| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY4064 | Cognitive Development | Spring | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SİMAY İKİER |
| Course Lecturer(s): |
Dr. Öğr. Üyesi CANSU ORANÇ SEVİNÇLİ Assoc. Prof. SİMAY İKİER |
| Recommended Optional Program Components: | "." |
| Course Objectives: | The Cognitive Development course focuses on what cognition is, major theoretical approaches to cognitive development, and the development of cognitive capabilities, such as perception, attention, memory, reasoning, and language from infancy through adolescence. |
|
The students who have succeeded in this course; 1. Have understood with the basic concepts, theories, and research methods as they relate to cognitive development 2. Explain the development of perception, attention, memory and categorization in infancy, early and middle childhood and adolescence 3. Explain the development of higher cognitive processes and social cognition in early and middle childhood and adolescence 4. Explain the development of language 5. Evaluate the effects of media exposure during infancy and childhood 6. Appreciate the role of the development of cognitive capabilities for school readiness as well as academic achievement 7. Explain the development of academic skills 8. Explain broader impacts of cognitive development in areas such as moral development |
| Introduction and Overview Major Theories, Frameworks, and Research Methods Infancy: Perception & Attention Memorial & Conceptual Development Early Childhood: Perception & Attention Early Childhood: Memory & Conceptual Development Early Childhood: Higher-order & Social Cognition Middle Childhood: Basic Cognitive Processes Middle Childhood: Long-term Memory and the Knowledge Base Middle Childhood: Higher-order & Complex Cognitive Skills Adolescence: Continuing Cognitive Development & Broader Impact of Cognitive Development |
| Week | Subject | Related Preparation |
| 1) | Introduction and history | |
| 2) | Theories of cognitive development | |
| 3) | Early infancy, perception | |
| 4) | Memory and conceptual development | |
| 5) | Late Infancy/Early Childhood: Acquiring Language | |
| 6) | Review | |
| 7) | Early Childhood: Perception & Attention | |
| 8) | Early Childhood: Memory & Conceptual Development | |
| 9) | Early Childhood: Higher-order & Social Cognition | |
| 10) | Middle Childhood: Basic Cognitive Processes | |
| 11) | Middle Childhood: Long-term Memory and the Knowledge Base | |
| 12) | Middle Childhood: Higher-order & Complex Cognitive Skills | |
| 13) | Review | |
| 14) | Adolescence: Continuing Cognitive Development & Broader Impact of Cognitive Development | |
| 15) | Final | |
| 16) | Final |
| Course Notes / Textbooks: | Galotti, K. (2011). Cognitive Development: Infancy through Adolescence. Sage: Los Angeles |
| References: | "." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 15 | % 10 |
| Midterms | 2 | % 50 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 15 | 3 | 45 |
| Study Hours Out of Class | 12 | 5 | 60 |
| Midterms | 2 | 13 | 26 |
| Final | 1 | 20 | 20 |
| Total Workload | 151 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | 5 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | 4 |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | 5 |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | 4 |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | 1 |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | 3 |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | 2 |
| 9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. |