GRADUATE SCHOOL
Experimental Psychology (With Thesis)
PSY 504 | Course Introduction and Application Information
| Course Name |
Advanced Cognitive Psychology
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PSY 504
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
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| Course Language |
English
|
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| Course Type |
Elective
|
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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 | The goal of this course is to examine higher human cognitive processes, such as thinking, problem solving, attention and memory. This course consists of both theoretical and practical applications. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course has been designed to examine basic human cognitive processes and fundamental research methods and having knowledge about the application of these methods. |
|
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Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to Course | |
| 2 | Introduction to Cognitive Psychology | E. Bruce Goldstein (2018) Cognitive Psychology. Cengage Learning. 5th Edition. (Chapter 1, Page: 3-22) |
| 3 | Cognitive Neuropsychology: Neuroimaging | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 3, Page 93- 112) |
| 4 | Cognitive Neuropsychology: Neuromodulation | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 3, Page 85- 93) |
| 5 | Cognition in the Brain: Structure and Function I | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 2, Page 23- 45) |
| 6 | Cognition in the Brain: Structure and Function II | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 2, Page 45- 71) |
| 7 | Perception | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 5, Page 168- 222) |
| 8 | Research Proposal Discussion | |
| 9 | Timing and Time Perception | Paton, J. J., & Buonomano, D. V. (2018). The neural basis of timing: distributed mechanisms for diverse functions. Neuron, 98(4), 687-705. Di Luca, M., & Rhodes, D. (2016). Optimal perceived timing: Integrating sensory information with dynamically updated expectations. Scientific reports, 6(1), 1-15. |
| 10 | Cognition in Context | Bar, M. (2004). Visual objects in context. Nature Reviews Neuroscience, 5(8), 617-629. Todorović, D. (2010). Context effects in visual perception and their explanations. Review of psychology, 17(1), 17-32. |
| 11 | Voluntary action | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 8, Page 325- 377) |
| 12 | Sense of agency | Haggard, P. (2017). Sense of agency in the human brain. Nature Reviews Neuroscience, 18(4), 196-207. Moore, J. W. (2016). What is the sense of agency and why does it matter?. Frontiers in psychology, 7, 1272. |
| 13 | Theories of Consciousness | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition ( Chapter 14, Page 619- 657) |
| 14 | Research Proposal Presentations | |
| 15 | - | |
| 16 | - |
| Course Notes/Textbooks | Gazzaniga, M., Ivry, R. and Mangun, G., (2019) Cognitive Neuroscience: The Biology of the Mind. Norton & Company. 5th Edition E. Bruce Goldstein (2018) Cognitive Psychology. Cengage Learning. 5th Edition. |
| Suggested Readings/Materials | Paton, J. J., & Buonomano, D. V. (2018). The neural basis of timing: distributed mechanisms for diverse functions. Neuron, 98(4), 687-705.
Di Luca, M., & Rhodes, D. (2016). Optimal perceived timing: Integrating sensory information with dynamically updated expectations. Scientific reports, 6(1), 1-15.
Bar, M. (2004). Visual objects in context. Nature Reviews Neuroscience, 5(8), 617-629.
Todorović, D. (2010). Context effects in visual perception and their explanations. Review of psychology, 17(1), 17-32.
Haggard, P. (2017). Sense of agency in the human brain. Nature Reviews Neuroscience, 18(4), 196-207.
Moore, J. W. (2016). What is the sense of agency and why does it matter?. Frontiers in psychology, 7, 1272. |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
2
|
60
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| 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
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
2
|
47
|
94
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
1
|
55
|
55
|
| 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. |
|||||
| 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