GRADUATE SCHOOL
PhD in Experimental Psychology
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 | ||
| 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
|
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| 1 | To be able to develop and deepen the current and advanced knowledge in the experimental science of psychology with original thought and/or research and come up with innovative definitions based on Master's degree qualifications. |
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| 2 | To be able to conceive the interdisciplinary interaction which the experimental psychology is related with, come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas. |
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| 3 | To be able to evaluate and use new methodological knowledge in a systematic way and gain higher level of skills on research methodology of the mind, behavior, and the brain. |
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| 4 | To be able to develop an innovative knowledge, method, design and/or practice or adapt an already known knowledge, method, design and/or practice to another field; research, conceive, design, adapt and implement an original subject. |
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| 5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. |
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| 6 | To be able to develop new ideas and methods in the field of experimental psychology by using high level mental processes such as creative and critical thinking, problem solving and decision making. |
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| 7 | To be able to broaden the borders of the knowledge in the field by producing or interpreting an original work or publishing at least one scientific paper in the field in national and/or international refereed journals. |
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| 8 | To be able to organize and participate in scientific activities such as workshops, conferences, and panels to elaborate possible solutions to the problems which may be specific to experimental psychology or interdisiplinary. |
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| 9 | To be able to contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements by following pioneer and innovative methods and theories of the mind, behavior and the brain trilogy. |
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| 10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. |
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| 11 | To be able to contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field and support the development of these values. |
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| 12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. |
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| 13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
