Psychology (Master) (with Thesis) Preview
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code:

PIY5046

Course Name:

Time Perception

Semester:

Spring

Course Credits:

ECTS

Language of instruction:

Turkish

Course Condition:

Does the Course Require Work Experience?:

Type of course:

Departmental Elective

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator:

Dr. Öğr. Üy. EMRE ÜNVER

Course Lecturer(s):

Asst. Prof. Emre Ünver

Course Assistants:

Course Objective and Content

Course Objectives:	The aim of the course is to provide specific knowledge on the research of time perception topic
Course Content:	The content of the course is composed of various topics such as timing models, relationship between brain and time, time perception in mental illnesses and philosophy of time perception

Learning Outcomes

The students who have succeeded in this course;
1) learning the general knowledge about the time perception research field
2) an introduction to the mechanism of time perception through various models
3) learning how to combine various fields such as philosophy and mental illnesess

Course Flow Plan

Week	Subject	Related Preparation
1)	Introduction – I Course outline, Course requirements	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
2)	Giriş-2 Dinamik Bilişsel modeller	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
3)	The psychophysics of time	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
4)	Time in the Brain – The neural basis of time perception	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
5)	Zaman modellemeleri: Skalar zaman modeli, dikkat geçiti modeli	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
6)	Zaman Algısı: İleri ve geriye dönük paradigma	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
7)	Zaman ve mental hastalıklar	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
8)	Midterm	exam
9)	Zamansal ilüzyonlar	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
10)	Duygunun zaman algısına etkisi	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
11)	Uzay, Sayı ve Zaman - Kantçı bir perspektif	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
12)	Zaman ve Nedensellik	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
13)	Zaman felsefesi: Fraktal zaman	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
14)	Zaman bilincinin felsefesi	Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21 *Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.
15)	final	exam

Sources

Course Notes / Textbooks:

Ward, Lawrence M. (2002): Dynamical Cognitive Science. Cambridge, MA: MIT Press.

*Dehaene, Stanislas (2003): The neural basis of the Weber-Fechner law: a logarithmic mental number line. Trends in Cognitive Sciences 7, 4, 145-147.
*Cevik, M. O. (2003a). Effects of methamphetamine on duration discrimination. Behavioral Neuroscience, 117, 774-784.

*Cevik, M. O. (2003b). Neurogenetics of interval timing. In W.H. Meck (Ed.). Functional and Neural Mechanisms of Interval Timing, CRC Press: Boca Raton.

*Arnold, Derek H. and Wilcock, Paul (2007): Cortical processing and perceived timing. Proceedings of the Royal Society B, 274, 2331-2336.
*Casini, Laurence and Macar, Francoise (1999): Multiple approaches to investigate the existence of an internal clock using attentional resources. Behavioural Processes 45, 73-85.
*Coull, JT and Nobre, AC (2008): Dissociating explicit timing from temporal expectation with fMRI. Current Opinion in Neurobiology 18, 137-144.
*Fierro, B., Palermo, A., Puma, A., Francolini, M., Panetta, M.L., O. Daniele, and Brighina, F. (2007): Role of the cerebellum in time perception: A TMS study in normal subjects. Journal of the Neurological Sciences, 263, 107-112.
*Rubia, K. & Smith, A. (2004). The neural correlates of cognitive time management: A review. Acta Neurobiol Exp 64: 329-340
*Ward, Lawrence M. (2003): Synchronous neural oscillations and cognitive processes. Trends in Cognitive Sciences 7, 12, 553-559.

Block, R.A. & Zakay, D. (2006). Prospective Remembering Involves Time Estimation and Memory Process. In Glicksohn, J. & Myslobodsky, M.S. (Eds.), Timing the future: The case for a time based prospective memory (pp. 25-49). World Scientific Publishing Company.
Church, R.M. (2003). A concise introduction to scalar timing theory. In Meck, W.H. (Eds.), Functional and Neural Mechanisms of Interval Timing (pp. 3–22). Boca Raton, FL: CRC Press
*Ivry, Richard B. and Schlerf, John E. (2008): Dedicated and intrinsic models of time perception. Trends in Cognitive Sciences 12, 7, 273-280.
*Block, Richard A. (2003): Psychological timing without a timer: The roles of attention and memory. In Hede Helfrich (Ed.), Time and mind II: Information processing perspectives, 41-59. Göttingen: Hogrefe and Huber.
Lejeune, H. (1998). Switching or gating? The attentional challenge in cognitive models of psychological time. Behavioural Processes, 44 127–145
Wearden, J.H. (1999). ‘‘Beyond the fields we know...’’: exploring and developing scalar timing theory. Behavioural Processes, 45 3–21
*Block, R. A., & Zakay, D. (2008). Timing and remembering the past, the present, and the future. In S. Grondin (Ed.), Psychology of time (pp. 367-394). Bingley, England: Emerald.

