Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SELECTED TOPICS in SOCIAL PSYCHOLOGY | PSY4215539 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Çarşamba 18:30-19:15 Çarşamba 19:30-20:15 Çarşamba 20:30-21:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra AKTAŞ, Lect. Metin Ege SALTER |
| Assistant(s) | |
| Aim | This course aims to provide an overview of fundamental theories on attachment, moral psychology and concepts which are intertwined with it in a graduate-level format. During this semester, students will be asked to read articles for each week and write reaction papers. Students are expected to write at least 5 different reaction papers (about 150-300 words, discussing limitations, implications, future research ideas and a testable hypothesis at the end). Each student will be a discussion leader, at least one time. |
| Course Content | This course contains; Introduction,Introduction to Attachment,Attachment & Romantic Love,Attachment-Related Strategies,Attachment & Information Processing,Attachment & Political Orientation,Introduction to Moral Psychology,New Integrations in Psychology of Morality,Moral Foundations Theory,Morality & Political Orientation,Moral Judgements & Disgust Sensitivity,Attachment & Morality,Morality as Cooperation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. A basic understanding of the historical development of classic perspectives in social psychology 2. Gains knowledge about the terms and concepts of social psychology 3. Gain knowledge about the limitations of empirical research in social psychology 4. Gain knowledge about the current trends in social psychology. 5. Can integrate the knowledge of social psychological with other psychology sub-fields | 1, 10, 14 |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 14: Self Study Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | |
| 2 | Introduction to Attachment | |
| 3 | Attachment & Romantic Love | |
| 4 | Attachment-Related Strategies | |
| 5 | Attachment & Information Processing | |
| 6 | Attachment & Political Orientation | |
| 7 | Introduction to Moral Psychology | |
| 8 | New Integrations in Psychology of Morality | |
| 9 | Moral Foundations Theory | |
| 10 | Morality & Political Orientation | |
| 11 | Moral Judgements & Disgust Sensitivity | |
| 12 | Attachment & Morality | |
| 13 | Morality as Cooperation |
| Resources |
| Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental psychology, 28(5), 759. Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511–524. Mikulincer, M., Shaver, P. R., & Pereg, D. (2003). Attachment theory and affect regulation: The dynamics, development, and cognitive consequences of attachment-related strategies. Motivation and Emotion, 27, 77-102. Mikulincer, M. (1997). Adult attachment style and information processing: individual differences in curiosity and cognitive closure. Journal of personality and social psychology, 72(5), 1217. Koleva, S. P., & Rip, B. (2009). Attachment style and political ideology: A review of contradictory findings. Social Justice Research, 22, 241-258. Gaziano, C. (2017). Adult attachment style and political ideology. Sage open, 7(3), 2158244017724493. Thornhill, R., & Fincher, C. L. (2007). What is the relevance of attachment and life history to political values?. Evolution and Human Behavior, 28(4), 215-222. Yılmaz, O., & Bayrak, F. (2022). Ahlak psikolojisine giriş: temel kavramlar, kuramsal yaklaşımlar ve tartışmalar. REFLEKTİF Sosyal Bilimler Dergisi, 3(1), 27-50. Sunar, D. (2009). Suggestions for a new integration in the psychology of morality. Social and Personality Psychology Compass, 3(4), 447-474. Haidt, J., & Joseph, C. (2004). Intuitive ethics: How innately prepared intuitions generate culturally variable virtues. Daedalus, 133(4), 55-66. Doğruyol, B., Alper, S., & Yilmaz, O. (2019). The five-factor model of the moral foundations theory is stable across WEIRD and non-WEIRD cultures. Personality and Individual Differences, 151, 109547. Graham, J., Haidt, J., & Nosek, B. A. (2009). Liberals and conservatives rely on different sets of moral foundations. Journal of personality and social psychology, 96(5), 1029. Haidt, J., & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals may not recognize. Social justice research, 20(1), 98-116. Yilmaz, O., Harma, M., Bahçekapili, H. G., & Cesur, S. (2016). Validation of the Moral Foundations Questionnaire in Turkey and its relation to cultural schemas of individualism and collectivism. Personality and Individual Differences, 99, 149-154. Inbar, Y., Pizarro, D. A., Knobe, J., & Bloom, P. (2009). Disgust sensitivity predicts intuitive disapproval of gays. Emotion, 9(3), 435. Terrizzi Jr, J. A., Shook, N. J., & Ventis, W. L. (2010). Disgust: A predictor of social conservatism and prejudicial attitudes toward homosexuals. Personality and individual differences, 49(6), 587-592. Koleva, S., Selterman, D., Iyer, R., Ditto, P., & Graham, J. (2014). The moral compass of insecurity: Anxious and avoidant attachment predict moral judgment. Social Psychological and Personality Science, 5(2), 185-194. Shaver, P. R., & Mikulincer, M. (2012). An attachment perspective on morality: Strengthening authentic forms of moral decision making. The social psychology of morality: Exploring the causes of good and evil, 10(1), 257-274. Curry, O. S., Mullins, D. A., & Whitehouse, H. (2019). Is it good to cooperate? Testing the theory of morality-as-cooperation in 60 societies. Current Anthropology, 60(1), 47-69. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| SELECTED TOPICS in SOCIAL PSYCHOLOGY | PSY4215539 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Çarşamba 18:30-19:15 Çarşamba 19:30-20:15 Çarşamba 20:30-21:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra AKTAŞ, Lect. Metin Ege SALTER |
