| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | PSYC 464 | ||||
| Course Title in English | Readings and Research in Developmental Psychology IV | ||||
| Course Title in Turkish | Gelişim Psikolojisinde Okuma ve Araştırma IV | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Select | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 188 hours per semester | ||||
| Number of Credits | 7.5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
PSYC 205 - Research Methods I |
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| Expected Prior Knowledge | Basic research skills in Psychology. | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | All students: - will be given seminars by the instructor - will be reading, analyzing, and reviewing literature regularly, and writing a short reaction paper about the essence of the assigned materials on that week - will be leading a discussion that includes summarizing the assigned materials in addition to coming up with questions based on critical thinking that can pave the way for class discussion on that topic - will be invited to practice role-play sessions regarding how developmental research is conducted - will be collecting data through home visits (by combining both qualitative and quantitative measures) which is one of the main processes in the field of autobiographical memory research that will be presented in this class. - will be writing up their research proposal as if they were a graduate student, writing their thesis proposal and presenting that in front of a hypothetical committee | ||||
| Course Description | The purpose of this course is to give a comprehensive understanding of basic concepts and theories about autobiographical memory development. Students will be provided with a detailed framework of autobiographical memory both in research and in practice from an angle of developmental psychology, and also an opportunity for applying what they have been learning through the semester by collecting the data based on home visits, coding the qualitative data alongside by collecting quantitative data and writing up their research proposal. Within the scope of this flow, mixed teaching methods will be used during lectures. | ||||
| Course Description in Turkish | Bu dersin amacı, otobiyografik bellek gelişimine ilişkin temel kavramlar ve teoriler hakkında kapsamlı bilgi sağlamaktır. Öğrencilere, gelişim psikolojisi açısından hem araştırmada hem de uygulamada otobiyografik belleğin ayrıntılı bir çerçevesi sağlanacak ve ayrıca, ev ziyaretlerine dayalı verileri toplayarak, nitel verileri kodlayarak ve nicel verileri toplayarak ve araştırma tekliflerini yazarak dönem boyunca öğrendiklerini uygulama fırsatı verilecektir. Bu akış kapsamında, dersler sırasında karma öğretim yöntemleri kullanılacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Learn the main principles of developmental research 2) Gain specific information about autobiographical memory 3) Collect qualitative and quantitative data on autobiographical memory 4) Integrating theoretical and applied knowledge |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 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. |
| 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,Participation,Presentation,Project |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | H | Exam,Participation,Presentation,Project |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Presentation,Project |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | S | Select,Participation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | H | Participation,Presentation,Project |
| 6) | Internalization and dissemination of professional ethical standards. | H | Select,Project |
| 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). | H | Exam,Participation,Presentation,Project |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | H | Select,Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Select,Participation,Project |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | H | Project |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | H | Select,Exam,Presentation,Project |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Presentation,Project |
| Prepared by and Date | , October 2024 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Fall |
| Name of Instructor |
| Week | Subject |
| 1) | Introduction & Meeting Course Syllabus & Questions |
| 2) | Basic Concepts of Autobiographical Memory |
| 3) | Autobiographical Memory & Self Development & Narrative Methods |
| 4) | Basic Concepts & Self Development & Narrative Methods |
| 5) | Autobiographical Memory Development through Ages |
| 6) | Autobiographical Memory and Gender |
| 7) | Autobiographical Memory and Culture |
| 8) | Autobiographical Memory and Trauma |
| 9) | Autobiographical Memory & Familial Reminiscing |
| 10) | Autobiographical Memory & Language |
| 11) | Autobiographical Memory & Emotional Development |
| 12) | Coding training in class-hour |
| 13) | Presentations & Feedbacks & Happy hour |
| 14) | Presentations & Feedbacks & Happy hour |
| Required/Recommended Readings | Fivush, R. (2019). Family narratives and the development of an autobiographical self: Social and cultural perspectives on autobiographical memory. Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429029158 Gülgöz, S. & Şahin-Acar, B. (2020), Autobiographical memory development: Theoretical and methodological approaches. Routledge. https://doi.org/10.4324/9780429022791 | ||||||||||||||||||||||||
| Teaching Methods | Mixed teaching methods will be used during lectures, which means that all students: - will be given seminars by the instructor - will be reading, analyzing, and reviewing literature regularly, and writing a short reaction paper about the essence of the assigned materials on that week - will be leading a discussion that includes summarizing the assigned materials in addition to coming up with questions based on critical thinking that can pave the way for class discussion on that topic - will be invited to practice role-play sessions regarding how developmental research is conducted - will be collecting data through home visits (by combining both qualitative and quantitative measures) which is one of the main processes in the field of autobiographical memory research that will be presented in this class. - will be writing up their research proposal as if they were a graduate student, writing their thesis proposal and presenting that in front of a hypothetical committee | ||||||||||||||||||||||||
| Homework and Projects | Reaction paper, data collection, research proposal | ||||||||||||||||||||||||
| Laboratory Work | |||||||||||||||||||||||||
| Computer Use | MS Office, SPSS | ||||||||||||||||||||||||
| Other Activities | |||||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm. Make-up exams could be in a different format than midterm or final exam. 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. 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. |
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| 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 | 3 | 112 | ||
| Application | 1 | 15 | 3 | 18 | |||
| Field Work | 4 | 2 | 2 | 16 | |||
| Presentations / Seminar | 1 | 5 | 1 | 6 | |||
| Homework Assignments | 5 | 5 | 1 | 30 | |||
| Paper Submission | 1 | 5 | 1 | 6 | |||
| Total Workload | 188 | ||||||
| Total Workload/25 | 7.5 | ||||||
| ECTS | 7.5 | ||||||