| Course Name | Cognitive Development |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 419 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&ALecturing / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to examine the mental changes including perception, thinking, memory, intelligence, language, or reasoning that take place from birth through childhood. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course covers the development of perceptual abilities, attention, memory, intelligence, language, problem solving and reasoning, social cognition, and thinking about social phenomena that take place from birth through childhood. |
| 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 and review of the syllabus | |
| 2 | Introduction to Cognitive Development | David F. Bjorklund, “Introduction to Cognitive Development”, chap. 1 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 1-30. |
| 3 | Biological Bases of Cognitive Development | David F. Bjorklund, “Biological Bases of Cognitive Development”, chap. 2 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 31-72. |
| 4 | Social Construction of Mind: Sociocultural Perspectives on Cognitive Development | David F. Bjorklund, “Social Construction of Mind: Sociocultural Perspectives on Cognitive Development”, chap. 3 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 74-98. |
| 5 | Infant Perception and Cognition | David F. Bjorklund, “Infant Perception and Cognition”, chap. 4 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 100-153. |
| 6 | Thinking in Symbols: Development of Representation | David F. Bjorklund, “Thinking in Symbols: Development of Representation”, chap. 5 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 154-195. |
| 7 | Development of Folk Knowledge | David F. Bjorklund, “Development of Folk Knowledge”, chap. 6 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 196-246. |
| 8 | Learning to Think on Their Own: Executive Function, Strategies, and Problem Solving | David F. Bjorklund, “Learning to Think on Their Own: Executive Function, Strategies, and Problem Solving”, chap. 7 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 248-300. |
| 9 | Memory Development | David F. Bjorklund, “Memory Development”, chap. 8 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 301-347. |
| 10 | Language Development | David F. Bjorklund, “Language Development”, chap. 9 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 348-396. |
| 11 | Social Cognition | David F. Bjorklund, “Social Cognition”, chap. 10 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 398-441. |
| 12 | Schooling and Cognitive Development | David F. Bjorklund, “Schooling and Cognitive Development”, chap. 11 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 442-491. |
| 13 | Approaches to the Study of Intelligence | David F. Bjorklund, “Approaches to the Study of Intelligence”, chap. 12 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 492-529. |
| 14 | Origins, Modification, and Stability of Intellectual Differences | David F. Bjorklund, “Origins, Modification, and Stability of Intellectual Differences”, chap. 13 in Children’s Thinking: Cognitive Development and Individual Differences, 5th Ed. (Wadsworth/Cengage Learning, 2012), 530-575. |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks | Bjorklund, D. F. (2012). Children’s thinking: Cognitive development and individual differences (5th Edition). Wadsworth/Cengage Learning. ISBN 978-1111346058 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weighting |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 2 | 10 |
| Portfolio | ||
| Homework / Assignments | 1 | 30 |
| Presentation / Jury | 1 | 20 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| 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 | 2 | 5 | |
| Portfolio | |||
| Homework / Assignments | 1 | 30 | |
| Presentation / Jury | 1 | 20 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| 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. | 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. | |||||
| 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