| Assistant(s) | |
| Aim | This course aims to provide an overview of fundamental theories on attachment, moral psychology and concepts which are intertwined with it in a graduate-level format. During this semester, students will be asked to read articles for each week and write reaction papers. Students are expected to write at least 5 different reaction papers (about 150-300 words, discussing limitations, implications, future research ideas and a testable hypothesis at the end). Each student will be a discussion leader, at least one time. |
| Course Content | This course contains; Introduction,Introduction to Attachment,Attachment & Romantic Love,Attachment-Related Strategies,Attachment & Information Processing,Attachment & Political Orientation,Introduction to Moral Psychology,New Integrations in Psychology of Morality,Moral Foundations Theory,Morality & Political Orientation,Moral Judgements & Disgust Sensitivity,Attachment & Morality,Morality as Cooperation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. A basic understanding of the historical development of classic perspectives in social psychology 2. Gains knowledge about the terms and concepts of social psychology 3. Gain knowledge about the limitations of empirical research in social psychology 4. Gain knowledge about the current trends in social psychology. 5. Can integrate the knowledge of social psychological with other psychology sub-fields | 1, 10, 14 |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 14: Self Study Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | |
| 2 | Introduction to Attachment | |
| 3 | Attachment & Romantic Love | |
| 4 | Attachment-Related Strategies | |
| 5 | Attachment & Information Processing | |
| 6 | Attachment & Political Orientation | |
| 7 | Introduction to Moral Psychology | |
| 8 | New Integrations in Psychology of Morality | |
| 9 | Moral Foundations Theory | |
| 10 | Morality & Political Orientation | |
| 11 | Moral Judgements & Disgust Sensitivity | |
| 12 | Attachment & Morality | |
| 13 | Morality as Cooperation |
| Resources |
| Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental psychology, 28(5), 759. Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511–524. Mikulincer, M., Shaver, P. R., & Pereg, D. (2003). Attachment theory and affect regulation: The dynamics, development, and cognitive consequences of attachment-related strategies. Motivation and Emotion, 27, 77-102. Mikulincer, M. (1997). Adult attachment style and information processing: individual differences in curiosity and cognitive closure. Journal of personality and social psychology, 72(5), 1217. Koleva, S. P., & Rip, B. (2009). Attachment style and political ideology: A review of contradictory findings. Social Justice Research, 22, 241-258. Gaziano, C. (2017). Adult attachment style and political ideology. Sage open, 7(3), 2158244017724493. Thornhill, R., & Fincher, C. L. (2007). What is the relevance of attachment and life history to political values?. Evolution and Human Behavior, 28(4), 215-222. Yılmaz, O., & Bayrak, F. (2022). Ahlak psikolojisine giriş: temel kavramlar, kuramsal yaklaşımlar ve tartışmalar. REFLEKTİF Sosyal Bilimler Dergisi, 3(1), 27-50. Sunar, D. (2009). Suggestions for a new integration in the psychology of morality. Social and Personality Psychology Compass, 3(4), 447-474. Haidt, J., & Joseph, C. (2004). Intuitive ethics: How innately prepared intuitions generate culturally variable virtues. Daedalus, 133(4), 55-66. Doğruyol, B., Alper, S., & Yilmaz, O. (2019). The five-factor model of the moral foundations theory is stable across WEIRD and non-WEIRD cultures. Personality and Individual Differences, 151, 109547. Graham, J., Haidt, J., & Nosek, B. A. (2009). Liberals and conservatives rely on different sets of moral foundations. Journal of personality and social psychology, 96(5), 1029. Haidt, J., & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals may not recognize. Social justice research, 20(1), 98-116. Yilmaz, O., Harma, M., Bahçekapili, H. G., & Cesur, S. (2016). Validation of the Moral Foundations Questionnaire in Turkey and its relation to cultural schemas of individualism and collectivism. Personality and Individual Differences, 99, 149-154. Inbar, Y., Pizarro, D. A., Knobe, J., & Bloom, P. (2009). Disgust sensitivity predicts intuitive disapproval of gays. Emotion, 9(3), 435. Terrizzi Jr, J. A., Shook, N. J., & Ventis, W. L. (2010). Disgust: A predictor of social conservatism and prejudicial attitudes toward homosexuals. Personality and individual differences, 49(6), 587-592. Koleva, S., Selterman, D., Iyer, R., Ditto, P., & Graham, J. (2014). The moral compass of insecurity: Anxious and avoidant attachment predict moral judgment. Social Psychological and Personality Science, 5(2), 185-194. Shaver, P. R., & Mikulincer, M. (2012). An attachment perspective on morality: Strengthening authentic forms of moral decision making. The social psychology of morality: Exploring the causes of good and evil, 10(1), 257-274. Curry, O. S., Mullins, D. A., & Whitehouse, H. (2019). Is it good to cooperate? Testing the theory of morality-as-cooperation in 60 societies. Current Anthropology, 60(1), 47-69. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |