Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| UNDERSTANDING HUMAN BEHAVIOR | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | Dr. Merve Terzioğlu |
| Aim | The main aim of this course is to learn the principles found through empirical studies in understanding human behaviors and to create an interactive learning environment to understand current and clinical cases using these principles. In this course, students will learn how to define human behaviors, how to distinguish behaviors from other aspects of human beings, and how to use functional analysis to address behavior. In this process, students will gain knowledge about the basic principles of functional contextualist philosophy, learning theories, and relational framework theory and will be able to use these learnings in their daily lives. |
| Course Content | This course contains; Introduction, Human and Behavior Concepts,Human phenomena,Classification of Behaviors,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-Dr. Merve Terzioğlu,Rule Governed Behaviors -Dr. Merve Terzioğlu,Language, Cognition and Relational Learning-Dr. Merve Terzioğlu,Principles of Relational Learning-Dr. Merve Terzioğlu, To bring it all together-Dr. Merve Terzioğlu. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Can identify differences between the basic concepts of learning theories. | 1, 10, 11, 14, 15, 16, 17, 19, 23, 9 | A |
| Distinguish and define implicit and explicit human behavior. Detects behavioral excesses and deficits. | 9 | A |
| Defines and formulates the elements of functional analysis. | 14, 23, 9 | A |
| describes verbal behaviors | 10, 16, 19, 9 | A |
| Can define the basic concepts of rule-governed behavior and relational learning. | 14, 16, 19, 5, 6, 9 | A |
| Can define the concept of behavior. | 1, 10, 11, 13, 14, 15, 16, 17, 19, 23 |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental 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, Human and Behavior Concepts | Ramnero & Törneke (Ch.1-2) |
| 2 | Human phenomena | Ramnero & Törneke (Chapter 1-2) |
| 3 | Classification of Behaviors | Ramnero & Törneke (Chapter 1-2) |
| 4 | Generic Formulation: Functional Analysis of Behavior | Ramnerö & Törneke (Ch. 3) |
| 5 | Basic Concepts and Cases in Classical Conditioning | Ramnerö & Törneke (Ch. 4) |
| 6 | Theoretical Approaches in Classical Conditioning | Ramnerö & Törneke (Ch 4) |
| 7 | Basic Concepts and Cases in Operant Learning | Ramnerö & Törneke (Ch. 5) |
| 8 | Theoretical Approaches to Operant Learning, Reinforcement, Punishment, Extinction | Ramnerö & Törneke (Ch.5) |
| 9 | Reinforcement: Researches and Schedules, Stimulus Control | Ramnerö & Törneke (Ch.6) |
| 10 | Verbal Behavior and Types-Dr. Merve Terzioğlu | Ramnerö & Törneke (Ch. 7) |
| 11 | Rule Governed Behaviors -Dr. Merve Terzioğlu | 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-Dr. Merve Terzioğlu | Ramnerö & Törneke (Ch. 7) |
| 13 | Principles of Relational Learning-Dr. Merve Terzioğlu | Ramnerö & Törneke (Ch. 7) |
| 14 | To bring it all together-Dr. Merve Terzioğlu |
| Resources |
| Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. |
| ----Davranışın İşlevsel Analizi ve Klinikte Kullanımı. K. Fatih Yavuz, F. Bahadır Alptekin. JCBPR 2017; 6(2)88−94 ----Terzioğlu, M., Yavuz, K.F. (2023). İlişkisel Çerçeve Kuramı (İÇK): Dil ve Bilişe Ampirik Bir Yaklaşım. J Cogn Behav Psychother Res; 12(2),188-200. https://doi.org/10.5455/JCBPR.134423 ----Yavuz, K. F. ve Burhan, H. (2020). Kural-güdümlü davranış: Psikopatoloji ve psikoterapilerde temel bir süreç. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 9(1), 57-66. https://doi.org/10.5455/JCBPR.45688 |
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. | X | |||||
| 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. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 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. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
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 | 3 | 6 | 18 | |||
| Term Project | 2 | 20 | 40 | |||
| Presentation of Project / Seminar | 1 | 6 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 32 | 32 | |||
