| Course Name | Advanced Physiological Psychology |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 316 | 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 | Students will learn the complex relations between brain systems, at the cellular and neurochemical levels, and behavior. Specifically they will learn about the neuroanatomical and neurochemical systems involved in homeostasis, reward and motivation, emotion, learning and addiction. Students will learn about the strengths and weaknesses of brain imaging methodologies, the different attentional network systems within the brain, the prefrontal cortical structures involved working memory, the neurological and neuroendocrine systems involved in the encoding, storage, and retrieval of long-term memories, and the neurological structures involved with the formation and generation of language. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course provides students an advanced understanding of the physiological basis of behavior. Topics of discussion will include the structure and function of the nervous system at a molecular, cellular, and systems neuroscience level. |
| Related Sustainable Development Goals | |
|
| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introducing Cognitive Neuroscience | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 1, pp.1-15 |
| 2 | Introducing the Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 2, pp.15-31. |
| 3 | The Electrophysiological Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 3,pp. 31-49. |
| 4 | The Imaged Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 4, pp.49-81. |
| 5 | The Lesioned Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 5,pp. 81-107. |
| 6 | Midterm Exam | |
| 7 | The Attending Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 7, pp.135-165. |
| 8 | The Remembering Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 9, pp.195-231. |
| 9 | The Executive Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 14, pp.345-373. |
| 10 | The Executive Brain II | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 14, pp.345-373. |
| 11 | Language and the brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 12, pp.293-319. |
| 12 | The Social and Emotional Brain | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 15, pp.373-407. |
| 13 | Addiction | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. Chapter 15. pp.373-407. |
| 14 | Review of the semester | |
| 15 | Review of the semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Ward, J. (2015). The Student's Guide to Cognitive Neuroscience (3rd edition). Psychology Press. ISBN-10: 1848722710 ISBN-13: 978-1848722712 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 2 | 50 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 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 | 3 | 39 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 2 | 8 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 47 | |
| Total | 150 |
| # | 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. | |||||
| 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
