ECTS - Cognition and Emotion
Cognition and Emotion (PSY513) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Cognition and Emotion | PSY513 | 3 | 2 | 0 | 4 | 8 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Social Sciences Master's Degree |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion. |
| Course Lecturer(s) |
|
| Course Objectives | This course is designed to introduce cognition and emotion and the basic interplay between the two in psychological processes. |
| Course Learning Outcomes |
The students who succeeded in this course;
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| Course Content | Quantifying cognition and affect, basic emotions, emotion regulation, affect, memory, language and decision making relationship. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction to Cognition and Emotion | Assigned reading: Chapter 1 |
| 2 | The Cognitive Philosophy of Emotion | Assigned reading: Chapter 2 |
| 3 | The Cognitive Philosophy of Emotion | Assigned reading: Chapter 2 |
| 4 | Cognitive Theories of Emotion | Assigned reading: Chapter 3 |
| 5 | Cognitive Theories of Emotion | Assigned reading: Chapter 3 |
| 6 | Kitap Bölümü 4 | Assigned reading: Chapter 4 |
| 7 | Cognitive Theories of Emotional Disorder | Assigned reading: Chapter 4 |
| 8 | Towards an Integrated Cognitive Theory of Emotion | Assigned reading: Chapter 5 |
| 9 | Towards an Integrated Cognitive Theory of Emotion | Assigned reading: Chapter 5 |
| 10 | Fear | Assigned reading: Chapter 6 |
| 11 | Sadness | Assigned reading: Chapter 7 |
| 12 | Anger | Assigned reading: Chapter 8 |
| 13 | Disgust | Assigned reading: Chapter 9 |
| 14 | Happiness | Assigned reading: Chapter 10 |
| 15 | Overview and Conclusions | Assigned reading: Chapter 11 |
| 16 | Final Examination Period |
Sources
| Course Book | 1. Power, M., & Dalgleish, T. (1997). Cognition and emotion: From order to disorder. Hove, UK: Psychology Press |
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Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 3 | 30 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 35 |
| Final Exam/Final Jury | 1 | 35 |
| Toplam | 5 | 100 |
| Percentage of Semester Work | 65 |
|---|---|
| Percentage of Final Work | 35 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | X |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Knowledge of theories and empirical data on the professional relationship, such as: Interpersonal relationships, power relationships, boundary issues, therapeutic alliance and more specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting. | X | ||||
| 2 | Knowledge of self, such as motivation, resources, values, personal biases and others; macro (work, national norms) and micro (family, gender differences) environment in which the person functions. | X | ||||
| 3 | Acquiring skills of effective communication, establishment and maintenance of rapport, establishment and maintenance of trust and respect in the professional relationship. | X | ||||
| 4 | Accepting obligations, being sensitive to others, and conducting the self in an ethical manner while working with other professionals. | X | ||||
| 5 | Knowledge and skills of assessment and evaluation such as assessment methods, knowledge of populations served in a cultural context, human development and diagnosis along with necessary skills such as collection and processing data, formulation of hypotheses and making a diagnosis when appropriate, report writing and formulation of an action plan. | X | ||||
| 6 | The learning of an array of varied interventions with individuals and systems such as couples, families, groups and organizations, selecting and applying appropriate intervention methods. | |||||
| 7 | Analyzing the information by utilizing critical reasoning skills, developing a conceptual framework towards solution of a critical problem, and communicating this to the client. | |||||
| 8 | Sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context. Applications of various research approaches to social systems. | |||||
| 9 | Has knowledge of ethical principles and skills of ethical decision-making process, proactive identification of potential ethical dilemmas and resolution of ethical dilemmas. | |||||
| 10 | Learning to be a receptive supervisee such as open to supervision, well prepared, able to use time efficiently, aware of limits, and ability to link learning approaches to specific evaluation criteria. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 16 | 2 | 32 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 3 | 10 | 30 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 25 | 25 |
| Prepration of Final Exams/Final Jury | 1 | 40 | 40 |
| Total Workload | 207 | ||