| Performance Task, Maintenance Plan | 3 | 6 | 18 | |||
| Total Workload(Hour) | 223 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(223/30) | 7 | |||||
| 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 |
|---|---|---|---|---|---|
| UNDERSTANDING HUMAN BEHAVIOR | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | Dr. Merve Terzioğlu |
| Aim | The main aim of this course is to learn the principles found through empirical studies in understanding human behaviors and to create an interactive learning environment to understand current and clinical cases using these principles. In this course, students will learn how to define human behaviors, how to distinguish behaviors from other aspects of human beings, and how to use functional analysis to address behavior. In this process, students will gain knowledge about the basic principles of functional contextualist philosophy, learning theories, and relational framework theory and will be able to use these learnings in their daily lives. |
| Course Content | This course contains; Introduction, Human and Behavior Concepts,Human phenomena,Classification of Behaviors,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-Dr. Merve Terzioğlu,Rule Governed Behaviors -Dr. Merve Terzioğlu,Language, Cognition and Relational Learning-Dr. Merve Terzioğlu,Principles of Relational Learning-Dr. Merve Terzioğlu, To bring it all together-Dr. Merve Terzioğlu. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Can identify differences between the basic concepts of learning theories. | 1, 10, 11, 14, 15, 16, 17, 19, 23, 9 | A |
| Distinguish and define implicit and explicit human behavior. Detects behavioral excesses and deficits. | 9 | A |
| Defines and formulates the elements of functional analysis. | 14, 23, 9 | A |
| describes verbal behaviors | 10, 16, 19, 9 | A |
| Can define the basic concepts of rule-governed behavior and relational learning. | 14, 16, 19, 5, 6, 9 | A |
| Can define the concept of behavior. | 1, 10, 11, 13, 14, 15, 16, 17, 19, 23 |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental 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, Human and Behavior Concepts | Ramnero & Törneke (Ch.1-2) |
| 2 | Human phenomena | Ramnero & Törneke (Chapter 1-2) |
| 3 | Classification of Behaviors | Ramnero & Törneke (Chapter 1-2) |
| 4 | Generic Formulation: Functional Analysis of Behavior | Ramnerö & Törneke (Ch. 3) |
| 5 | Basic Concepts and Cases in Classical Conditioning | Ramnerö & Törneke (Ch. 4) |
| 6 | Theoretical Approaches in Classical Conditioning | Ramnerö & Törneke (Ch 4) |
| 7 | Basic Concepts and Cases in Operant Learning | Ramnerö & Törneke (Ch. 5) |
| 8 | Theoretical Approaches to Operant Learning, Reinforcement, Punishment, Extinction | Ramnerö & Törneke (Ch.5) |
| 9 | Reinforcement: Researches and Schedules, Stimulus Control | Ramnerö & Törneke (Ch.6) |
| 10 | Verbal Behavior and Types-Dr. Merve Terzioğlu | Ramnerö & Törneke (Ch. 7) |
| 11 | Rule Governed Behaviors -Dr. Merve Terzioğlu | 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-Dr. Merve Terzioğlu | Ramnerö & Törneke (Ch. 7) |
| 13 | Principles of Relational Learning-Dr. Merve Terzioğlu | Ramnerö & Törneke (Ch. 7) |
| 14 | To bring it all together-Dr. Merve Terzioğlu |
| Resources |
| Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. |
| ----Davranışın İşlevsel Analizi ve Klinikte Kullanımı. K. Fatih Yavuz, F. Bahadır Alptekin. JCBPR 2017; 6(2)88−94 ----Terzioğlu, M., Yavuz, K.F. (2023). İlişkisel Çerçeve Kuramı (İÇK): Dil ve Bilişe Ampirik Bir Yaklaşım. J Cogn Behav Psychother Res; 12(2),188-200. https://doi.org/10.5455/JCBPR.134423 ----Yavuz, K. F. ve Burhan, H. (2020). Kural-güdümlü davranış: Psikopatoloji ve psikoterapilerde temel bir süreç. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 9(1), 57-66. https://doi.org/10.5455/JCBPR.45688 |
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. | X | |||||
| 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. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 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. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |