| Course Name | Psychological Testing in Practice |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 414 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | ||||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to present common psychological tests used in the field of clinical neuropsychology. Several neuropsychological tests from different theoretical backgrounds will be demonstrated in this course. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | In this course, historical development of clinical neuropsychological testing and assessment would be explored. During the semester neuropsychological functions such as memory, attention, executive functions, language functions, and different tests developed to evaluate neuropsychopathology will be explained by considering their psychometric properties. |
| 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 | Introduction to Neuropsychology | Zillmer, E. A., Spiers, M. V., & Culbertson, W. C. (2007). Principles of Neuropsychology (2nd ed.). Belmont, USA: Wadsworth Publishing (Chapter 1: A History of Neuropsychology; pp. 3-31 & Chapter 2: Methods of Investigating Brain; pp. 32-61). Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment (5th ed.). New York, USA: Oxford University Press (Chapter 1: Basic Concepts; pp. 56-103) |
| 2 | Content of neuropsychological assessment | Zillmer, E. A., Spiers, M. V., & Culbertson, W. C. (2007). Principles of Neuropsychology (2nd ed.). Belmont, USA: Wadsworth Publishing (Chapter 3: Neuropsychological Assessment and Diagnosis; pp. 62-90). Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment (5th ed.). New York, USA: Oxford University Press (Chapter 1: The Practice of Neuropsychological Assessment; pp. 35-55 & Chapter 2: Basic Concepts; pp. 56-103) |
| 3 | History taking in neuropsychological evaluation, test selection, application and report writing | Zillmer, E. A., Spiers, M. V., & Culbertson, W. C. (2007). Principles of Neuropsychology (2nd ed.). Belmont, USA: Wadsworth Publishing (Chapter 3: Neuropsychological Assessment and Diagnosis; pp. 62-90). Strauss, E., Sherman, E. M., & Spreen, O. (2006). A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary (3rd ed.). Oxford University Press (Chapter 3: History Taking; pp. 55-74 & Chapter 4: Test Selection, Test Administration, and Preparation of the Patient; pp. 75-85 & Chapter 5: Report Writing and Feedback Sessions; pp. 86-97). Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment (5th ed.). New York, USA: Oxford University Press (Chapter 5: The Neuropsychological Examination-Procedures; pp. 245-317 & Chapter 6: The Neuropsychological Examination-Interpretations; pp. 318-358) |
| 4 | Midterm exam | |
| 5 | Neuropsychological Tests - Memory, Executive Functions, Attention and Language Functions | Zillmer, E. A., Spiers, M. V., & Culbertson, W. C. (2007). Principles of Neuropsychology (2nd ed.). Belmont, USA: Wadsworth Publishing (Chapter 3: Neuropsychological Assessment and Diagnosis; pp. 62-90). Strauss, E., Sherman, E. M., & Spreen, O. (2006). A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary (3rd ed.). Oxford University Press (Chapter 8: Executive Functions; pp. 401-545 & Chapter 9: Attention; ss: 546-677 & Chapter 10: Memory; pp. 678-890 & Chapter 11: Language Tests; pp. 891-962). Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment (5th ed.). New York, USA: Oxford University Press (Chapter 9: Orientation and Attention; pp. 774-819 & Chapter 11: Memory I Tests; pp. 894-996 & Chapter 12: Memory II Tests; pp. 998-1263 & Chapter 13: Verbal Functions and Language Skills; pp. 1036-1083 & Chapter 16: Executive Functions; pp. 1265-1349) |
| 6 | Application in Class - Neuropsychological Tests | |
| 7 | Application in Class - Neuropsychological Tests | |
| 8 | Application in Class - Neuropsychological Tests | |
| 9 | Application in Class - Neuropsychological Tests | |
| 10 | Application in Class - Neuropsychological Tests | |
| 11 | Application in Class - Neuropsychological Tests | |
| 12 | Application in Class - Neuropsychological Tests | |
| 13 | Application in Class - Neuropsychological Tests | |
| 14 | Application in Class - Neuropsychological Tests | |
| 15 | Overview of the course | |
| 16 | Final exam |
| Course Notes/Textbooks | Lezak, M. D., Howieson, D. B., Loring, D. W., & Fischer, J. S. (2004). Neuropsychological assessment (4th ed.). Oxford University Press. ISBN: 9780195395525 Strauss, E., Sherman, E. M., & Spreen, O. (2006). A compendium of Neuropsychological tests: Administration, norms, and commentary (3rd ed.). Oxford University Press. ISBN: 9780195159578 Zillmer, E., Spiers, M., & Culbertson, W. C. (2008). Principles of neuropsychology (2nd ed.). Wadsworth. ISBN: 9780495003762 |
| Suggested Readings/Materials | Karakaş, S., Erdoğan Bakar, E., Doğutepe Dinçer, E. (2013). BİLNOT Bataryası El Kitabı: Nöropsikolojik Testlerin Yetişkinler için Araştırma ve Geliştirme Çalışmaları BİLNOT-Yetişkin (2. Basım). Eğitim Yayınevi ISBN: 9786055176259 |
| Semester Activities | Number | Weighting |
| Participation | ||
| Laboratory / Application | ||
| Field Work | 1 | 35 |
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 20 |
| Presentation / Jury | ||
| Project | 1 | 5 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | 1 | 20 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 80 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 20 |
| 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 | 14 | 2 | 28 |
| Field Work | 1 | 40 | |
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 14 | |
| Presentation / Jury | |||
| Project | 1 | 10 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 20 | |
| Final Exams | 1 | 20 | |
| Total | 180 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | X | ||||
| 2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | X | ||||
| 3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | X | ||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
| 5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | X | ||||
| 6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | |||||
| 7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
| 8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
| 9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | X | ||||
| 10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
| 11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
