| Course Name | Language and Thought |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 418 | 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 objective of this course is to acquire an understanding about language and its relationship to mental states in general and psychological states in particular. Psychology is the branch of science having close connections to philosophy of language. This course aims at developing a framework in which students can conceptualize psychological experience in terms of language. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | The course consists of views on language and thought from a variety of disciplines such as philosophy, linguistics, cognitive psychology and neuroscience. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | X | |
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Language and thought | Carruthers, P., & Boucher, J. (Eds.). (2011). Language and Thought Interdisciplinary Themes. Cambridge University Press (Chapter 1: Introduction: Opening up options; pp. 1-19) |
| 2 | The Origin of Speech | Hockett, C. (1960). The Origin of Speech. Scientific American, 203, 88–111 |
| 3 | Evolutionary perspectives to language | Stein, J. F. (2003). Why did language develop? International Congress Series, 1254, 207-213 |
| 4 | Theories on language and thought | Harris, R., & Taylor, T. T. (1997) Landmarks in Linguistic Thought I: The Western Tradition From Socrates to Saussure. Routledge, U.K. (Chapter 13: Humboldt on Linguistic and Mental Diversity; pp. 169-182) Harris, R., & Taylor, T. T. (1997) Landmarks in Linguistic Thought I: The Western Tradition From Socrates to Saussure. Routledge, U.K. (Chapter 16: Saussure on Language and Thought; pp. 207-221) |
| 5 | Theories on language and thought | Joseph, J. E., Love, N., & Taylor, T. T. (2001). Landmarks in Linguistic Thought II: Routledge, U.K. (Chapter 4: Whorf on Language and Thought; pp. 43-57) |
| 6 | Theories on language and thought | Chomsky, N. (2002). New Horizons in the Study of Language and Mind, Cambridge University Prepp. U.K. (Chapter 1: New Horizons in the Study of Language; pp. 3-18) |
| 7 | Midterm exam | |
| 8 | Theories on language and thought | Pinker, S. (2003). In S. Kirby & M. Christiansen (Eds.). Language evolution: States of the Art. New York, Oxford University Press (Chapter 2: Language as an adaptation to the cognitive niche; pp. 16-37) |
| 9 | Theories on language and thought | Feldman, J. (2006). From Molecule to Metaphor. A Neural Theory of Language. The MIT Press: Massachusetts, London (Chapter 15: Conceptual Systems; pp. 185-197 & Chapter 16: Metaphors and Meaning; pp. 199-212) |
| 10 | Theories on language and thought | Gallese, V., & Lakoff, G. (2005). The Brain's concepts: the role of the Sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22, 455-479 |
| 11 | Emotions and thought | Clore, G., L., & Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Science, 11(9), 393–399 |
| 12 | Language pathologies & thought | Siegal, M., Varley, R., & Want, S. C. (2001). Mind over grammar: Reasoning in aphasia and development. Trends in Cognitive Sciences, 5(7), 296-301 |
| 13 | Bilingualism and thought | Pavlenko, A. (2012). Thinking and Speaking in Two Languages. International Journal of Bilingual Education and Bilingualism, 15(3), 383-387 |
| 14 | Overview of the course | |
| 15 | Overview of the course | |
| 16 | Final exam |
| Course Notes/Textbooks | Carruthers, P., & Boucher, J. (2011). Introduction:Opening up options. Language and Thought. ISBN: 9780511825095 Chomsky, N. (2002). New horizons in the study of language and mind (1st ed.). Cambridge University Press. ISBN: 9780521658225 Feldman. J. (2006). From molecule to metaphor: A neural theory of language (1st ed.). MIT Press. ISBN: 9780262562355 Harris, R., & Taylor, T. (2005). Landmarks in linguistic thought volume I: The western tradition from Socrates to saussure. Routledge. ISBN: 9780415153621 Pinker, S. (2003). In S. Kirby & M. Christiansen (Eds.), Language evolution: States of the art. Oxford University Press. ISBN: 978019924483 Joseph, J. E., Love, N., & Taylor, T. J. (2001). Landmarks in linguistic thought II: The western tradition in the twentieth century. ISBN: 9780415153621 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weighting |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 30 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| 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 | 13 | 2 | 26 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 30 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| Final Exams | 1 | 46 | |
| 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. | |||||
| 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. | |||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | X | ||||
| 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. | |||||
| 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. | X | ||||
| 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
