Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSIOLOGICAL PSYCHOLOGY | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Assistant(s) | |
| Aim | The course addresses the biological basis of normal and abnormal behavior. The focus will be on the structure, physiology and function of the nervous system, neural mechanisms underlying behavior, cognition, and emotion. |
| Course Content | This course contains; ,Introducing cognitive neuroscience ,Introducing the brain ,Introducing the brain , The remembering brain, Biological basis ,Consciousness ,The executive brain,The executive brain,Biological basis of Intelligence and Cognitive Functioning ,Biological basis of Emotion and Motivation ,The Biology of Emotion and Motivation ,The Biology of Emotion and Stress,The Biology of Emotion and Stress,Biological basis of schizophrenia,Biological basis of Depression and Anxiety . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will learn : The biological basis of normal and abnormal behavior. Structure and function of the nervous system. Neural mechanisms underlying behavior, cognition, and emotion. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Ward, 2015. The Student’s Guide to Cognitive Neuroscience) | |
| 2 | Introducing cognitive neuroscience | Ward, 2015. The Student’s Guide to Cognitive Neuroscience) |
| 3 | Introducing the brain | Chapter 2 Ward, 2015. |
| 4 | Introducing the brain | Chapter 2 Ward, 2015. |
| 5 | The remembering brain, Biological basis | Chapter 9 Ward (2015). The Student’s Guide to Cognitive Neuroscience |
| 6 | Consciousness | Chapter 15 (Garrett & Hough, 2018.Brain & Behavior: An Introduction to Behavioral Neuroscience |
| 7 | The executive brain | Chapter 14 Ward, 2015. The Student’s Guide to Cognitive Neuroscience |
| 8 | The executive brain | Chapter 14 Ward, 2015. The Student’s Guide to Cognitive Neuroscience |
| 9 | Biological basis of Intelligence and Cognitive Functioning | Chapter 13 Garrett & Hough, 2018. Brain & Behavior: An Introduction to Behavioral Neuroscience |
| 10 | Biological basis of Emotion and Motivation | Chapter 4 Ward, 2017. The Student’s Guide to Social Neuroscience |
| 11 | The Biology of Emotion and Motivation | Chapter 4 Ward, 2017. The Student’s Guide to Social Neuroscience |
| 12 | The Biology of Emotion and Stress | Chapter 8 Neil Martin. Essential biological psychology |
| 13 | The Biology of Emotion and Stress | Chapter 8 Neil Martin. Essential biological psychology |
| 14 | Biological basis of schizophrenia | Chapter 10. Suzanne Higgs. Biological psychology |
| 15 | Biological basis of Depression and Anxiety | Chapter 10. Suzanne Higgs. Biological psychology |
| Resources |
| Ward, J. (2015). The Student’s Guide to Cognitive Neuroscience. Psychology Press. Ward, J. (2017). The Student’s Guide to Social Neuroscience. Psychology Press. Garrett & Hough (2018). Brain & Behavior: An Introduction to Behavioral Neuroscience Higgs, S., Cooper, A., & Lee, J. (2020). Biological Psychology. Sage Publications. Martin, G. N. (2003). Essential biological psychology. Routledge. |
| Dablec, J., Heller, M., Brozek, B., & LeDoux, J. (2014). The emotional brain revisited. Copernicus Center Press. Neave, N. (2007). Hormones and behavior. Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 10 | 2 | 20 | |||
| Quiz | 1 | 20 | 20 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSIOLOGICAL PSYCHOLOGY | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Assistant(s) | |
| Aim | The course addresses the biological basis of normal and abnormal behavior. The focus will be on the structure, physiology and function of the nervous system, neural mechanisms underlying behavior, cognition, and emotion. |
| Course Content | This course contains; ,Introducing cognitive neuroscience ,Introducing the brain ,Introducing the brain , The remembering brain, Biological basis ,Consciousness ,The executive brain,The executive brain,Biological basis of Intelligence and Cognitive Functioning ,Biological basis of Emotion and Motivation ,The Biology of Emotion and Motivation ,The Biology of Emotion and Stress,The Biology of Emotion and Stress,Biological basis of schizophrenia,Biological basis of Depression and Anxiety . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will learn : The biological basis of normal and abnormal behavior. Structure and function of the nervous system. Neural mechanisms underlying behavior, cognition, and emotion. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Ward, 2015. The Student’s Guide to Cognitive Neuroscience) | |
| 2 | Introducing cognitive neuroscience | Ward, 2015. The Student’s Guide to Cognitive Neuroscience) |
| 3 | Introducing the brain | Chapter 2 Ward, 2015. |
| 4 | Introducing the brain | Chapter 2 Ward, 2015. |
| 5 | The remembering brain, Biological basis | Chapter 9 Ward (2015). The Student’s Guide to Cognitive Neuroscience |
| 6 | Consciousness | Chapter 15 (Garrett & Hough, 2018.Brain & Behavior: An Introduction to Behavioral Neuroscience |
| 7 | The executive brain | Chapter 14 Ward, 2015. The Student’s Guide to Cognitive Neuroscience |
| 8 | The executive brain | Chapter 14 Ward, 2015. The Student’s Guide to Cognitive Neuroscience |
| 9 | Biological basis of Intelligence and Cognitive Functioning | Chapter 13 Garrett & Hough, 2018. Brain & Behavior: An Introduction to Behavioral Neuroscience |
| 10 | Biological basis of Emotion and Motivation | Chapter 4 Ward, 2017. The Student’s Guide to Social Neuroscience |
| 11 | The Biology of Emotion and Motivation | Chapter 4 Ward, 2017. The Student’s Guide to Social Neuroscience |
| 12 | The Biology of Emotion and Stress | Chapter 8 Neil Martin. Essential biological psychology |
| 13 | The Biology of Emotion and Stress | Chapter 8 Neil Martin. Essential biological psychology |
| 14 | Biological basis of schizophrenia | Chapter 10. Suzanne Higgs. Biological psychology |
| 15 | Biological basis of Depression and Anxiety | Chapter 10. Suzanne Higgs. Biological psychology |
| Resources |
| Ward, J. (2015). The Student’s Guide to Cognitive Neuroscience. Psychology Press. Ward, J. (2017). The Student’s Guide to Social Neuroscience. Psychology Press. Garrett & Hough (2018). Brain & Behavior: An Introduction to Behavioral Neuroscience Higgs, S., Cooper, A., & Lee, J. (2020). Biological Psychology. Sage Publications. Martin, G. N. (2003). Essential biological psychology. Routledge. |
| Dablec, J., Heller, M., Brozek, B., & LeDoux, J. (2014). The emotional brain revisited. Copernicus Center Press. Neave, N. (2007). Hormones and behavior. Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |