COURSE INTRODUCTION AND APPLICATION INFORMATION


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 Discussion
Q&A
Lecture / 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;
  • Define basic concepts related to cognitive development.
  • Define social cognition and representations as well as intelligence.
  • Explain perceptual development in infancy.
  • Explain language development in childhood.
  • Discuss memory development that take place from infancy through childhood.
  • Discuss the theories and approaches to the study of cognitive development.
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

 



Course Category

Core Courses
Major Area Courses
X
Supportive Courses
Media and Managment Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

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

 

EVALUATION SYSTEM

Semester Activities Number Weigthing
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

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
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

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
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