*Block, R. A., & Zakay, D. (2006). Prospective remembering involves time estimation and memory processes. In J. Glicksohn & M. S. Myslobodsky (Eds.), Timing the future: The case for a time-based prospective memory (pp. 25-49). London: World Scientific.
*Buhusi, C.V. and Meck, W.H. (2005). What makes us tick? Functional and neural mechanisms of interval timing. Nature Reviews, Neuroscience, 6: 755-765
Brown, S.W. (2006). Timing and executive function: Bidirectional interference between concurrent temporal production and randimization tasks. Memory & Cognition, 34 (7), 1464-1471
*Zakay, Dan and Block, Richard A. (2004): Prospective and retrospective duration judgments: an executive-control perspective. Acta Neurobiol Exp 64, 319-328.
Block, R., Hancock, P.A & Zakay, D. (2010). How cognitive load affects duration judgments: A meta analytic review. Acta Psychologica. Doi:10.1016/j.actpsy.2010.03.006
Kladopolulos, C.N., Hemmes, N.S. & Brown, B.L. (2004). Prospective Timing under dual task paradigms: attentional and contextual change mechanisms. Behavioural Processes 67 221–233
[Gibbon, J. (1991). Origins of interval timing. Learning and Motivation 22, 3-38. (not available online)]
*Matell, Matthew S. and Meck, Warren H. (2000): Neuropsychological mechanisms of interval timing behavior. BioEssays 22, 94-103.

References:

Matell, Matthew S. and Meck, Warren H. (2000): Neuropsychological mechanisms of interval timing behavior. BioEssays 22, 94-103.
Zakay, Dan and Block, Richard A. (2004): Prospective and retrospective duration judgments: an executive-control perspective. Acta Neurobiol Exp 64, 319-328.

Course - Program Learning Outcome Relationship

Course Learning Outcomes	1	2	3
Program Outcomes
1) They have specialized knowledge about the science of psychology.	3
2) Students have knowledge of application processes in the field of psychology		2
3) They can follow current issues and research in the field of psychology.			1
4) Students can comprehend theories and studies in the psychology field.		3
5) Students can be part of studies in applied psychology area.	2
6) Students will recognize, understand, and respect the complexity of sociocultural and international diversity	2
7) Students will demonstrate information competence and the ability to use computers and other technology for many purposes		3	2
8) Students will be able to tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline	2
9) Students apply evidence based scientific studies.		2
10) Students will understand and apply psychological principles to personal, social and organizational issues.
11) Students actively engage in team work and collaborate with others and can show leadership skills.
12) Students can critically evaluate the knowledge and skills acquired in the field of psychology and direct their learning		3
13) Students can systematically transfer current developments in the field of psychology and their own studies to groups in and out of the field, in written, verbal and visual formats, by supporting them with quantitative and qualitative data.			2
14) Students are able to interpret and create new information by integrating the knowledge gained in the field of psychology with the knowledge from different disciplines.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Average	3 Highest

	Program Outcomes	Level of Contribution
1)	They have specialized knowledge about the science of psychology.
2)	Students have knowledge of application processes in the field of psychology
3)	They can follow current issues and research in the field of psychology.
4)	Students can comprehend theories and studies in the psychology field.
5)	Students can be part of studies in applied psychology area.
6)	Students will recognize, understand, and respect the complexity of sociocultural and international diversity
7)	Students will demonstrate information competence and the ability to use computers and other technology for many purposes
8)	Students will be able to tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline
9)	Students apply evidence based scientific studies.
10)	Students will understand and apply psychological principles to personal, social and organizational issues.
11)	Students actively engage in team work and collaborate with others and can show leadership skills.
12)	Students can critically evaluate the knowledge and skills acquired in the field of psychology and direct their learning
13)	Students can systematically transfer current developments in the field of psychology and their own studies to groups in and out of the field, in written, verbal and visual formats, by supporting them with quantitative and qualitative data.
14)	Students are able to interpret and create new information by integrating the knowledge gained in the field of psychology with the knowledge from different disciplines.

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Calculation

Activities	Number of Activities	Workload
Course Hours	13	65
Midterms	1	50
Final	1	80
Total Workload		195