| Course Objectives: |
The aim of this course is to introduce students to psychology as a scientific discipline that studies behavior and mental processes. The course enables students to acquire foundational knowledge of the major perspectives and subfields of psychology, understand the principal methods used in psychological research, and explain the basic concepts and theories concerning the biological and evolutionary foundations of behavior, sensation, perception, consciousness, learning, and memory. It also aims to help students evaluate claims about psychological phenomena based on scientific evidence and relate psychological knowledge to everyday life. |
| Course Content: |
Definition, goals, major perspectives, and subfields of psychology; the scientific research process in psychology; descriptive, correlational, and experimental research methods; variables, sampling, validity, reliability, and research ethics; the biological foundations of behavior; the nervous system, neurons, neurotransmitters, and major brain structures; genetic and environmental influences on behavior; fundamental principles of evolutionary psychology; sensation and perception; attention and perceptual organization; consciousness, sleep, dreams, and altered states of consciousness; classical conditioning, operant conditioning, and observational learning; encoding, storage, and retrieval of information; memory systems, forgetting, and memory errors. |
1. Attendance: Students are required to attend at least 70% of the classes. Students who fail to meet the attendance requirement specified in University regulations may not take the final examination, even if they have fulfilled the other course requirements.
2. Punctuality: Students are expected to be present before the class begins. A student may be marked absent if late arrival disrupts the course. Students who must leave early for an unavoidable reason should inform the instructor before class.
3. Language of instruction: The language of instruction is English. Lectures, classroom activities, course materials, and examinations are conducted in English. Students are expected to use psychological terminology in English. Turkish resources may be used to support the English-language course materials.
4. Preparation for class: Students are expected to read the assigned chapters and review the materials indicated in the weekly course plan before attending class. Quizzes may cover previously announced readings and course content.
5. Active participation: Students are expected to participate regularly in discussions, question-and-answer activities, case analyses, and classroom exercises. Different perspectives must be treated respectfully, and psychological issues must be discussed on the basis of scientific evidence.
6. Course communication: Course announcements, materials, and schedule changes are communicated through OIS. Students are responsible for checking OIS announcements regularly. Course-related questions should normally be submitted through OIS rather than by individual email.
7. Participation in assessments: Quizzes, the midterm examination, and the final examination are administered on the announced dates and at the announced times. Procedures concerning missed examinations are governed by the relevant University regulations and directives. No additional examination or assessment will be offered unless specifically announced by the instructor.
8. Academic integrity: Cheating or assisting others in cheating; using another person’s ideas, words, or work without proper acknowledgement; fabricating data or sources; and engaging in unauthorized collaboration constitute violations of academic integrity. Relevant University regulations will be applied in such cases.
9. Use of artificial intelligence tools: Generative artificial intelligence tools may be used only when permitted by the instructor and only for purposes such as developing ideas, clarifying concepts, or receiving language support. AI-generated content may not be presented as the student’s own work. When such tools are used, the nature of their use must be disclosed, and students remain responsible for verifying the accuracy of the information and sources generated.
10. Use of course materials: Presentations, lecture notes, examination questions, videos, and other materials provided by the instructor may be used only for individual learning within the scope of the course. These materials may not be reproduced, recorded, or shared on digital platforms without permission.
11. Use of digital devices: Phones, tablets, and computers may be used only for taking notes, accessing course materials, and participating in classroom activities. Students should avoid unrelated device use or any behavior that distracts other members of the class.
12. Confidentiality and personal disclosure: Students are not required to disclose personal experiences during classroom discussions. Personal information, experiences, and examples shared in class must not be communicated outside the classroom. Concepts covered in the course must not be used to diagnose oneself or others.
13. Inclusive and respectful learning environment: Discriminatory, derogatory, or stigmatizing language is not acceptable. Psychological disorders, cultural differences, and individual characteristics must be discussed in a scientific and ethical manner that respects human rights.
14. Specific learning needs: Students who require reasonable accommodations are encouraged to contact the relevant University unit and inform the instructor of the approved arrangements at the beginning of the semester. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Define psychology as a scientific discipline and explains its major goals, perspectives, and subfields.
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2) Being able to explain the biological bases, sensation and perception mechanisms, and processes of learning and memory.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Compare the fundamental concepts and theories of sensation, perception, consciousness, learning, and memory and uses this knowledge to explain situations encountered in everyday life.
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) Compare the principal research methods used in psychology and evaluates psychological claims on the basis of scientific evidence and in accordance with the principles of research ethics.
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| Week |
Subject |
Materials Sharing * |
|
Related Preparation |
Further Study |
| 1) |
Course introduction: An overview of expectations and assumptions about psychology |
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Class introduction and discussion on the science of psychology. |
| 2) |
Science of Psychology, History and Subfields |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 1
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Explaining the same behavior from different psychological perspectives. |
| 3) |
Research Methods in Psychology I |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 2
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Selecting an appropriate research method for a given research question. |
| 4) |
Research Methods in Psychology II |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 2
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Methodological and ethical evaluation of a sample research study |
| 5) |
Biological Foundations of Behavior I |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 3
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Examining the relationship between the nervous system and behavior through examples. |
| 6) |
Biological Foundations of Behavior II |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 3
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Matching brain structures with behavioral and cognitive functions. |
| 7) |
Evolutionary Psychology |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 3
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Comparing biological, environmental, and evolutionary explanations of a behavior. |
| 8) |
Midterm |
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| 9) |
Sensation and Perception I |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 4
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Relating sensory thresholds and adaptation to everyday experiences. |
| 10) |
Sensation and Perception II |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 5
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Explaining perceptual illusions through fundamental principles of perception. |
| 11) |
Mind, Consciousness, and Altered States |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 6
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Evaluating common claims about sleep and consciousness based on scientific evidence. |
| 12) |
Learning and Behavior Analysis |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 7
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Applying principles of learning to education, habits, and behavior modification. |
| 13) |
Basic Processes and Systems of Memory |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 8
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Comparing memory systems through examples from everyday life. |
| 14) |
Forgetting, Memory Errors, and Effective Learning |
"PSİKOLOJİ VE YAŞAM" BÖLÜM 8
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Developing a personal study and learning plan based on scientific findings. |
| Course Notes / Textbooks: |
Gerrig, R. J., & Zimbardo, P. G. (2018). *Psikoloji ve yaşam: Psikolojiye giriş* (6. baskıdan çeviri). Nobel Akademik Yayıncılık.
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| References: |
1. Gerrig, R. J., & Zimbardo, P. G. (2018). *Psikoloji ve yaşam: Psikolojiye giriş* (6. baskıdan çeviri). Nobel Akademik Yayıncılık.
2. Myers, D. G., & DeWall, C. N. (2023). *Psikolojiyi keşfetmek* (G. Bahadır & A. N. Alçalar, Ed.; 11. basımdan çeviri). Nobel Akademik Yayıncılık.
3. Ciccarelli, S. K., & White, J. N. (2024). *Psikoloji: Bir keşif gezintisi* (3. basımdan çeviri). Nobel Akademik Yayıncılık.
4. Smith, E. E., Nolen-Hoeksema, S., Fredrickson, B. L., Loftus, G. R., Bem, D. J., & Maren, S. (2019). *Atkinson ve Hilgard psikolojiye giriş* (Ö. Öncül & D. Ferhatoğlu, Çev. Ed.; 14. edisyon). Arkadaş Yayınevi.
5. Plotnik, R. (2009). *Psikolojiye giriş* (T. Geniş, Çev.; 1. baskı). Kaknüs Yayınları.
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Explain the fundamental concepts, historical development, and theoretical framework of graphic design. |
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| 2) |
Define typography, color theory, and composition principles in visual communication design. |
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| 3) |
Evaluate the social, cultural, and ethical aspects of graphic design to develop an interdisciplinary perspective. |
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| 4) |
Develop original and innovative design solutions using creative problem-solving methods. |
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| 5) |
Apply visual hierarchy, perception psychology, and user experience (UX) principles to design for international markets. |
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| 6) |
Effectively use digital tools and design software to produce professional graphic design work. |
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| 7) |
Take responsibility in international graphic design projects individually or within a team to develop creative solutions. |
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| 8) |
Manage graphic design projects and plan processes while applying a professional work discipline. |
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| 9) |
Continuously improve by following global innovations, technologies, and methodologies in graphic design. |
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| 10) |
Adopt intercultural design principles to create visual solutions for global audiences. |
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| 11) |
Being able to communicate both in writing and orally on topics related to one`s field, with a minimum of A2-level English proficiency in accordance with the Common European Framework of Reference for Languages (CEFR) criteria. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
3 |
42 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
14 |
1 |
14 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
0 |
0 |
0 |
| Total Workload of Teaching & Learning Activities |
- |
- |
56 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
1 |
15 |
15 |
| Midterms |
1 |
36 |
36 |
| Semester Final Exam |
1 |
46 |
46 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
97 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
153 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
6 |
ECTS Information Package / Course Catalogue
