to gain students an overall point of view about cognitive pschology.
Prerequisite(s)
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Corequisite(s)
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Special Requisite(s)
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Instructor(s)
Lecturer Sena Kiciklar
Course Assistant(s)
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Schedule
Thursday, 18.00-21.00 (online)
Office Hour(s)
Friday, 11.00-12.00
Teaching Methods and Techniques
-Lecture
-Discussion
-Demonstration
Principle Sources
1. Robert J. Sternberg & Karin Sternberg (2012), Cognitive Psychology (6th Edition) Cengage Learning.
2. Edward E.Smith & Stephen M. Kosslyn (2014). Bilişsel Psikoloji Zihin ve Beyin. Nobel Kitabevi, Çev. Ed. Muzaffer Şahin
3. Ders Notları (cats.iku.edu.tr adresinde yayınlanacaktır)
Other Sources
1. Ayçiçeği-Dinn, A (Çevirmen) (2010). Bilişsel Psikoloji, Kitapevi Yayınları, İstanbul.
2. Ayçiçeği, A. (Çeviri Editorü) (2005). Psikolojide Deneysel Yönteme Giriş: Vaka Yaklaşımı, Kitapevi Yayınları, İstanbul.
Harris, C.L., Gleason, J.B. ve Ayçiçeği, A. (2006). When is a first language more emotional? Psychophysiological evidence from bilingual speakers. Içinde A. Pavlenko (Ed.), Bilingual Minds: Emotional Experience, Expression, and Representation. Clevedon, United Kingdom: Multilingual Matters.
Harris, C.L., ve Ayçiçeği, A. (2009). Emotion and lying in a non-native language. International Journal of Psychophysiology, 71, 193-204.
3. Ayçiçeği, A., Özdemir, E. ve Yurtsever, A. (1999). Kosslyn, Ball ve Reiser’in Harita Öğrenme Deneyine Farklı Bir Yaklaşım, İ.Ü Tecrübi Psikoloji Çalışmaları Dergisi, 21, 221-232.
4. Ayçiçeği, A., Göçmen, M. ve Bal, E. (1999). Hatırlama Zamanının Sınırlı Olduğu Durumda Yerleştirme Metodunun Etkinliği, İ.Ü Tecrübi Psikoloji Çalışmaları Dergisi, 21, 203-213.
5. Ayçiçeği, A., Torbalı, N. ve Karslı, A. (1999). Tekrarlama Kolaylaştırıcısı Etkisinin Sınırları, İ.Ü Tecrübi Psikoloji Çalışmaları Dergisi, 21, 191-201.
6. Ayçiçeği, A. ve Yüceil, S. (1999). Soyut Kelimeler de Somut Kelimeler Kadar Hatırlanabilir mi?, İ.Ü Tecrübi Psikoloji Çalışmaları Dergisi, 21, 233-239.
7. Ayçiçeği, A., Doğan, Z. ve Gönenç, E. (1999). Eşanlamlı, Zıt Anlamlı ve Anlamca İlgili Kelimeler Kendileriyle İlgili Olmayan Kelimelerin Tanınmasına Ket Vurmakta mıdır?, İ.Ü Tecrübi Psikoloji Çalışmaları Dergisi, 21, 183-190.
8. Ayçiçeği, A. ve Tunoğlu, S. (1999). Eşanlamlı, Zıt Anlamlı ve Anlamca İlgili Kelimelerin Hafızdaki Yeri, İ.Ü Tecrübi Psikoloji Çalışmaları Dergisi, 21, 171-182.
Course Schedules
Week
Contents
Learning Methods
1. Week
Introduction to cognitive psychology: definition, historical background, philosophical antecedents of cognitive psychology, cognition and intelligence.
Lecture
2. Week
Visual perception: sensation and perception. How do visual system Works? (retina, dorsal and ventral pathways)
Lecture
3. Week
Theories of Perception: Bottom-up and top-down theories of perception. Bottom-up theoris: Gibson’s theory of direct perception, template theories, feature-matching theories, recognition by components theory, prototype-matching theories.
