Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | |||||
| Course Code | PSYC 304 | |||||
| Course Title in English | Experimental Psychology | |||||
| Course Title in Turkish | Deneysel Psikoloji | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Intermediate | |||||
| Semester | Spring | |||||
| Contact Hours per Week |
|
|||||
| Estimated Student Workload | 156 hours per semester | |||||
| Number of Credits | 6 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
PSYC 206 - Research Methods II |
|||||
| Co-requisites | None | |||||
| Expected Prior Knowledge | Research methods, Basic Statistics | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To learn about the use of experimental methodologies in psychology, to develop an understanding of where experimentation might work and where it might not, to develop an ability to critique work using experiments, to gain “hands-on” experience running experimental studies to get some experience in designing an experiment, to improve their skills in statistical analysis and academic writing. | |||||
| Course Description | This is an undergraduate psychology course designed to provide students with knowledge about and hands-on practice with experimental research methods in psychology. The purpose of the class is to teach how to plan, conduct, and analyze experimental research, and how to communicate the results of research to others. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the scientific method and each stage of this process; 2) distinguish between the various non-experimental and experimental types of research designs used in psychology; 3) compare and contrast the strengths and weaknesses of different research strategies and designs in addressing psychological questions; 4) identify sources of contamination/confounding variables in an experiment; where biases may arise, which may influence results, and how can be controlled; 5) understand the role of the experimenter, the research institution, and the importance of ethics in conducting psychological research; 6) conduct psychological experiments and report the research goals, methods, and findings of this experiment in an APA style format paper. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | H | Exam |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | H | Exam |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | S | Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | S | Participation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | S | Participation |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | S | HW,Participation |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Exam,HW,Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | H | Exam,Participation |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | HW,Participation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | S | Exam,HW,Participation |
| Prepared by and Date | YALCIN AKIN DUYAN , March 2022 |
| Course Coordinator | YALCIN AKIN DUYAN |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. YALCIN AKIN DUYAN |
Course Contents
| Week | Subject |
| 1) | Introduction - Orientation |
| 2) | Scientific understanding of behavior / Where to Start |
| 3) | Ethics / Fundamental Research Issues |
| 4) | Experimental Design/Complex Experimental designs |
| 5) | Conducting experiments |
| 6) | Statistical Inference/Generalization |
| 7) | ARTICLE PRESENTATIONS (INDIVIDUAL) |
| 8) | Open Science Movement and Replication Crisis |
| 9) | Writing Introduction Section: Literature Review, Plagiarism |
| 10) | Writing Methods Section: Participants, Materials, Procedure |
| 11) | Writing Results Section: Introductory Statistics: How to Interpret Experimental Results |
| 12) | Writing Discussion Section: Contribution and Limitations |
| 13) | Presenting your research findings Experiments in the lab with animals |
| 14) | ORAL PRESENTATION OF GROUP PROJECTS |
| 15) | Final examination period |
| 16) | Final examination period |
