COURSE DESCRIPTION AND APPLICATION INFORMATION
| Course Name | Code | Semester | T+A+L (hour/week) | Type (C / O) | Local Credit | ECTS |
|---|---|---|---|---|---|---|
| Experimental Child Psychology | PSYC 466 | Spring | 03+00+00 | Elective | 3 | 6 |
| Academic Unit: | Psychology |
| Mode of Delivery: | Face to face |
| Prerequisites: | - |
| Language of Instruction: | English |
| Level of Course Unit: | Undergraduate |
| Course Coordinator: | - - |
| Course Objectives: | This course introduces students to the scientific foundations of theories and research questions in developmental psychology. Lectures will be enriched through discussions and structured experiments, and students will learn and apply basic research methods in child development, including conceptualization, design, data collection, analysis, and writing. |
| Course Contents: | This course focuses on students' development during infancy and childhood. Topics examined include language development, development of narrative skills, bilingualism, and development of executive functions |
| Learning Outcomes of the Course Unit (LO): |
|
| Planned Learning Activities and Teaching Methods: | Lectures will be of seminar and discussion format; senior students will be provided with both knowledge and discussion opportunities on related topics. In addition, students will practice a more scientific approach to the subject with their research suggestions and applications. |
WEEKLY SUBJECTS AND RELATED PREPARATIONS
| Week | Subjects | Related Preperation |
|---|---|---|
| 1 | Experimental Developmental Psychology – Basic concepts | Journal paper |
| 2 | Biology and Genetics | Journal paper |
| 3 | Perception in infancy | Journal paper |
| 4 | Emotional development | Journal paper |
| 5 | Executive Functioning | Journal paper |
| 6 | Language Development | Journal paper |
| 7 | Experimental design | |
| 8 | Experimental design | |
| 9 | Socio-cognitive development | Journal paper |
| 10 | Project pre-presentations | Journal paper |
| 11 | Problem solving - memory | Journal paper |
| 12 | Language input and consequences | Journal paper |
| 13 | Project presentations | Presentation |
| 14 | Project presentations | Presentation |
At Kadir Has University, a Semester is 14 weeks; The weeks 15 and 16 are reserved for final exams.
REQUIRED AND RECOMMENDED READING
| Every week, journal papers will be read |
OTHER COURSE RESOURCES
| Greenough, W.T., Black, J.E., & Wallace, C.S. (1987). Experience and brain development. Child Development, 58, 539-559. Plomin, R. (1990). Nature and Nurture. Pacific Cove, Ca. : Brooks/Cole, pp 27-56 & 67-81. DeCasper, A., & Spence, M. (1986). Prenatal maternal speech influences newborns' perception of speech sounds. Infant Behavior and Development, 9, 133-150. Menella, J.A., & Beauchamp, G.K. (1996). The human infant's response to vanilla flavors in mothers milk and formula. Infant Behavior and Development, 19, 13-19. Grolnick, W.S., Bridges, L.J., & Connell, J.P. (1996). Emotion regulation in two-year-olds: Strategies and emotional expression in four contexts. Child Development, 67, 928-941. Saarni, C. (1989). Children's understanding of strategic control of emotional expression in social transactions. In C. Saarni and P.L. Harris (Eds.), Children's Understanding of Emotion. Cambridge: Cambridge University Press. Werker, J.F. (1989). Becoming a native listener. American Scientist, 77, 54-59. Gleitman, L.R., & Gleitman, H., (1992). A picture is worth a thousand words, but that's the problem: The role of syntax in vocabulary acquisition. Current Directions in Psychological Science, 1, 31-35. Doyle, A.B. & Aboud, F. (1995). A longitudinal study of white children's racial prejudice as a social-cognitive development. Merrill-Palmer Quarterly, 41(2), 209-228. Black-Gutman, D., & Hickson, F. (1996). The relationship between racial attitudes and social-cognitive development in children: An Australian Study. Developmental Psychology, 32, 448-456. Swain, I.U., Zelazo, P.R., & Clifton, R.K. (1993). Newborn infants' memory for speech sounds retained over 24 hours. Developmental Psychology, 29, 312-323. |
ASSESSMENT METHODS AND CRITERIA
| Semester Requirements | Number | Percentage of Grade (%) |
|---|---|---|
| Attendance / Participation | 14 | - |
| Project | 1 | 50 |
| Midterms / Oral Exams / Quizes | 1 | 20 |
| Final Exam | 1 | 30 |
| Total: | 17 | 100 |
WORKLOAD
| Events | Count | Duration (Hours) | Total Workload (hour) |
|---|---|---|---|
| Course Hours | 14 | 3 | 42 |
| Project | 1 | 58 | 58 |
| Midterms / Oral Exams / Quizes | 1 | 25 | 25 |
| Final Exam | 1 | 25 | 25 |
| Total Workload (hour): | 150 | ||
1 ECTS = 25 Hours Workload
THE RELATIONSHIP BETWEEN COURSE LEARNING OUTCOMES (LO) AND PROGRAM QUALIFICATIONS (PQ)
| # | PQ1 | PQ2 | PQ3 | PQ4 | PQ5 | PQ6 | PQ7 | PQ8 | PQ9 | PQ10 |
| LO1 | ||||||||||
| LO2 | ||||||||||
| LO3 |
Contribution: 1 Low, 2 Average, 3 High