar\u0131nda bili\u015fsel s\u00fcre\u00e7leri elektrofizyolojik y\u00f6ntemler ve beyin uyar\u0131m y\u00f6ntemleri<\/strong> ile incelemektedir.<\/p>\n\n\n\n

E\u011fitim 4, 11, 18 Haziran g\u00fcnleri saat 20:00 \u2013 22:00 aras\u0131nda \u00e7evrimi\u00e7i olarak Zoom uygulamas\u0131 \u00fczerinden ger\u00e7ekle\u015fecek. Toplamda yakla\u015f\u0131k 6 saat s\u00fcrecek. T\u00fcm oturumlar kaydedilmekte ve kat\u0131l\u0131mc\u0131larla payla\u015f\u0131lmaktad\u0131r. Oturumlara e\u011fitim bittikten sonra da s\u00fcresiz eri\u015filebilir.<\/strong><\/p>\n\n\n\n

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1. Hafta (4 Haziran): G\u00f6rsel Alg\u0131 \u2013 D\u00fcnyay\u0131 Nas\u0131l \u0130n\u015fa Ediyoruz?<\/strong><\/p>\n\n\n\n

Lesson Objective:<\/strong> G\u00f6rmenin pasif bir kay\u0131t s\u00fcreci de\u011fil, aktif bir \u00e7\u0131kar\u0131m s\u00fcreci oldu\u011funu anlatmak. Kat\u0131l\u0131mc\u0131lar\u0131n, beynin eksik verileri nas\u0131l tamamlad\u0131\u011f\u0131n\u0131 ve “ger\u00e7eklik” dedi\u011fimiz olgunun duyusal ipu\u00e7lar\u0131yla nas\u0131l kurguland\u0131\u011f\u0131n\u0131 kavramas\u0131n\u0131 sa\u011flamak.<\/p>\n\n\n\n

Topics:<\/strong><\/p>\n\n\n\n

    \n
  • Duyum vs. Alg\u0131: G\u00f6zden beyne giden yol.<\/li>\n\n\n\n
  • A\u015fa\u011f\u0131dan-Yukar\u0131ya (Bottom-up) ve Yukar\u0131dan-A\u015fa\u011f\u0131ya (Top-down) i\u015fleme.<\/li>\n\n\n\n
  • Gestalt \u0130lkeleri: Grupland\u0131rma ve form alg\u0131s\u0131.<\/li>\n\n\n\n
  • Derinlik ve Boyut Alg\u0131s\u0131: \u0130ki boyutlu retinadan \u00fc\u00e7 boyutlu d\u00fcnyaya.<\/li>\n<\/ul>\n\n\n\n

    <\/p>\n\n\n\n

    Theories and Concepts:<\/strong><\/p>\n\n\n\n

      \n
    • Gestalt Yasalar\u0131: Yak\u0131nl\u0131k, benzerlik, s\u00fcreklilik ve tamamlama ilkeleri<\/li>\n\n\n\n
    • Bilin\u00e7d\u0131\u015f\u0131 \u00c7\u0131kar\u0131m Yakla\u015f\u0131m\u0131: Alg\u0131n\u0131n bir hipotez kurma s\u00fcreci oldu\u011fu; ge\u00e7mi\u015f deneyimlerin bug\u00fcnk\u00fc g\u00f6r\u00fcnt\u00fcy\u00fc nas\u0131l etkiledi\u011fi.<\/li>\n\n\n\n
    • Ekolojik Optik Yakla\u015f\u0131m: Sa\u011flarl\u0131k (Affordance) kavram\u0131; nesnelerin bize sundu\u011fu eylem olanaklar\u0131n\u0131 nas\u0131l alg\u0131lad\u0131\u011f\u0131m\u0131z.<\/li>\n\n\n\n
    • Alg\u0131sal Sabitlikler: I\u015f\u0131k veya a\u00e7\u0131 de\u011fi\u015fse de nesneyi ayn\u0131 g\u00f6rme becerimiz (renk ve \u015fekil de\u011fi\u015fmezli\u011fi).<\/li>\n<\/ul>\n\n\n\n