| Required/Recommended Readings | Textbook: Scott Plous - The Psychology of Judgment and Decision Making (1993) Articles: Grossberg, S., & Pilly, P. K. (2008). Temporal dynamics of decision-making during motion perception in the visual cortex. Vision Research, 48(12), 1345–1373. https://doi.org/10.1016/j.visres.2008.02.019 Mulder, M. J., van Maanen, L., & Forstmann, B. U. (2014). Perceptual decision neurosciences - a model-based review. Neuroscience, 277(February 2016), 872–884. https://doi.org/10.1016/j.neuroscience.2014.07.031 Brown, S. D., & Heathcote, A. (2008). The simplest complete model of choice response time: Linear ballistic accumulation. Cognitive Psychology, 57(3), 153–178. https://doi.org/10.1016/j.cogpsych.2007.12.002 Gold, J. I., & Shadlen, M. N. (2007). The neural basis of decision making. Annual Review of Neuroscience, 30, 535–574. https://doi.org/10.1146/annurev.neuro.29.051605.113038 Krajbich, I., Lu, D., Camerer, C., & Rangel, A. (2012). The attentional drift-diffusion model extends to simple purchasing decisions. Frontiers in Psychology, 3(JUN). https://doi.org/10.3389/fpsyg.2012.00193 Rosenbaum, D., Glickman, M., Fleming, S. M., & Usher, M. (2022). The Cognition/Metacognition Trade-Off. Psychological Science, 33(4), 613–628. https://doi.org/10.1177/09567976211043428 Stevens, S. S. (2013). The Psychophysics of Sensory Function. Sensory Communication, 48(2), 1–33. https://doi.org/10.7551/mitpress/9780262518420.003.0001 Costa, A., Foucart, A., Arnon, I., Aparici, M., & Apesteguia, J. (2014). “Piensa” twice: On the foreign language effect in decision making. Cognition, 130(2), 236–254. https://doi.org/10.1016/j.cognition.2013.11.010 Whitney, P., Rinehart, C. A., & Hinson, J. M. (2008). Framing effects under cognitive load: The role of working memory in risky decisions. Psychonomic Bulletin and Review, 15(6), 1179–1184. https://doi.org/10.3758/PBR.15.6.1179 Smith, P. L., & Ratcliff, R. (2004). Psychology and neurobiology of simple decisions. Trends in Neurosciences, 27(3), 161–168. https://doi.org/10.1016/j.tins.2004.01.006 Liu, T., & Pleskac, T. J. (2011). Neural correlates of evidence accumulation in a perceptual decision task. Journal of Neurophysiology, 106(5), 2383–2398. https://doi.org/10.1152/jn.00413.2011 Teodorescu, A. R., & Usher, M. (2013). Disentangling decision models: from independence to competition. Psychological Review, 120(1), 1–38. https://doi.org/10.1037/a0030776 Yeung, N., & Summerfield, C. (2012). Metacognition in human decision-making: confidence and error monitoring. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 367(1594), 1310–1321. https://doi.org/10.1098/rstb.2011.0416 Insabato, A. (2014). Neurodynamical theory of decision confidence. Heitz, R. P. (2014). The speed-accuracy tradeoff: History, physiology, methodology, and behavior. Frontiers in Neuroscience, 8 JUN. https://doi.org/10.3389/fnins.2014.00150 Forstmann, B. U., Ratcliff, R., & Wagenmakers, E.-J. (2015). Sequential Sampling Models in Cognitive Neuroscience: Advantages, Applications, and Extensions. Annual Review of Psychology, 1–47. https://doi.org/10.1146/annurev-psych-122414-033645 | ||||||||||||||||||
| Teaching Methods | Flipped learning | ||||||||||||||||||
| Homework and Projects | Students will submit: 1-) Individual article presentation (Presentation) 2-) Group Project (Research paper) | ||||||||||||||||||
| Laboratory Work | Half of the classes will be held at laboratory to conduct analyses and work actively on papers | ||||||||||||||||||
| Computer Use | Students will be expected to use appropriate information technology both in preparation time, and during class hours. They will need to search for and read online resources and articles, work together on class exercises, and prepare their assignments. | ||||||||||||||||||
| Other Activities | None | ||||||||||||||||||
| Assessment Methods |
|
||||||||||||||||||
| Course Administration |
duyany@mef.edu.tr Students missing a due date for a good reason (e.g., if they have a doctor’s report) may be given some extra time to submit the paper. Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions. Plagiarism (copying, copy-paste) includes copying sentences or significant sections of sentences from other sources. This can be from other students’ work, or from sources such as books, articles and websites, even if that source is cited in the student’s work. All instances of plagiarism, or other cheating, will result in a grade of zero for that assignment. There will be no opportunity for makeup exams or assignments where plagiarism or other cheating has taken place. The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
||||||||||||||||||
ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 1 | 84 | ||
| Project | 3 | 15 | 45 | ||||
| Homework Assignments | 1 | 10 | 10 | ||||
| Final Examination | 1 | 15 | 2 | 17 | |||
| Total Workload | 156 | ||||||
| Total Workload/25 | 6.2 | ||||||
| ECTS | 6 | ||||||