Psychology (Master) (without Thesis) | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code: | PIY5046 | ||||
Course Name: | Time Perception | ||||
Semester: | Spring | ||||
Course Credits: |
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Language of instruction: | Turkish | ||||
Course Condition: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | Departmental Elective | ||||
Course Level: |
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Mode of Delivery: | Face to face | ||||
Course Coordinator: | Dr. Öğr. Üy. EMRE ÜNVER | ||||
Course Lecturer(s): | Asst. Prof. Emre Ünver | ||||
Course Assistants: |
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 |
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 |
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 |
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 Learning Outcomes | 1 |
2 |
3 |
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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 | 2 | ||||||||||||||
8) Students will be able to tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline | 3 | ||||||||||||||
9) Students apply evidence based scientific studies. | 2 | ||||||||||||||
10) Students will understand and apply psychological principles to personal, social and organizational issues. | 2 | ||||||||||||||
11) Students actively engage in team work and collaborate with others and can show leadership skills. | 3 | ||||||||||||||
12) Students can critically evaluate the knowledge and skills acquired in the field of psychology and direct their learning | |||||||||||||||
13) Students can use the knowledge, problem solving and/or application skills they have internalized in the field of psychology in interdisciplinary studies. | 2 | ||||||||||||||
14) 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. | 1 | ||||||||||||||
15) 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. | 3 |
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 |
3) | They can follow current issues and research in the field of psychology. | 3 |
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 use the knowledge, problem solving and/or application skills they have internalized in the field of psychology in interdisciplinary studies. | |
14) | 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. | |
15) | 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. |
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 |
Activities | Number of Activities | Workload |
Course Hours | 13 | 65 |
Midterms | 1 | 50 |
Final | 1 | 80 |
Total Workload | 195 |