Lecture
4. Week
Top-down processing in perception. Integration of top-down and bottom-up theories. Object and shape recognition. Helmholtz’s theory of unconscious inference, Gestalt Principles.
Lecture
5. Week
Shape and face perception. Prosopagnosia, perceptive constancy. Deficits in perception: agnosia and ataxia.
Lecture
6. Week
Attention and consciousness: definition of attention and main functions: signal detection and vigilance, searching, selective attanetion and divided attention.
Lecture
7. Week
MID TERM
8. Week
Vigilance ane searching: feature integration theory, similarity theory and guided search theory.
Lecture
9. Week
Selective attention: coctail party phenomena, Broadbent’s model of working memory, attenuation of attention theoru, late filter models.
Lecture
10. Week
Divided attention, factors disrupting attention, change blindness and inattentional blindness. Controlled vs. automatical processes of attention.
Lecture
11. Week
Consciousness / pre-consciousness / priming. Neuroanatomy of attention, frontal lobes and top-down modulation of attention, neglect syndromes, sleep as a state of consciousness.
Lecture, practice
12. Week
Memory models: retriaval vs. recognition, explicit vs. intrinsic recognition, traditional memory models (short term storage, log-term storage, iconic storage).
Lecture
13. Week
Levels of processing model, Baddaley’s working memory model.
Lecture, practice
14. Week
Memory deficits: amnesia. Retrograde and anterograde amnesia, coding of information to memory, transferring the short term memory to long-term memory. Bellek bozulması: amnezi. Retrograd ve anterograd amnezi, bilginin belleğe kodlanması, bilginin kısa süreli bellekten uzun süreli belleğe aktarılması. Terms: Inference / decay / consolidation / autobiographical memory.
Lecture
15. Week
FINAL EXAM
16. Week
17. Week
Assessments
Evaluation tools
Quantity
Weight(%)
Midterm(s)
1
20
Attendance
1
0
Final Exam
1
60
Program Outcomes
PO-1
Ability to integrate both theorical and practical knowledge in different domains of psychology.
PO-2
Apply major concepts, theoretical perspectives, empirical findings of psychology on both theory and implication.
PO-3
Understanding the difference between science, art, philosophy and common sense paralel to evolution of human life and cognition.
PO-4
Gain interdisciplinary perspectives about the evolution of human being and societies.
PO-5
Design, run experiment research; collect, analyze and interpret research data; write research reports effectively.
PO-6
Ability to Access and use of information effectively; browse interdisciplinary literature, use databases and other information sources properly.
PO-7
Gain analytical and critical thinking and writing skills.
PO-8
Use appropriately the technical language of science of psychology in oral and written communication and presentation skills.
PO-9
High comprehension of at least a foreign language.
PO-10
Improve attitudes, abilities and motivation that bring out self efficiacy, talent and creativity.
PO-11
Develop skills and abilities for self critisicm and self growth.
PO-12
Achieve personal implements for team working.
PO-13
Increase sensitivity and awareness to reflect on communication and problem solving processes.
PO-14
Ability to develop social sensitivity and consciousness to conduct social responsibility projects.
PO-15
Develop leadership skills and management of human relations.
PO-16
Professional ethical consciousness.
PO-17
Interact effectively and work productively with others.
PO-18
Apply technical knowledge of psychology to problem solving processes in professional work settings.
Learning Outcomes
LO-1
LO 1. Defining and comparing the issues and application fields of cognitive psychology (KNOWLEDGE -COMPREHENSION)
LO-2
LO 2. Defining knowledge's organization and mental representation (KNOWLEDGE)
LO-3
LO 3. Examining the issue "mental representation" practising upon research papers (COMPREHENSION)
LO-4
LO 4. Defining and comparing different states of concsious, perception and attention (KNOWLEDGE-COMPREHENSION)
LO-5
LO 5. Defining and comparing subtypes of memory (KNOWLEDGE)
LO-6
LO 6. Examining researches on memory (COMPREHENSION)
LO-7
LO 7. Defining techniques of visual interpretation and strengthning memory (KNOWLEDGE)
LO-8
LO 8. Defining issues notion, categorization and language (KNOWLEDGE)
