Course Name | Evolutionary Bases of Learning and Cognition |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
PSY 551 | 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 | The main objective of the course is to describe, discuss, and analyze the innate features of the minds of different organisms which have evolved to match certain aspects of that physical external universe, and the way in which the physical universe interacts with the mind to produce the phenomenal world. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | This course is concerned with an in depth investigation of the evolutionary bases of learning and cognition. The course will cover how mental mechanisms and their biological correlates have evolved to produce what we have today. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | introduction | |
2 | Gene machines | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 2&4 |
3 | Agression | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 5&6 |
4 | Family planning | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 7&8 |
5 | Battle between generations and sexes | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 8&9 |
6 | Alturistic Behaviour | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 10 |
7 | Cultured animal | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 1 |
8 | Choice of mate | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 2 |
9 | Meaning of the culture | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 3 |
10 | "Meme" concept | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 4 |
11 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 3 |
12 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 4 |
13 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 5 |
14 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 6 |
15 | Power and sexuality among apes | Waal, F. B. M. (1998). Chimpanzee politics: Power and sex among apes. Baltimore: Johns Hopkins University Press. |
16 | Power and sexuality among apes | Waal, F. B. M. (1998). Chimpanzee politics: Power and sex among apes. Baltimore: Johns Hopkins University Press. |
Course Notes/Textbooks | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press. ISBN-10: 0192860925 Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, ISBN-10: 0684864533 Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York ISBN-10: 039306848X Waal, F. B. M. (1998). Chimpanzee politics: Power and sex among apes. Baltimore: Johns Hopkins University Press. ISBN-10: 0801886562
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Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 7 | 35 |
Presentation / Jury | 4 | 40 |
Project | 1 | 25 |
Seminar / Workshop | ||
Oral Exam | ||
Midterm | ||
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade | 6 | 70 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
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 | 16 | 5 | 80 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 7 | 10 | |
Presentation / Jury | 4 | 5 | |
Project | 1 | 30 | |
Seminar / Workshop | |||
Oral Exam | |||
Midterms | |||
Final Exams | 30 | ||
Total | 248 |
# | 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