      <\/p>\n\n\n\n

      2. Hafta (11 Haziran): G\u00f6rsel Dikkat \u2013 Zihinsel Spot I\u015f\u0131\u011f\u0131 ve G\u00f6r\u00fcnmezlik<\/strong><\/p>\n\n\n\n

      Dersin Amac\u0131: G\u00f6rsel d\u00fcnyan\u0131n karma\u015fas\u0131 i\u00e7inde beynimizin s\u0131n\u0131rl\u0131 kaynaklar\u0131n\u0131 nas\u0131l y\u00f6netti\u011fini incelemek. “Bakmak” ile “G\u00f6rmek” aras\u0131ndaki fark\u0131; dikkatin neleri se\u00e7ti\u011fini ve neleri ka\u00e7\u0131rd\u0131\u011f\u0131 (bili\u015fsel k\u00f6rl\u00fck) tart\u0131\u015f\u0131lacakt\u0131r.<\/p>\n\n\n\n

      Topics:<\/strong><\/p>\n\n\n\n

        \n
      • Se\u00e7ici Dikkat: Kalabal\u0131k bir caddede tan\u0131d\u0131k bir y\u00fcz\u00fc aramak.<\/li>\n\n\n\n
      • Dikkat Darbo\u011faz\u0131: Neden her \u015feyi ayn\u0131 anda g\u00f6remiyoruz?<\/li>\n\n\n\n
      • Otomatikle\u015fme ve G\u00f6rsel Arama: “Nerede bu anahtarlar?”<\/li>\n\n\n\n
      • Modern \u00c7a\u011fda B\u00f6l\u00fcnm\u00fc\u015f Dikkat: Bildirimler ve ekranlar aras\u0131nda g\u00f6rsel dikkat.<\/li>\n<\/ul>\n\n\n\n

        <\/p>\n\n\n\n

        Theories and Concepts:<\/strong><\/p>\n\n\n\n

          \n
        • \u00d6zellik Birle\u015ftirme Teorisi: G\u00f6rsel \u00f6zelliklerin (renk, \u015fekil) nas\u0131l birle\u015ftirildi\u011fi ve ba\u011flama problemi (binding problem).<\/li>\n\n\n\n
        • Spot I\u015f\u0131\u011f\u0131 Modeli ve De\u011fi\u015fken Odakl\u0131 Mercek Modeli: Dikkatin odak noktas\u0131n\u0131n mek\u00e2nsal hareketi.<\/li>\n\n\n\n
        • Dikkat Edilmeyen K\u00f6rl\u00fck: Odakland\u0131\u011f\u0131m\u0131z \u015fey d\u0131\u015f\u0131ndaki belirgin nesneleri neden g\u00f6rmeyiz?<\/li>\n\n\n\n
        • De\u011fi\u015fim K\u00f6rl\u00fc\u011f\u00fc: G\u00f6rsel sahnelerdeki b\u00fcy\u00fck de\u011fi\u015fimleri neden fark edemeyiz?<\/li>\n\n\n\n
        • A\u00e7\u0131k ve Gizli Dikkat: G\u00f6z hareketleri ve i\u00e7sel dikkat oda\u011f\u0131 aras\u0131ndaki ili\u015fki.<\/li>\n<\/ul>\n\n\n\n

          <\/p>\n\n\n\n

          3. Hafta (18 Haziran): G\u00f6rsel Bellek \u2013 G\u00f6r\u00fcnt\u00fclerin Zihinsel Ar\u015fivi<\/strong><\/p>\n\n\n\n

          Dersin Amac\u0131: G\u00f6rd\u00fc\u011f\u00fcm\u00fcz \u015feylerin ne kadar\u0131n\u0131n ve ne kadar s\u00fcreyle sakland\u0131\u011f\u0131n\u0131 anlamak. G\u00f6rsel k\u0131sa s\u00fcreli bellek kapasitesinden, uzun s\u00fcreli g\u00f6rsel depolamaya ve dijitalle\u015fen d\u00fcnyada “g\u00f6r\u00fcnt\u00fc biriktirme” al\u0131\u015fkanl\u0131klar\u0131m\u0131za odaklan\u0131lacakt\u0131r.<\/p>\n\n\n\n

