| Course Name | Psychology of Decision Making |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 612 | Fall/Spring | 3 | 0 | 3 | 7.5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The goal of this course is to teach students an advanced understanding of the psychological basis of decision making. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Topics of discussion will include the heuristics and biases research program, subjective wellbeing, happiness, game theory, and intertemporal choice. |
| 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 | Heuristics and Biases I | Baron, J. (2000). Thinking and deciding. Cambridge University Press. (Chapter 6). Tversky, A. & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases.Science, 185, 1124-1131. Gigerenzer, G. & Gaissmaier, W. (2011). Heuristic decision making. Annual Review of Psychology, 62, 451-482. |
| 2 | Heuristics and Biases II | Baron, J. (2000). Thinking and deciding. Cambridge University Press. (Chapter 6). Clithero JA, Tankersley D, Huettel SA (2008). Foundations of neuroeconomics: from philosophy to practice. PLoS Biology, 6, e298. Camerer C (2007). Neuroeconomics: using neuroscience to make economic predictions. Economic Journal, 117, C26-C42 |
| 3 | Probability Theory | Baron, J. (2000). Thinking and deciding. Cambridge University Press. (Chapter 5). Klayman, J. and Ha, Y-W. (1987). Confirmation, disconfirmation, and information in hypothesis testing. Psychological Review, 94, 211-228. Moore, D.A. & Healy, P.J. (2008). Thetrouble with overconfidence. Psychological Review, 115, 502-517. Neslon, J.D., McKenzie, C.R.M., Cottrell, G.W., & Sejnowski, T.J. (2010). Experience matters: Information acquisition optimizes probability gain. Psychological Science, 21, 960-969. |
| 4 | Decision Making Under Risk & Uncertainty | Baron, J. (2000). Thinking and deciding. Cambridge University Press. (Chapter 10). Kahneman, D. & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39(4), 341-350. Chatterjee, P., Irmak, C., & Rose, R. (2013). The endowment effect as self-enhancement in response to threat. Journal of Consumer Research, 40, 460-476. Mishra, S. & Fiddick, L. (2012). Beyond gains and losses: The effect of need on risky choice in framed decisions. Journal of Personality & Social Psychology, 102, 1136-1147. Glöckner, A. & Pachur, T. (2012). Cognitive models of risky choice: Parameter stability and predictive accuracy of prospect theory. Cognition, 123, 21-32 |
| 5 | Decision Biases | Baron, J. (2000). Thinking and deciding. Cambridge University Press.(Chapter 16). Hsee, C.K., Zhang, J., Wang, L., Zhang, S. (2013). Magnitude, time, and risk differ similartly between joint and single evaluations. Journal of Consumer Research, 40, 172-184. Keysar, B., Hayakawa, S.L., & An, S.G. (2012). The foreign-language effect: Thinking in aforeign tongue reduces decision biases. Psychological Science, 12, 661-668. Vohs, K.D., Redden, J.P., & Rahinel, R. (2013). Physical order produces healthy choices, generosity, and conventionality, whereasdisorder produces creativity. Danziger, S., Levav, J., & Avanaim Pesso, L. (2011). Extraneous factors in judicial decisions. PNAS, 108, 6889-6892.Psychological Science, 24, 1860-1867. Gneezy, A., Gneezy, U., Riener, G., & Nelson, L.D. (2012). Pay -what you want, identity, and self signaling in markets. PNAS, 109, 7236-7240. Dijksterhuis, A. Bos., M.W., Nordgren, L.F., van Baaren, R.B. (2006). On making the right choice: The deliberation without attention effect. Science, 311, 1005-1007. |
| 6 | Midterm I | |
| 7 | Emotions and Decision Making | Baron, J. (2000). Thinking and deciding. Cambridge University Press. (Chapter 19). Lerner, J.S., Li, Y., & Weber, E.U. (2013). The financial cost of sadness. Psychological Science, 24, 72-79. Loewenstein, G. (2005). Hot-cold empathy gaps and medical decision making. Health Psychology, 24, S49-S56. Slovic, P. & Peters, E. (2006). Risk perception and affect. Current Directions in Psychological Science, 15, 322-325. Han, S., Lerner, J.S. & Keltner, D. (2007). Feelings and consumer decision making: The appraisal-tendency framework. Journal of Consumer Psychology, 17(3), 158-168. |
| 8 | Happiness I | Baron, J. (2000). Thinking and deciding. Cambridge University Press. (Chapter 18). Hsee, C.K., Hastie, R., Chen, J. (2008). Hedonomics: Bridging decision research with happiness research. Perspectives on Psychological Science, 3, 224-243. |
| 9 | Happiness II | Gilbert, D.T. & Wilson, T.D. (2007). Prospection: Experiencing the future. Science, 317, 1351-1354. |
| 10 | Intertemporal Choice | Short-term cost for long-term benefit: Time preference and cancer control. Health Psychology, 24, S41-S48. Todd A. Hare, Colin F. Camerer, Antonio Rangel. (2009). Self-control in decision-making involves modulation of the vmPFC evaluation system. Science, 324, 646-648. |
| 11 | Midterm II | |
| 12 | Intertemporal Choice | Berns, G.S., Laibson, D. & Loewenstein, G. (2007). Intertemporal choice toward an integrative framework. Trends in Cognitive Sciences, 11(11), 482-488. Dhar, R. & Wertenbroch, K. (2012). Self-signaling and the costs and benefits of temptation in consumer choice. Journal of Marketing, 49, 15-25. |
| 13 | Game Theory I | Colzato, L.S., Steenbergen, L., de Kwaadsteniet, E.W., Sellaro, R., Liepelt, R., & Hommel, B., (2013). Tryptophan promotes interpersonal trust. Psychological Science Boksem, M.A.S., Mehta, P.H., van den Bergh, B., van Son, B., Trautmann, S.T., Roelofs, K., Smidts, A., & Sanfey, A.G. (2013). Testosterone inhibits trust but promotes reciprocity. Psychological Science |
| 14 | Game Theory II | Camerer, C.F. & Fehr, E. (2006). When does "economic man" dominate social behavior? Science, 311(5757), 47-52. Rilling, J.K. & Sanfey, A.G. (2011). The neuroscience of social decision making. Annual Review of Psychology, 62, 23-48. |
| 15 | Student Presentations | |
| 16 | Term Paper Discussions |
| Course Notes/Textbooks | Baron, J. (2000). Thinking and deciding. Cambridge University Press. ISBN: 978-0-521-86207-3 |
| Suggested Readings/Materials | Articles listed |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 20 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 50 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 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 | |||
| Presentation / Jury | 1 | 27 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 2 | 15 | |
| Final Exams | 1 | 40 | |
| 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
