Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LEARNING | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Hasan Galip BAHÇEKAPILI |
| Name of Lecturer(s) | Prof.Dr. Kaasım Fatih YAVUZ |
| Assistant(s) | |
| Aim | The purpose of this course is providing basic concepts of learning mechanisms in humans and animals with understanding of classical, operant, social and relational learning processes, by transferring current developments. |
| Course Content | This course contains; Introduction, Learning and Behavior Concepts,Learning, Reflex, Habituation, and Sensitization,Historical Development of Learning,Generic Formulation: Functional Analysis of Behavior,Basic Concepts and Cases in Classical Conditioning,Theoretical Approaches in Classical Conditioning,Basic Concepts and Cases in Operant Learning,Theoretical Approaches to Operant Learning, Reinforcement, Punishment, Extinction,Reinforcement: Researches and Schedules, Stimulus Control,Verbal Behavior and Types,Rule Governed Behaviors and Types,Language, Cognition and Relational Learning,Principles of Relational Learning,Neurobiological Background of Learning. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Can define the concepts of learning and behavior. | 14, 16, 23, 9 | A |
| Can identify differences between the basic concepts of learning. | 14, 16, 23, 9 | A |
| Can summarize the historical development of learning psychology. | 9 | A |
| Can define the basic concepts of classical conditioning and operant learning. | 14, 23, 9 | A |
| Can discuss the cases about classical conditioning and operant learning. | 10, 16, 19, 9 | A |
| Can define the basic concepts of verbal behavior, rule-governed behavior and relational learning. | 14, 16, 19, 5, 6, 9 | A |
| Can obtain basic knowledge about the relationship between learning mechanisms and psychopathology. | 13, 9 | A |
| Can recognize the general mechanisms related to the neurobiological foundations of learning. | 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Learning and Behavior Concepts | Alici (Ch. 1), Ramnero & Törneke (Ch.1-2) |
| 2 | Learning, Reflex, Habituation, and Sensitization | Alici (Ch. 1) |
| 3 | Historical Development of Learning | Alici (Ch. 2) |
| 4 | Generic Formulation: Functional Analysis of Behavior | Ramnerö & Törneke (Ch. 3) |
| 5 | Basic Concepts and Cases in Classical Conditioning | Alici (Ch. 3), Ramnerö & Törneke (Ch. 4) |
| 6 | Theoretical Approaches in Classical Conditioning | Alici (Ch. 4) |
| 7 | Basic Concepts and Cases in Operant Learning | Alici (Ch. 5), Ramnerö & Törneke (Ch. 5) |
| 8 | Theoretical Approaches to Operant Learning, Reinforcement, Punishment, Extinction | Alici (Ch. 6-7), Ramnerö & Törneke (Ch.5) |
| 9 | Reinforcement: Researches and Schedules, Stimulus Control | Alici (Ch. 8-9), Ramnerö & Törneke (Ch.6) |
| 10 | Verbal Behavior and Types | Ramnerö & Törneke (Ch. 7) |
| 11 | Rule Governed Behaviors and Types | Yavuz, K.F., Burhan, H. S. (2019). Kural-Güdümlü Davranış: Psikopatoloji ve Psikoterapilerde Temel Bir Süreç. JCBPR. doi: 10.5455/JCBPR.45688 |
| 12 | Language, Cognition and Relational Learning | Ramnerö & Törneke (Ch. 7) |
| 13 | Principles of Relational Learning | Ramnerö & Törneke (Ch. 7) |
| 14 | Neurobiological Background of Learning | Alici (Ch. 10-11) |
| Resources |
| Alıcı, T. (2018). Öğrenmenin Bilimsel Temelleri. Kaknüs Yayınları. |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 1 | 20 | 20 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 32 | 32 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 161 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(161/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| LEARNING | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Hasan Galip BAHÇEKAPILI |
| Name of Lecturer(s) | Prof.Dr. Kaasım Fatih YAVUZ |
| Assistant(s) | |
| Aim | The purpose of this course is providing basic concepts of learning mechanisms in humans and animals with understanding of classical, operant, social and relational learning processes, by transferring current developments. |
| Course Content | This course contains; Introduction, Learning and Behavior Concepts,Learning, Reflex, Habituation, and Sensitization,Historical Development of Learning,Generic Formulation: Functional Analysis of Behavior,Basic Concepts and Cases in Classical Conditioning,Theoretical Approaches in Classical Conditioning,Basic Concepts and Cases in Operant Learning,Theoretical Approaches to Operant Learning, Reinforcement, Punishment, Extinction,Reinforcement: Researches and Schedules, Stimulus Control,Verbal Behavior and Types,Rule Governed Behaviors and Types,Language, Cognition and Relational Learning,Principles of Relational Learning,Neurobiological Background of Learning. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Can define the concepts of learning and behavior. | 14, 16, 23, 9 | A |
| Can identify differences between the basic concepts of learning. | 14, 16, 23, 9 | A |
| Can summarize the historical development of learning psychology. | 9 | A |
| Can define the basic concepts of classical conditioning and operant learning. | 14, 23, 9 | A |
| Can discuss the cases about classical conditioning and operant learning. | 10, 16, 19, 9 | A |
| Can define the basic concepts of verbal behavior, rule-governed behavior and relational learning. | 14, 16, 19, 5, 6, 9 | A |
| Can obtain basic knowledge about the relationship between learning mechanisms and psychopathology. | 13, 9 | A |
| Can recognize the general mechanisms related to the neurobiological foundations of learning. | 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Learning and Behavior Concepts | Alici (Ch. 1), Ramnero & Törneke (Ch.1-2) |
| 2 | Learning, Reflex, Habituation, and Sensitization | Alici (Ch. 1) |
| 3 | Historical Development of Learning | Alici (Ch. 2) |
| 4 | Generic Formulation: Functional Analysis of Behavior | Ramnerö & Törneke (Ch. 3) |
| 5 | Basic Concepts and Cases in Classical Conditioning | Alici (Ch. 3), Ramnerö & Törneke (Ch. 4) |
| 6 | Theoretical Approaches in Classical Conditioning | Alici (Ch. 4) |
| 7 | Basic Concepts and Cases in Operant Learning | Alici (Ch. 5), Ramnerö & Törneke (Ch. 5) |
| 8 | Theoretical Approaches to Operant Learning, Reinforcement, Punishment, Extinction | Alici (Ch. 6-7), Ramnerö & Törneke (Ch.5) |
| 9 | Reinforcement: Researches and Schedules, Stimulus Control | Alici (Ch. 8-9), Ramnerö & Törneke (Ch.6) |
| 10 | Verbal Behavior and Types | Ramnerö & Törneke (Ch. 7) |
| 11 | Rule Governed Behaviors and Types | Yavuz, K.F., Burhan, H. S. (2019). Kural-Güdümlü Davranış: Psikopatoloji ve Psikoterapilerde Temel Bir Süreç. JCBPR. doi: 10.5455/JCBPR.45688 |
| 12 | Language, Cognition and Relational Learning | Ramnerö & Törneke (Ch. 7) |
| 13 | Principles of Relational Learning | Ramnerö & Törneke (Ch. 7) |
| 14 | Neurobiological Background of Learning | Alici (Ch. 10-11) |
| Resources |
| Alıcı, T. (2018). Öğrenmenin Bilimsel Temelleri. Kaknüs Yayınları. |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 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 | |