| Course Name | Learning and Memory |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 607 | Fall/Spring | 3 | 0 | 3 | 7.5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | Third Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course aims to give an elaborated point of view about learning and memory processes on the basis of theoretical approaches and empirical studies. Fear conditioning paradigm will be taken as a model within the scope of learning and memory reconsolidation will specifically be examined within the context of memory. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | In this course, processes related to learning and memory will be investigated in terms of theoretical approaches and empirical studies. A number of discussions will be made with the purpose of understanding human behavior based on animal models which include most of the empirical knowledge related to those processes. Also, it is planned to examine the role of neuroscience in the study of learning and memory within the scope of this course. Clinical implications and applications of empirical data obtained from studies related to learning and memory will also be elaborated. As being consistent with the content of the course, the topics mentioned above will be covered by taking fear conditioning paradigm as a model and within the scope of the role of memory in the acquisition, extinction and recovery of fear. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Brief Review of the Course Content | |
| 2 | Review of Basic Learning and Memory Concepts | Domjan, M. (2010). The Principles of Learning and Behavior. Belmont: CA, Wadswort.(Chapter 1) |
| 3 | The Discovery of Memory Reconsolidation | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 1) |
| 4 | The Dynamic Nature of Memory Reconsolidation | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 2) |
| 5 | Mechanisms and Functions of Hippocampal Memory Reconsolidation | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 3) |
| 6 | Reconsolidation of Pavlovian Conditioned Defense Responses in the Amygdala | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 4) |
| 7 | Memory Reconsolidation Versus Extinction | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 6) |
| 8 | Using Reconsolidation and Extinction to Weaken Fear Memories in Animal Models | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 8) |
| 9 | Reconsolidation in Humans | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press.(Chapter 9) |
| 10 | Midterm | |
| 11 | A Developmental Perspective on Human Amygdala Function | Whalen, P.J. & Phelps. E.A. (2009). The Human Amygdala. New York: Guilford Press.(Chapter 5) |
| 12 | Human Fear Conditioning and the Amygdala | Whalen, P.J. & Phelps. E.A. (2009). The Human Amygdala. New York: Guilford Press.(Chapter 6) |
| 13 | The Human Amygdala and Memory | Whalen, P.J. & Phelps. E.A. (2009). The Human Amygdala. New York: Guilford Press.(Chapter 8) |
| 14 | The Human Amygdala and the Control of Fear | Whalen, P.J. & Phelps. E.A. (2009). The Human Amygdala. New York: Guilford Press.(Chapter 9) |
| 15 | Methodological Approaches to Studying the Human Amygdala | Whalen, P.J. & Phelps. E.A. (2009). The Human Amygdala. New York: Guilford Press.(Chapter 7) |
| 16 | Discussing the Findings of the Projects |
| Course Notes/Textbooks | Alberini, C. M. (Ed.). (2013). Memory Reconsolidation. San Diego: Academic Press. Hardcover ISBN: 9780123868923 eBook ISBN: 9780123868930
Whalen, P.J. & Phelps. E.A. (2009). The Human Amygdala. New York: Guilford Press. ISBN: 97816062309 |
| Suggested Readings/Materials | Domjan, M. (2010). The Principles of Learning and Behavior. Belmont: CA, Wadswort. ISBN: 9781285088563 |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 10 |
| Project | 1 | 10 |
| Seminar / Workshop | 1 | 20 |
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 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 | 16 | 1 | 16 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 21 | |
| Project | 1 | 60 | |
| Seminar / Workshop | 1 | ||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. | X | ||||
| 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. | X | ||||
| 12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. | X | ||||
| 13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
