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COURSE INTRODUCTION AND APPLICATION INFORMATION
dpsi.ss.ieu.edu.tr
| Course Name | |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| Fall |
| Prerequisites | None | |||||
| Course Language | ||||||
| Course Type | Required | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description |
|
| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Required Materials |
| 1 | Various Forms of Simple Stimulus Learning | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 2 | Classical Conditioning: Mechanisms | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 3 | Operant Conditioning: Reward, Punishment, Avoidance | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 4 | Verbal Learning | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 5 | Human Memory: Conceptual Approaches | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 6 | ShortTerm Retention | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 7 | Encoding, Storage and Retrieval | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 8 | Spatial, MotorSkill, and Implicit Learning | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 9 | Individual differences in Learning and Memory | Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| 10 | Comparative Cognition I: Memory Mechanisms | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 11 | Comparative Cognition II: Special Topics | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 12 | Timing | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 13 | Serial List Learning | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 14 | Categorization and Concept Learning | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 15 | Tool Use in Nonhuman Animals | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth. |
| 16 | Review of the Semester |
| Course Notes/Textbooks | Domjan, M. (2010). The principles of learning and behavior. Belmont: CA, Wadsworth.Terry, W. S. (2010). Learning and memory: Basic principles and procedures. New York: NY, Allyn & Bacon. |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| 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 | ||
| Final Exam | 1 | 50 |
| Total |
| Weighting of Semester Activities on the Final Grade | 1 | 50 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 50 |
| Total |
ECTS / WORKLOAD TABLE
| 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 | 3.5 | |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | 1 | 55 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 66 | |
| Total | 225 |
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | Being able to advance and deepen undergraduate level psychological knowledge to an expert level. | X | ||||
| 2 | Being able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. | X | ||||
| 3 | Being able to use the acquired institutional and applied psychology knowledge at an expert level. | X | ||||
| 4 | Being able to aim and channel learning efforts, to independently conduct and manage advanced level studies and to critically evaluate psychological knowledge. | X | ||||
| 5 | Being able to solve problems requiring expertise using scientific research methods, to develop new knowledge by integrating psychological information with multidisciplinary information. | X | ||||
| 6 | Being able to independently assume a problem, develop a problem solving method, solve the problem, assess the outcomes and apply this method when needed. | X | ||||
| 7 | Being able to act according to ethical and scientific standards in collecting, evaluating and sharing data as well as be able to act as an inspector and instructor in the maintenance and transference of ethical values. | X | ||||
| 8 | In the presence of unexpected and complicated problems, be able to take responsibility and develop new strategies and methods for intervention. | |||||
| 9 | Being able to systematically communicate one’s own studies and the psychological agenda both written, oral and visually to psychologists and non psychologists. | X | ||||
| 10 | Being able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. | X | ||||
| 11 | Being able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest