FACULTY OF ARTS AND SCIENCES

Department of Psychology

PSY 470 | Course Introduction and Application Information

Course Name
Language and Thought
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 470
Fall/Spring
3
0
3
6

Prerequisites
None
Course Language
English
Course Type
Elective
Course Level
First Cycle
Mode of Delivery -
Teaching Methods and Techniques of the Course Q&A
Lecture / Presentation
Course Coordinator -
Course Lecturer(s)
Assistant(s) -
Course Objectives The objective of this course is to acquire an understanding about language and its relationship to mental states in general and psychological states in particular. Psychology is the branch of science having close connections to philosophy of language. This course aims at developing a framework in which students can conceptualize psychological experience in terms of language.
Learning Outcomes The students who succeeded in this course;
  • Will be discuss the tenets of language and thought relationship
  • Will be able to examine the philosophy of language
  • Will be able to develop an understanding of cognitive basis of language and thought
  • Will be able to evaluate the relationship between language and thought from interdisciplinary perspectives
  • Will be able to identify the brain regions that are responsible from language and thought
Course Description The course consists of views on language and thought from a variety of disciplines such as philosophy, linguistics, cognitive psychology and neuroscience.

 



Course Category

Core Courses
Major Area Courses
X
Supportive Courses
Media and Management Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Language and thought Carruthers, P., & Boucher, J. (Eds.). (2011). Language and Thought Interdisciplinary Themes. Cambridge University Press (Chapter 1: Introduction: Opening up options; pp. 1-19)
2 The Origin of Speech Hockett, C. (1960). The Origin of Speech. Scientific American, 203, 88–111
3 Evolutionary perspectives to language Stein, J. F. (2003). Why did language develop? International Congress Series, 1254, 207-213
4 Theories on language and thought Harris, R., & Taylor, T. T. (1997) Landmarks in Linguistic Thought I: The Western Tradition From Socrates to Saussure. Routledge, U.K. (Chapter 13: Humboldt on Linguistic and Mental Diversity; pp. 169-182) Harris, R., & Taylor, T. T. (1997) Landmarks in Linguistic Thought I: The Western Tradition From Socrates to Saussure. Routledge, U.K. (Chapter 16: Saussure on Language and Thought; pp. 207-221)
5 Theories on language and thought Joseph, J. E., Love, N., & Taylor, T. T. (2001). Landmarks in Linguistic Thought II: Routledge, U.K. (Chapter 4: Whorf on Language and Thought; pp. 43-57)
6 Theories on language and thought Chomsky, N. (2002). New Horizons in the Study of Language and Mind, Cambridge University Prepp. U.K. (Chapter 1: New Horizons in the Study of Language; pp. 3-18)
7 Midterm exam
8 Theories on language and thought Pinker, S. (2003). In S. Kirby & M. Christiansen (Eds.). Language evolution: States of the Art. New York, Oxford University Press (Chapter 2: Language as an adaptation to the cognitive niche; pp. 16-37)
9 Theories on language and thought Feldman, J. (2006). From Molecule to Metaphor. A Neural Theory of Language. The MIT Press: Massachusetts, London (Chapter 15: Conceptual Systems; pp. 185-197 & Chapter 16: Metaphors and Meaning; pp. 199-212)
10 Theories on language and thought Gallese, V., & Lakoff, G. (2005). The Brain's concepts: the role of the Sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 22, 455-479
11 Emotions and thought Clore, G., L., & Huntsinger, J. R. (2007). How emotions inform judgment and regulate thought. Trends in Cognitive Science, 11(9), 393–399
12 Language pathologies & thought Siegal, M., Varley, R., & Want, S. C. (2001). Mind over grammar: Reasoning in aphasia and development. Trends in Cognitive Sciences, 5(7), 296-301
13 Bilingualism and thought Pavlenko, A. (2012). Thinking and Speaking in Two Languages. International Journal of Bilingual Education and Bilingualism, 15(3), 383-387
14 Overview of the course
15 Overview of the course
16 Final exam

 

Course Notes/Textbooks
Carruthers, P., & Boucher, J. (2011). Introduction:Opening up options. Language and Thought.
ISBN: 9780511825095
 
Chomsky, N. (2002). New horizons in the study of language and mind (1st ed.). Cambridge University Press.
ISBN: 9780521658225
 
Feldman. J. (2006). From molecule to metaphor: A neural theory of language (1st ed.). MIT Press. 
ISBN: 9780262562355
 
Harris, R., & Taylor, T. (2005). Landmarks in linguistic thought volume I: The western tradition from Socrates to saussure. Routledge.
ISBN: 9780415153621
 
Pinker, S. (2003). In S. Kirby & M. Christiansen (Eds.), Language evolution: States of the art. Oxford University Press.
ISBN: 978019924483
 
Joseph, J. E., Love, N., & Taylor, T. J. (2001). Landmarks in linguistic thought II: The western tradition in the twentieth century.
ISBN: 9780415153621
Suggested Readings/Materials

 

EVALUATION SYSTEM

Semester Activities Number Weigthing
Participation
1
10
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Portfolio
Homework / Assignments
Presentation / Jury
1
30
Project
Seminar / Workshop
Oral Exams
Midterm
1
30
Final Exam
1
30
Total

Weighting of Semester Activities on the Final Grade
3
70
Weighting of End-of-Semester Activities on the Final Grade
1
30
Total

ECTS / WORKLOAD TABLE

Semester Activities Number Duration (Hours) Workload
Theoretical Course Hours
(Including exam week: 16 x total hours)
16
3
48
Laboratory / Application Hours
(Including exam week: '.16.' x total hours)
16
0
Study Hours Out of Class
13
2
26
Field Work
0
Quizzes / Studio Critiques
0
Portfolio
0
Homework / Assignments
0
Presentation / Jury
1
30
30
Project
0
Seminar / Workshop
0
Oral Exam
0
Midterms
1
30
30
Final Exam
1
46
46
    Total
180

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Competencies/Outcomes
* Contribution Level
1
2
3
4
5
1

To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments.

2

To have basic knowledge and skills about the applications in the different subfields of psychology.

X
3

To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology.

4

To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines.

X
5

To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology.

6

To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches.

7

To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology.

8

To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society.

9

To have knowledge of the relevant professional and ethical values ​​in the domains of psychology and respect individual differences and human rights in research and practices related to psychology.

X
10

To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline.

11

To establish written and verbal communication with experts and lay people by using both Turkish and English.

X
12

To be able to speak a second foreign at a medium level of fluency efficiently.

13

To be able to relate the knowledge accumulated throughout the human history to their field of expertise.

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest

 


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