GRADUATE SCHOOL
Experimental Psychology (With Thesis)
PSY 551 | Course Introduction and Application Information
| Course Name |
Evolutionary Bases of Learning and Cognition
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PSY 551
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
Second Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The main objective of the course is to describe, discuss, and analyze the innate features of the minds of different organisms which have evolved to match certain aspects of that physical external universe, and the way in which the physical universe interacts with the mind to produce the phenomenal world. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course is concerned with an in depth investigation of the evolutionary bases of learning and cognition. The course will cover how mental mechanisms and their biological correlates have evolved to produce what we have today. |
|
|
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 | |
| 2 | Gene machines | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 2&4 |
| 3 | Agression | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 5&6 |
| 4 | Family planning | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 7&8 |
| 5 | Battle between generations and sexes | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 8&9 |
| 6 | Alturistic Behaviour | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press.Chapter 10 |
| 7 | Cultured animal | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 1 |
| 8 | Choice of mate | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 2 |
| 9 | Meaning of the culture | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 3 |
| 10 | "Meme" concept | Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, Chapter 4 |
| 11 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 3 |
| 12 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 4 |
| 13 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 5 |
| 14 | Supernormal stimulus | Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York: W.W. Norton & Co. Chp 6 |
| 15 | Power and sexuality among apes | Waal, F. B. M. (1998). Chimpanzee politics: Power and sex among apes. Baltimore: Johns Hopkins University Press. |
| 16 | Power and sexuality among apes | Waal, F. B. M. (1998). Chimpanzee politics: Power and sex among apes. Baltimore: Johns Hopkins University Press. |
| Course Notes/Textbooks | DAWKINS, R. (1989). The selfish gene. Oxford, Oxford University Press. ISBN-10: 0192860925 Dugatkin. 2001. The Imitation Factor: Evolution Beyond the Gene. Simon & Shuster, New York, ISBN-10: 0684864533 Barrett, D. (2010). Supernormal stimuli: How primal urges overran their evolutionary purpose. New York ISBN-10: 039306848X Waal, F. B. M. (1998). Chimpanzee politics: Power and sex among apes. Baltimore: Johns Hopkins University Press. ISBN-10: 0801886562
|
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
7
|
35
|
| Presentation / Jury |
4
|
40
|
| Project |
1
|
25
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
6
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| 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 |
16
|
5
|
80
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
7
|
10
|
70
|
| Presentation / Jury |
4
|
5
|
20
|
| Project |
1
|
30
|
30
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
30
|
0
|
|
| Total |
248
|
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. |
|||||
| 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. |
|||||
| 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. |
X | ||||
| 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. |
|||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest