GRADUATE SCHOOL
Experimental Psychology (With Thesis)
PSY 503 | Course Introduction and Application Information
| Course Name |
Learning: Experimental Analysis of Behavior
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PSY 503
|
Fall
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
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| Course Language |
English
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| Course Type |
Required
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| Course Level |
Second Cycle
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course concerns the study of learning from the most basic associationistic ideas to complex cognitive behaviors such as problem solving and thinking. Various ideas regarding the nature of the mind are presented along with the fundamental concepts of learning and conditioning. Strengths and weaknesses of the memory system are discussed as they relate to higher cognitive processes such as language, problem solving, and eyewitness identification. Neurophysiological correlates of cognitive phenomena and learning are also discussed. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | Theories and procedures of learning will be elaborated by paying emphasize on the underlying neural plasticity of behavior. Analytical techniques and procedures to test hypotheses about behavioral phenomena will be the main approach of the course. In addition, learning will be defined as a powerful tool for an examination of complex neural systems in vertebrates. Finally, usage of this tool will be expanded to the studies of psychopharmacological preperations. |
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Core Courses |
X
|
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Various Forms of Simple Stimulus Learning | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter1-2. Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 1-2 |
| 2 | Classical Conditioning: Mechanisms | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter 2-3. Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 7 |
| 3 | Operant Conditioning: Reward, Punishment, Avoidance | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter 5. Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 8 |
| 4 | Verbal Learning | Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 7 |
| 5 | Human Memory: Conceptual Approaches | Chance, P. (2014). Learning and behavior.Belmont, CA : Wadsworth Cengage Learning: Chapter 11 Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 9 |
| 6 | Presentations | |
| 7 | Presentations | |
| 8 | Comparative Cognition - Non Associative form of learning | Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 6 |
| 9 | Comparative Cognition | Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education : Chapter 11 |
| 10 | Comparative Cognition | Domjan, M. (2017).The Essentials of Conditioning and Learning, 4th Edition |
| 11 | Presentation | |
| 12 | Presentation | |
| 13 | Review of semester | |
| 14 | Project submission | |
| 15 | - | |
| 16 | - |
| Course Notes/Textbooks | Chance, P. (2014). Learning and behavior. Belmont, CA : Wadsworth Cengage, ISBN-13: 978-0495095644 ISBN-10: 0495095648
Gluck, M. A., Mercado, E., & Myers, C. E. (2017). Learning and memory. New York, N.Y. : Macmillan Higher Education ISBN-13: 978-1464105937 ISBN-10: 1464105936
Domjan, M. (2017).The Essentials of Conditioning and Learning, 4th Edition ISBN: 978-1-4338-2778-5 |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
4
|
60
|
| Project |
1
|
40
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
5
|
100
|
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
4
|
30
|
120
|
| Project |
1
|
15
|
15
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
0
|
||
| Total |
225
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. |
X | ||||
| 2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. |
X | ||||
| 3 | To be able to use the acquired institutional and applied psychology knowledge at an expert level. |
X | ||||
| 4 | To be able to aim and channel learning efforts, to independently conduct and manage advanced level studies and to critically evaluate psychological knowledge. |
X | ||||
| 5 | To be able to solve problems requiring expertise using scientific research methods, to develop new knowledge by integrating psychological information with multidisciplinary information. |
X | ||||
| 6 | To be able to independently assume a problem, develop a problem solving method, solve the problem, assess the outcomes and apply this method when needed. |
X | ||||
| 7 | To be able to act according to ethical and scientific standards in collecting, evaluating and sharing data as well as be able to act as an inspector and instructor in the maintenance and transference of ethical values. |
X | ||||
| 8 | To be able to take responsibility and develop new strategies and methods for intervention in the presence of unexpected and complicated problems. |
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| 9 | To be able to systematically communicate one’s own studies and the psychological agenda both written, oral and visually to psychologists and non psychologists. |
X | ||||
| 10 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. |
X | ||||
| 11 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest