| Course Name | Cognitive Psychology |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 405 | Spring | 3 | 0 | 3 | 7 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Required | |||||
| 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 examine the cognitive processes including pattern recognition, attention capacity, short term memory, long term memory and problem solving |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | The course content includes various human cognitive processes and fundamental research methods in cognitive psychology. |
| Related Sustainable Development Goals | |
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| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction to the course: Memory, cognition and a history of cognitive psychology | Aschraft “Cognition”: Pearson Prentice Hall Inc: 2008. |
| 2 | Information processing and brain | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 2: The Cognitive Science Approach. (pp. 45-81) |
| 3 | Visual processing, object recognition and agnosia | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 3: Perception and Pattern Recognition. (pp. 83-128) |
| 4 | Attention, attentional processes, and hemineglect | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 4: Attention. (pp. 131-165) |
| 5 | Short-term working memory | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 5: Short-Term Working Memory. (pp. 168-205) |
| 6 | Episodic long-term memory | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 6: Learning and Remembering. (pp. 208-252). |
| 7 | Semantic long-term memory | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 7: Knowing. (pp. 253-301) |
| 8 | Midterm exam | |
| 9 | False memories, eyewitness memory and flashbulb memory | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 8: Using Knowledge in the Real World. (pp. 304-345) |
| 10 | Language I | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 9: Language. (pp. 348-369) |
| 11 | Language II | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 9: Language. (pp. 370-397) |
| 12 | Decisions, judgments and reasoning | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. (Chapter 12: Decisions, Judgments, and Reasoning. (pp. 487-538) |
| 13 | Basics of problem solving | Aschraft & Radvansky (2014). Cognition. Pearson New International Edition 5th Edition. Chapter 11: Problem Solving. (pp. 444-486) |
| 14 | Overview of the course | |
| 15 | Overview of the course | |
| 16 | Final exam |
| Course Notes/Textbooks | Aschraft, M. H., & Radvansky, G. A. (2014). Cognition (5th ed.). Pearson. ISBN: 1-292-02147-0 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 40 |
| Final Exam | 1 | 60 |
| Total |
| Weighting of Semester Activities on the Final Grade | 1 | 40 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 60 |
| 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 | 3 | 42 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 55 | |
| Final Exams | 1 | 65 | |
| Total | 210 |
| # | 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. | 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. | X | ||||
| 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
