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- Psychology
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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 | DiscussionQ&A | |||||
| 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 | What is philosophy of science? What is philosophy of mind? What is philosophy of psychology? Information about how to write a philosophical paper | |
| 2 | Freud | S. Freud (1911), Formulations on The Two Principles of Mental Functioning. In: Ivan Smith (ed.) Freud-Complete Work). http://www.valas.fr/IMG/pdf/Freud_Complete_Works.pdf, pp. 2550-2557. S. Freud (1912), A Note on The Unconscious in Psycho-Analysis. In: In: Ivan Smith (ed.) Freud-Complete Work). http://www.valas.fr/IMG/pdf/Freud_Complete_Works.pdf, pp. 2575-2583. |
| 3 | Popper’s Theory of Science and His Criticism of Freud | Karl R. Popper (1968), Conjectures and Refutations: The Growth of Scientific Knowledge. New York: Harper & Row, pp. 33-59. |
| 4 | Adolf Grünbaum on Popper’s Criticism of Freud | Adolf Grünbaum (1979) Is Freudian Psychoanalytic Theory Pseudo-Scientific by Karl Popper’s Criterion of Demarcation? American Philosophical Quarterly 16(2): 131-141. |
| 5 | Behaviorism | J. B. Watson (1994), An Excerpt from “Talking and Thinking”. In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 14-22). Rudolf Carnap (1994), An Excerpt from “Psychology in Physical Language”. In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 23-28). |
| 6 | Criticism of Behaviorism and Cognitive Revolution | Noam Chomsky (1994), Language and Innateness. In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 627-646). |
| 7 | Midterm | |
| 8 | Functionalism: Putnam | Hilary Putnam (1994), The Nature of Mental States. In: In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 47-56). |
| 9 | Functionalism: Sober | Elliott Sober (1994), Putting the Function Back into Functionalism. In: In: William G. Lycan (ed.) Mind and Cognition: A Reader. Cambridge, Massachusetts: Blackwell Publishers, (pp. 97-106). |
| 10 | No Class due to National Holiday | |
| 11 | Modularity of Mind: Fodor | Jerry Fodor (1993). Part III: Input Systems As Modules. The Modularity of Mind: An Essay on Faculty Psychology. Cambridge, Massachusetts: The MIT Press, pp. 47-101. |
| 12 | Evolutionary Psychology | Cosmides, L. & Tooby, J. (2003) "Evolutionary psychology: Theoretical Foundations," in Encyclopedia of Cognitive Science (London: Macmillan), pp. 5-67. Tooby, J. & Cosmides, L. (2005) "Evolutionary Psychology: Conceptual Foundations," in D. M. Buss (ed.), Handbook of Evolutionary Psychology (New York: Wiley). |
| 13 | Can Psychology be reduced to Physics? | Jerry Fodor (1974), Special Sciences (Or Disunity of Science as a Working Hypothesis). Synthese 28: 97-115. Jeagwon Kim (1992), Multiple Realization and the Metaphysics of Reduction. Philosophy of Phenomenological Research 52(1): 1-26 |
| 14 | Are there psychological laws? | Jerry Fodor (1989), Make Mind Matter More. Reprinted In: Brian Beakley and Peter Ludlow (eds.) The Philosophy Mind: Classical Problems/Contemporary Issues, second edition. Cambridge, Massachusetts: The MIT Press, pp. 409-425. Stephen Schiffer (1991), . Mind, New Series 100(1): 1-17. |
| 15 | Review of the Semester | |
| 16 | Review of the Semester |
| Course Notes/Textbooks | Book chapters outlined above, recent articles holding current scientific enquiries in psychology, and .ppt presentations. |
| Suggested Readings/Materials | All of the prestigious journal that publish psychological research. |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | 2 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 50 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 40 |
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | 50 | |
| Weighting of End-of-Semester Activities on the Final Grade | 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 | |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 15 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 15 | |
| Final Exams | 30 | ||
| Total | 126 |
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