GRADUATE SCHOOL
Clinical Psychology With Thesis (English)
CPSY 520 | Course Introduction and Application Information
| Course Name |
Social Cognition
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
CPSY 520
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| 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 aims to provide general overview about social cognition. Social cognition is a sub field of social psychology and focuses on how people perceive and think about themselves, others and the social world. It also examines how people select and recall social information. Social cognitive mechanism mechanisms can be accurate and surprisingly inaccurate as well. Students will understand the functions of social cognitive mechanisms. At the end of this course, students will be aware of their own social cognitive mechanisms, socio-cognitive biases. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | Social cognition is about how people perceive, store, retrieve and use social information. Social cognition also focuses on the role that cognitive processes play in our social interactions. |
|
|
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 | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 1 |
| 2 | Dual Process Model | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 2 |
| 3 | Attention and Coding | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 3 |
| 4 | Social Representations and Cognition | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 4 |
| 5 | Self and Social Cognition | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 5 |
| 6 | Attribution Processes | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 6 |
| 7 | Social Cognition and Shortcuts | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 7 |
| 8 | Midterm | |
| 9 | Cognitive Processes and Attitudes | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 9 |
| 10 | Cognitive Proceses in Attitudes | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 10 |
| 11 | Stereotypes | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 11 |
| 12 | Prejudices | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 12 |
| 13 | From Social Cognition to Emotions | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 13 |
| 14 | Introduction | Fiske, S.T., & Taylor, S. E. (2007). Social Cognition: From Brains to Culture. McGraw-Hill Higher Education. Chapter 1 |
| 15 | Review of the Semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
2
|
40
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
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 |
2
|
20
|
40
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
22
|
22
|
| Final Exam |
1
|
35
|
35
|
| 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 theoretical and applied psychology knowledge at an expert level. |
X | ||||
| 4 | To be able to make a case formulation with a certain psychotherapy approach and apply innervation techniques accordingly. |
X | ||||
| 5 | To be able to evaluate personality structures and psychological disorders during clinical interviews, and write a psychological evaluation rapport. |
X | ||||
| 6 | To be able to analyze field related problems according to scientific methods and tools and develop a solution strategy. |
X | ||||
| 7 | To be able to question and critically evaluate issues that are related to behavioral and mental processes with a scientific and creative approach. |
X | ||||
| 8 | To be able to act according to legislation, professional values, and ethical principles while acquiring field knowledge. |
X | ||||
| 9 | To be able to differentiate the genetic, physiological, social and environmental factors while explaining individual’s emotion, thought and behavior; and to understand and interpret the interaction of these factors. |
X | ||||
| 10 | To have the acquired competence in etiology, symptoms, prognosis and termination of a psychological disorder. |
X | ||||
| 11 | To have the competence to evaluate and integrate current research and critical approaches in the field. |
X | ||||
| 12 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. |
X | ||||
| 13 | 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
