| Course Name | Comparative Hemispheric Asymmetries |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 610 | 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 concerns the study of hemispheric differences in terms of brain architecture and its functions. The course aims to introduce students to the main ideas, assumptions, theories and methodology in brain lateralization studies; to stimulate interest in psychology and cognitive science students in the controversial issues of language- and space-lateralized processes from the comparative perspective; to encourage students to acquire research experience in the field. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Hemispheric asymmetries play an important role in almost all cognitive functions. For more than a century, they were considered to be uniquely human but now an increasing number of findings in all vertebrate classes make it likely that we inherited our asymmetries from common ancestors. Thus, studying animal models could provide unique insights into the mechanisms of lateralization. This class will follow three such avenues of research by providing an overview of experiments on left–right differences in the connectivity of sensory systems, the embryonic determinants of brain asymmetries, and the genetics of lateralization. All these lines of studies could provide a wealth of insights into our own asymmetries that should and will be exploited by future analyses. |
| 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 | Lateralization and Cognitive Systems | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 6) |
| 2 | Brain and Behavioral Lateralization in Invertebrates | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 9) |
| 3 | Functional and Structural Comparison of Visual Lateralization in Birds – Similar but Still Different | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 19) |
| 4 | Lateralized Mechanisms for Encoding of Object. Behavioral Evidence From an Animal Model: The Domestic Chick (Gallus Gallus) | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 29) |
| 5 | Poor Receptive Joint Attention Skills are Associated with Atypical Gray Matter Asymmetry in the Posterior Superior Temporal Gyrus of Chimpanzees (Pan Troglodytes) | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 37) |
| 6 | An Overview of Human Handedness in Twins | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 45) |
| 7 | Differences in Cerebral Cortical Anatomy of Left- and Right-Handers | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 50) |
| 8 | Quantifying Cerebral Asymmetries for Language in Dextrals and Adextrals with Random-Effects Meta Analysis. | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 58) |
| 9 | Effect of Handedness on the Occurrence of Semantic N400 Priming Effect in 18- and 24-Month-Old Children | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 81) |
| 10 | Perceptual Asymmetries and Handedness: A Neglected Link? | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 89) |
| 11 | Degree of Handedness, but not Direction, is a Systematic Predictor of Cognitive Performance | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 98) |
| 12 | Differences Between Left- and Right-Handers in Approach/Avoidance Motivation: Influence of Consistency of Handedness Measures | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 104) |
| 13 | Hand Preference, Performance Abilities, and Hand Selection in Children | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 114) |
| 14 | The Influence of Prior Practice and Handedness on the Orthogonal Simon Effect | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 129) |
| 15 | “Right on all Occasions?” – On the Feasibility of Laterality Research Using a Smartphone Dichotic Listening Application | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA |
| 16 | The Cortical Microstructural Basis of Lateralized Cognition: A Review | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA (page 136) |
| Course Notes/Textbooks | Ocklenburg, S., Beste, C., Güntürkün, O., & Hirnstein, M. (2015). Lateralization and Cognitive Systems. Frontiers Media, SA ISBN: 978-2-88919-411-7 |
| Suggested Readings/Materials | Hellige, J. B. (2001). Hemispheric Asymmetry: What is Right and What is Left. Harvard University Press. ISBN-13: 978-0674005594, ISBN-10: 0674005597 |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | 1 | 50 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 25 |
| Final Exam | 1 | 25 |
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 75 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 25 |
| 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 | |||
| Presentation / Jury | |||
| Project | 1 | 37 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| Final Exams | 1 | 30 | |
| 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
