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- Psychology
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- Course & Program Outcomes Matrix
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- Course Structure Diagram with Credits
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COURSE INTRODUCTION AND APPLICATION INFORMATION
psikoloji.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 | 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 | Introducing Cognitive Neuroscience | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 2 | Introducing the Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 3 | The Electrophysiological Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 4 | The Imaged Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 5 | The Lesioned Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 6 | Midterm I | |
| 7 | The Attending Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 8 | The Remembering Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 9 | The Executive Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 10 | The Executive Brain II | Beatty, J. (1995). Principles of behavioral neuroscience. NY: William C. Brown, Inc.Carlson, N. (2010). Physiology of behavior, (10th Ed.). Pearson International. |
| 11 | Midterm II | |
| 12 | Language and The Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 13 | The Social and Emotional Brain | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 14 | Addiction | WARD, J. (2010). The Student's Guide to Cognitive Neuroscience (2ND edition).Psychology Press |
| 15 | Review of the Semester | |
| 16 | Final |
| Course Notes/Textbooks | Book chapters outlined above, recent articles holding current scientific enquiries in evolutionary psychology, and .ppt presentations. |
| Suggested Readings/Materials | Journal of Behavioral Neuroscience Journal of Cognitive Neuroscience |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 50 |
| 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 | 2 | |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| Final Exams | 1 | 30 | |
| Total | 140 |
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods | X | ||||
| 2 | To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. | X | ||||
| 3 | Ability to make use of theoretical and applied knowledge in local and global levels. | X | ||||
| 4 | To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge | X | ||||
| 5 | To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data | X | ||||
| 6 | To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes | X | ||||
| 7 | To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations | X | ||||
| 8 | The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills | X | ||||
| 9 | To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. | X | ||||
| 10 | Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems | X | ||||
| 11 | To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest