Description of Individual Course Units
Course Unit CodeCourse Unit TitleType of Course UnitYear of StudySemesterNumber of ECTS Credits
707003732019READINGS IN PSYCHOLOGYCompulsory233
Level of Course Unit
First Cycle
Objectives of the Course
This course provides students with a wide range of academic articles written in English. During this course, students are expected to improve their language skills, which are essential to read, analyze, and critique an article written in their field.
Name of Lecturer(s)
Arş. Gör. Dr. F. Cansu Pala
Learning Outcomes
1To develop professional English skills
2To express research results and personal opinions in written and verbal form
3To think analytically and critically
Mode of Delivery
Face to Face
Prerequisites and co-requisities
Recommended Optional Programme Components
none
Course Contents
These language skills include vocabulary, reading, listening, speaking and writing at an intermediate level. In addition, students will be able to collect data on the subject matter of the week, and present their findings on PowerPoint.
Weekly Detailed Course Contents
WeekTheoreticalPracticeLaboratory
1Introduction to the course and its content.
2ReadingM. H. Donald. (2002). Why do I have to learn all these methods? I just want to help people! How to think like a psychologist: Critical thinking in psychology (2nd Ed. pp. 21-22). New Jersey: Prentice Hall. M. H. Donald. (2002). I thought psychology was about people, not numbers! How to think like a psychologist: Critical thinking in psychology (2nd Ed. pp. 35-36). New Jersey: Prentice Hall.
3ReadingM. Greer. (2004). Strengthen your brain by resting it. Monitor on Psychology, 35(7), 60-62.
4ReadingB. Azar. (2010). Virtual violence. Monitor on Psychology, 41(11), 37-39. L. Bowen. (2014). Video game play may provide learning, health, social benefits, review finds. Monitor on Psychology, 45(2) 10-12.
5ReadingT. DeAngelis. (2014). Venus rising. Monitor on Psychology, 45(2), 32-34.
6ReadingN. S. Hoeksema. (2001). Gender Differences in Depression. S. I. Kassin ve B. H. Kathleen. (Ed.), Current directions in introductory psychology (pp. 203-209). New Jersey: Prentice Hall.
7ReadingK. Weir. (2014). The preschool puzzle. Monitor on Psychology, 45(4) 43-46.
8Midterm Exam
9ReadingL. Shaffer. & M. R. Merrens. (2001). Stereotypes: A good thing in the cognitive toolkit. Research stories for introductory psychology. (pp. 173-178). Boston: Allyn and Bacon.
10ReadingM. H. Donald. (2002). Learning and Memory: How could that be a coincidence? How to think like a psychologist: Critical thinking in psychology (2nd Ed. pp. 76-81). New Jersey: Prentice Hall.
11ReadingL. Shaffer. & M. R. Merrens. (2001). Small waist + big hips = attractive lady. Research stories for introductory psychology. (pp. 61-70). Boston: Allyn and Bacon.
12ReadingL. Shaffer. & M. R. Merrens. (2001). Does TV violence sell? Research stories for introductory psychology. (pp. 329-336). Boston: Allyn and Bacon.
13ReadingL. Shaffer. & M. R. Merrens. (2001). Half and half. Research stories for introductory psychology. (pp. 31-40). Boston: Allyn and Bacon.
14ReadingL. Shaffer. & M. R. Merrens. (2001). Betting on the Winners. Research stories for introductory psychology. (pp. 269-278). Boston: Allyn and Bacon.
15Overall Discussion
Recommended or Required Reading
All sources are listed below.
Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"
Assessment Methods and Criteria
Term (or Year) Learning ActivitiesQuantityWeight
Midterm Examination130
Quiz240
Report Presentation130
SUM100
End Of Term (or Year) Learning ActivitiesQuantityWeight
Final Examination1100
SUM100
Term (or Year) Learning Activities60
End Of Term (or Year) Learning Activities40
SUM100
Language of Instruction
English
Work Placement(s)
none
Workload Calculation
ActivitiesNumberTime (hours)Total Work Load (hours)
Midterm Examination122
Attending Lectures14342
Discussion14228
Individual Study for Mid term Examination11818
TOTAL WORKLOAD (hours)90
Contribution of Learning Outcomes to Programme Outcomes
PO
1
PO
2
PO
3
PO
4
PO
5
PO
6
PO
7
PO
8
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9
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10
PO
11
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12
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13
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14
PO
15
LO1333322224522222
LO2333334334442322
LO3222333335553333
* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High
 
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