          Topics:<\/strong><\/p>\n\n\n\n

            \n
          • \u0130konik Bellek: G\u00f6r\u00fcnt\u00fcn\u00fcn anl\u0131k izi.<\/li>\n\n\n\n
          • G\u00f6rsel \u00c7al\u0131\u015fma Belle\u011fi: Kapasite s\u0131n\u0131rlar\u0131.<\/li>\n\n\n\n
          • Canl\u0131l\u0131k ve Zihinsel \u0130mgeleme: G\u00f6zlerimizi kapatt\u0131\u011f\u0131m\u0131zda ne g\u00f6r\u00fcr\u00fcz?<\/li>\n\n\n\n
          • Dijital Bellek ve Foto\u011fraf\u0131n Rol\u00fc: Foto\u011fraf\u0131n\u0131 \u00e7ekti\u011fimiz \u015feyi daha m\u0131 az hat\u0131rl\u0131yoruz?<\/li>\n<\/ul>\n\n\n\n

            <\/p>\n\n\n\n

            Theories and Concepts:<\/strong><\/p>\n\n\n\n

              \n
            • G\u00f6rsel \u00c7al\u0131\u015fma Belle\u011fi: G\u00f6rsel kapasitenin s\u0131n\u0131rl\u0131l\u0131\u011f\u0131 ve nesne tabanl\u0131 depolama.<\/li>\n\n\n\n
            • \u0130kili Kodlama Teorisi: Bilginin hem g\u00f6rsel hem s\u00f6zel olarak kodlanmas\u0131n\u0131n hat\u0131rlamaya etkisi.<\/li>\n\n\n\n
            • G\u00f6rsel Uzmanl\u0131k: Bir radyolo\u011fun r\u00f6ntgeni, bir satran\u00e7 ustas\u0131n\u0131n tahtay\u0131 g\u00f6rme ve hat\u0131rlama bi\u00e7imi.<\/li>\n\n\n\n
            • S\u0131n\u0131r Geni\u015fletme Hatas\u0131: Bir sahneyi hat\u0131rlarken s\u0131n\u0131rlar\u0131n\u0131 zihnimizde geni\u015fletme e\u011filimi.<\/li>\n\n\n\n
            • Foto\u011fraf \u00c7ekmenin Bellek \u00dczerindeki Olumsuz Etkisi: Teknolojinin g\u00f6rsel bellek \u00fczerindeki g\u00f6lgesi; “d\u0131\u015fsal bellek” olarak kamera kullan\u0131m\u0131.<\/li>\n<\/ul>\n\n\n\n
              <\/div>\n\n\n\n
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              Etkinli\u011fin \u00fccreti ki\u015fi ba\u015f\u0131 KDV dahil 2250 TL’dir.<\/strong> <\/p>\n\n\n\n

              Lisans \u00f6\u011frencilerine \u00f6zel indirimimizle<\/strong> lisans \u00f6\u011frencisi kat\u0131l\u0131mc\u0131lar\u0131m\u0131z i\u00e7in \u00fccret KDV dahil 1575 <\/strong>TL’dir. Lisans \u00f6\u011frencisi kat\u0131l\u0131mc\u0131lar\u0131m\u0131z\u0131n “\u00d6\u011frenci ya da \u00c7al\u0131\u015fan Olarak B\u00fcnyesinde Bulundu\u011funuz Kurum”<\/strong> k\u0131sm\u0131nda a\u00e7\u0131k\u00e7a “lisans \u00f6\u011frencisi”<\/strong> ifadesini ge\u00e7irmelerini rica ederiz. Aksi halde kat\u0131l\u0131mc\u0131lar\u0131m\u0131z\u0131n lisans, y\u00fcksek lisans, doktora veya mezun seviyesinde olup olmad\u0131\u011f\u0131n\u0131 \u00f6ng\u00f6rmemiz m\u00fcmk\u00fcn olmayabiliyor. <\/p>\n\n\n\n

              \u00d6deme bilgileri, kay\u0131t formunu dolduran kat\u0131l\u0131mc\u0131lar ile en k\u0131sa zamanda payla\u015f\u0131lacakt\u0131r.<\/p>\n\n\n\n

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