| Course Name | Learning: Experimental Analysis of Behavior |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 503 | Fall/Spring | 3 | 0 | 3 | 7.5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | Second Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course concerns the study of learning from the most basic associationistic ideas to complex cognitive behaviors such as problem solving and thinking. Various ideas regarding the nature of the mind are presented along with the fundamental concepts of learning and conditioning. Strengths and weaknesses of the memory system are discussed as they relate to higher cognitive processes such as language, problem solving, and eyewitness identification. Neurophysiological correlates of cognitive phenomena and learning are also discussed. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Theories and procedures of learning will be elaborated by paying emphasize on the underlying neural plasticity of behavior. Analytical techniques and procedures to test hypotheses about behavioral phenomena will be the main approach of the course. In addition, learning will be defined as a powerful tool for an examination of complex neural systems in vertebrates. Finally, usage of this tool will be expanded to the studies of psychopharmacological preperations. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Various Forms of Simple Stimulus Learning | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter1-2. Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 1-2 |
| 2 | Classical Conditioning: Mechanisms | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter 2-3. Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 7 |
| 3 | Operant Conditioning: Reward, Punishment, Avoidance | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter 5. Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 8 |
| 4 | Verbal Learning | Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 7 |
| 5 | Human Memory: Conceptual Approaches | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter 11 Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 9 |
| 6 | Midterm | |
| 7 | Presentations | |
| 8 | Presentations | |
| 9 | Comparative Cognition - Non Associative form of learning | Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 6 |
| 10 | Comparative Cognition | Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 11 |
| 11 | Comparative Cognition | Domjan, M. (2017).The Essentials of Conditioning and Learning, 4th Edition |
| 12 | Presentation | . |
| 13 | Presentation | |
| 14 | Review of semester | . |
| 15 | Review of semester | -. |
| 16 | Review of semester |
| Course Notes/Textbooks | Chance, P. (2014). Learning and behavior. Belmont, CA : Wadsworth Cengage, ISBN-13: 978-0495095644 ISBN-10: 0495095648
Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education ISBN-13: 978-1464105937 ISBN-10: 1464105936
Domjan, M. (2017).The Essentials of Conditioning and Learning, 4th Edition, ISBN: 978-1-4338-2778-5 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 30 |
| Project | 1 | 30 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 14 | 3 | 42 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 40 | |
| Project | 1 | 45 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 50 | |
| Total | 225 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to develop and deepen the current and advanced knowledge in the experimental science of psychology with original thought and/or research and come up with innovative definitions based on Master's degree qualifications. | |||||
| 2 | To be able to conceive the interdisciplinary interaction which the experimental psychology is related with, come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas. | |||||
| 3 | To be able to evaluate and use new methodological knowledge in a systematic way and gain higher level of skills on research methodology of the mind, behavior, and the brain. | |||||
| 4 | To be able to develop an innovative knowledge, method, design and/or practice or adapt an already known knowledge, method, design and/or practice to another field; research, conceive, design, adapt and implement an original subject. | |||||
| 5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. | |||||
| 6 | To be able to develop new ideas and methods in the field of experimental psychology by using high level mental processes such as creative and critical thinking, problem solving and decision making. | |||||
| 7 | To be able to broaden the borders of the knowledge in the field by producing or interpreting an original work or publishing at least one scientific paper in the field in national and/or international refereed journals. | |||||
| 8 | To be able to organize and participate in scientific activities such as workshops, conferences, and panels to elaborate possible solutions to the problems which may be specific to experimental psychology or interdisiplinary. | |||||
| 9 | To be able to contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements by following pioneer and innovative methods and theories of the mind, behavior and the brain trilogy. | |||||
| 10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. | |||||
| 11 | To be able to contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field and support the development of these values. | |||||
| 12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. | |||||
| 13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
