Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSIOLOGICAL PSYCHOLOGY | PCG1214971 | Spring Semester | 2+0 | 2 | 6 |
| 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. Aslı Burçak TAŞÖREN |
| Name of Lecturer(s) | Assist.Prof. Nilgün TÜRKİLERİ ARMAN |
| Assistant(s) | |
| Aim | In this course, it is aimed to focus on physiology and function, neural mechanisms underlying behavior, cognition and emotion. The biological basis of normal and abnormal behavior will also be discussed. |
| 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 . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Analyze the biological basis of normal and abnormal behavior. | 10, 16, 9 | A |
| Defines the structure and function of the nervous system | 10, 16, 9 | A |
| Explains the 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 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | ||||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 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 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 1 | 2 | 2 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 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 | PCG1214971 | Spring Semester | 2+0 | 2 | 6 |
| 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. Aslı Burçak TAŞÖREN |
| Name of Lecturer(s) | Assist.Prof. Nilgün TÜRKİLERİ ARMAN |
| Assistant(s) | |
| Aim | In this course, it is aimed to focus on physiology and function, neural mechanisms underlying behavior, cognition and emotion. The biological basis of normal and abnormal behavior will also be discussed. |
| 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 . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Analyze the biological basis of normal and abnormal behavior. | 10, 16, 9 | A |
| Defines the structure and function of the nervous system | 10, 16, 9 | A |
| Explains the 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 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | ||||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |