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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/Spring |
| Prerequisites | None | |||||
| Course Language | ||||||
| Course Type | Elective | |||||
| 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 | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Required Materials |
| 1 | Representations in animal cognition: An introduction | Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| 2 | Representation of time | Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| 3 | Event representation in Pavlovian conditioning: Image and action. | Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| 4 | Levels of stimulus control: A functional approach. | Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| 5 | Levels of stimulus control: A functional approach. | Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| 6 | The representations of social relations by monkeys. | Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| 7 | General Processes and adaptive specializations | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 8 | General Processes and adaptive specializations | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 9 | When will learning evolve? | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 10 | Simple recognition learning | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 11 | Timing and Counting | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 12 | Timing and Counting | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 13 | Learning from others | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 14 | Communication and language | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 15 | Communication and language | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| 16 | Discrimination and classification. | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press. |
| Course Notes/Textbooks | Shettleworth, S. J. (1998). Cognition, Evolution and Behavior. New Yor: NY, Oxford press.Gallistel, C. R. (1992). Animal cognition. Amsterdam, Nedherlands, Elseiver Science Publishers. |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 30 |
| Presentation / Jury | 4 | 40 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 5 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| 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 | 1 | 24 | |
| Presentation / Jury | 4 | 15 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 35 | |
| Total | 223 |
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. | |||||
| 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. | |||||
| 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. | X | ||||
| 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. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest