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Psychology
480.03:
Experimental Analysis of Behavior
Spring 2007
Mon and Wed.
12-1:15 DEG
204
Goals for Psy
480 Required
Texts Tests
Daily assignments
Group Project
Final Grades
Cheating
Special Problems
Daily Schedule and reading assignments
Tests and Papers!
Test 1
Paper handout!
Test 2
Notes:
Classical
Conditioning I
Recorla and
Kamin
Rescorla Wagner model
Seigel notes
Skinner notes
Staddon/simmelhag
and Timberlake/Lucas
Herrnstein 1961, 1970
Baum 1974
Baum and Kraft
Farmer-Dougan
Nevin and Grace notes
Cohen
Allison Chapter Notes
Green and Rachlin
Rowlett
Woolverton
Sidman/herrnstein
Dinsmoor/Critchfield
Welcome to Psychology 480.03 Operant conditioning
This course examines the
roles of consequences and the scheduling of consequences on acquisition,
maintenance and structure of behavior in human and nonhuman organisms. The
course emphasizes both the mechanisms and theories surrounding how consequences
select and shape behavior, with an emphasis on methodology, measurement and
quantification of behavior. Topics include the historical beginnings of
experimental analysis of behavior, classical conditioning, scheduling of
reinforcers, conditioned reinforcement, stimulus control, choice, molecular
determinants of behavior, mathematical models of behavior, complex response
units, and dynamic behavior.
PLEASE
keep this syllabus; it contains reading assignments, test dates, grade
information, and other items that will be of use throughout the semester.
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 Goals for the Psy
480.03:
Experimental Analysis of Behavior
As
a result of completing the course, the student will be able to:
• Trace the progression
of modern learning theory from its early historical beginnings to the
current theories;
• Compare and contrast the various experimental methods used in the field of
experimental analysis of behavior, especially the observational technique,
single versus group designs, and comparative animal models;
• Explain the relationship between classical and operant conditioning in
both historical and modern arenas;
• Correctly identify, explain and understand key concepts of complex
behavior analysis
• Obtain a sound foundation in the field of experimental analysis of
behavior through the tracing of the evolution of theories in such areas as
classical and instrumental conditioning, choice and optimality models,
stimulus control, schedules of reinforcement; and complex behavior systems;
• Become familiar with the ethics involved in research with human and animal
subjects and the legal and moral responsibilities of those working with
human and nonhuman subjects;
• Understand the ecological dynamics of the individual organism within its
environment.
These Objectives are consistent with
Educating Illinois
document. Please see this document for further details.
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You will be
tested both on material that is in seminar AND in assigned reading from the list
of readings. Readings are available in the Behavioral
Neuroscience laboratory, Felmley 230, and in the Psychology Resource Center in
the basement of DeGarmo hall.
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 Class activities and Grading
As this course involves a significant amount of theorizing and
synthesizing, it is CRITICAL that you keep up. This is a graduate class
covering quite technical material.
The course is structured as a
seminar based upon primary literature and focused literature reviews. Students
will be expected to review topics and papers listed on the syllabus and provide
scholarly summaries and analyses of each reading.
There are two types of in class
assignments:
Discussion
participation
You
will be expected to have read and be ready to discuss each reading during each
class period.
 Tests
and Projects
There
will be two "take-home" essay exams. These essay exams will allow you to
demonstrate the ability to synthesize and use the information. Each take home
exam will be worth 100 points. Essay questions will entail synthesis and
application of material learned up to that point, but the focus will be on the
information learned since the last essay exam. The test is open book/open notes
(that is, I assume you will use your book and notes). While students may work
together to answer the questions, EACH STUDENT MUST WRITE THEIR OWN ANSWER (no
group answers will be accepted). Due dates for the take- home exams are given
in the lecture schedule. Exams will be distributed in class at least one week
before they are due.
Take home exams are due in my office or department mailbox by 5 PM of the
due day, at the latest. Late exams will be docked 5 points for each day they
are late.
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The
paper will be worth a total of 100 points. The paper will be a literature review
on a topic in the experimental analysis of behavior of your choice. I highly
encourage you to pick a topic near and dear to your "heart" and tie the
physiology into that topic. Topics can include both theoretical, basic research,
and applied areas. A handout will be distributed in class specifically outlining
the requirements for the paper. I am more than happy to discuss your paper topic
with you.
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Points will be given for:
Essay exams (100 points each) 200 points
Review paper 100 points
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A
total of 400 points will be available in the class. Grades will be
given according to the following cutoffs:
276-300: A
252-275: B
228-251: C
204-227: D
204 or below: F
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Any cheating will not be tolerated.
Cheating or plagiarism will result in an F in the course and referral to the
Student Code Enforcement Review Board (SCERB)
for disciplinary action. Cheating INCLUDES (but is not limited to): plagiarism
of both published and unpublished written work, having another individual take
or assist you with an online exam, taking an exam for or assisting another
individual with an online quiz, performing or completing a class assignment or
quiz for another individual or having another individual perform or complete a
class assignment or quiz for you. Cheating
is thus defined generally as representing work that is NOT your own as your work
or allowing your work to be represented as another’s' so that individual
receives academic credit. Violators
of this policy will receive a failing grade on that assignment or quiz, a
possible failing grade for the course, and referral to the department chair and
the SCERB for disciplinary action.
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If
you have a disability, if English is your second language, or need other special
considerations, please see me as soon as possible (that's before the first
test!) to work out any special arrangements that might be needed. If you fail a
test, please see me as soon as possible. I cannot help you if you do not contact
me for help!
Please
Note:
According to University Guidelines: Any student needing to arrange a reasonable
accommodation for a documented disability should contact Disability Concerns at 350 Fell
Hall, 438-5853 (voice), 438-8620 (TDD). They are there to ensure that you receive
the help you need!!
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The following is a tentative lecture schedule. PLEASE
NOTE THE READING ASSIGNMENTS. Changes will be announced in class. You are
responsible for any announced changes.
introductions
Jan 17: Intro
to class and research methods
(Mazur, Chapter 1)
Predicting Events: On Carrying Umbrellas and Modern Models of Classical
Conditioning:
Jan 22
Intro to classical conditioning
(Mazur, Chapter 4 )
Rescorla, R.A. (1967).
Pavlovian conditioning and its proper control procedures. Psychological
Review. 74, 71-80.
Rescorla, R.A. (1966).
Predictability and number of pairings in Pavlovian fear conditioning. Psychonomic
Science, 4, 38-84.
Jan 29th: Theories
of Classical conditioning
(Mazur,
Chapter 5)
Kamin, L.J. (1967)
Predictability, surprise, attention and conditioning. In B.A. Campbell & R.M.
Church (Eds.) Punishment and Aversive Behavior, pp.279-295
Rescorla, R.A., & Wagner,
A.R. (1972). A theory of Pavlovian Conditioning: Variations in effectiveness
of reinforcement and non-reinforcement. (pp. 64-99). In A.H. Black and W.F.
Prokasy (Eds.). Classical Conditioning II, New York: Appleton-Century
Crofts.
Feb 5 Early
work on biological boundaries
Garcia, J., McGowan, B.J., &
Green, K.F. (1972). Biological constraints on conditioning. In A.H. Black
and W.F. Prokasky (Eds.). Classical Conditioning II: Current theory and
research. New York: Appleton-Century Crofts.
Feb 7 More
biological boundaries
Siegel, S. (1979). The role
of conditioning in drug tolerance and addiction (pp. 143-168). In J.D. Keehn
(Ed.). Psychopathology in Animals: Research and Clinical Implications.
New York: Academic Press
Biological boundaries of classical conditioning
Feb
12: Modern interpretations:
Domjian, M. (2005).
Pavlovian conditioning: A functional perspective. Annual review of
psychology,
56, 179-206.
Fanselow, M.S. & Paulos,
A.M. (2005). The neuroscience of mammalian associative learning. Annual
review of psychology, 56, 207-234.
Operant conditioning and schedules of reinforcement
Feb
14:
SNOW DAY
Feb 19:
Theories of Reinforcement.
(Mazur, chapters 6, 7
and 9)
Skinner, B.F. (1938). The
Behavior of Organisms. Chapters 1-2, pp. 3-60.
Premack, D. (1962)
Reversibility of the reinforcement relation. Science, 136, 255-257.
Timberlake, W., &
Farmer-Dougan, V.A. (1991). Reinforcement in applied settings: Figuring out
ahead of time what will work. Psychological Bulletin, 110,
379- 391.
Autoshaping and behavior modes
Feb
21st:
Autoshaping and Misbehavior
McSweeney, F.K., Swindell,
S., & Weatherly, J.N, (1966). Within-session changes in responding during
autoshaping and automaintenance procedures. Journal of the experimental
analysis of behavior, 66, 51-61.
Skinner, B.F. (1948).
"Superstition" in the pigeon. Journal of Experimental Psychology, 38,
168-172.
Wolin, B.R. (1948).
Difference in manner of pecking a key between pigeons reinforced with food
and water. Conference on the experimental analysis
of behavior, note #4, April 5.
Breland, K., & Breland, M.
(1961). The misbehavior of organisms. American Psychologist, 16,
681-684.
Feb 26th
Biological explanations
Staddon, J.E.R., & Simmelhag,
V.L. (1971). The "superstition" experiment: A re-examination of its
implication for the principles of adaptive behavior. Psychological
Review, 78, 3-43.
Timberlake, W., & Lucas, G.A.
(1985). The basis of superstitious behavior: Chance contingency, stimulus
substitution, or appetitive behavior. Journal of the Experimental
Analysis of Behavior, 44, 279-299.
Feb 28th Behavior
systems theory
Timberlake, W.
Motivational modes in behavior systems. In R.R. Mowrer and S.B. Klein
(Eds.), Handbook of contemporary learning theories (pp. 155-209).
Hillsdale NJ: Erlbaum Associates.
Choice
Mar 5th: Matching as a model of choice
Herrnstein, R.J. (1961).
Relative and absolute strength of response as a function of frequency of
reinforcement. Journal of the Experimental Analysis of Behavior, 4,
267-272.
https://www.mlb.ilstu.edu/ereserve2/viewpdf.php?filename=FDPSYRELAT.PDF
Herrnstein, R.J. (1970). On
the law of effect. Journal of the Experimental Analysis of Behavior, 13,
243-266.
https://www.mlb.ilstu.edu/ereserve2/viewpdf.php?filename=FDPSYONTWO.PDF
Baum, W.M. (1974). On two
types of deviation from the matching law: Bias and undermatching. Journal
of Experimental Analysis of Behavior, 22, 137-153.
https://www.mlb.ilstu.edu/ereserve2/viewpdf.php?filename=FDPSYONTWO.PDF
Mar 7th
Matching vs. ideal free distribution models
Baum, W.M. & Kraft, J.R.
(1998). Group choice: Competition, travel and the ideal free distribution.
Journal of the Experimental Analysis of Behavior, 69, 227-245.
http://seab.envmed.rochester.edu/jeab/articles/1998/jeab-69-03-0227.pdf
Farmer-Dougan, V.A. & Dougan, J.D.
(2005). Behavioral Contrast in a Group Foraging Paradigm. International
Journal of Comparative Psychology, 18, 341-358.
SPRING
BREAK March 8th-March 18th!
Behavioral Economics
Mar 19th:
Behavioral momentum
Cohen, S. L. (1998).
Behavioral momentum: The effects of the temporal separation of rates of
reinforcement. Journal of the Experimental Analysis of Behavior, 69,
29-47.
Mar 21st:
Economic approaches
Allison, J. (1983).
Chapter 3, Behavioral Economics (pp.
49-83). New York: Praeger.
(winzip file, you must unzip it. If you don't have
winzip, use the link below to install)
Mar 26th:
More economic approach
Green, L. & Rachlin, H.
(1991). Economic substitutability of electrical brain stimulation, food and
water. Journal of the Experimental Analysis of Behavior, 55, 133-143.
(winzip file, you must unzip it. If you don't have winzip, use the link
below to install)
http://lets-get-it.org/Winzip/
April 2nd:
Progressive ratio as an economic model
Rowlett, J.K., Rodefer J.S.,
& Spealman, R.D. (2002). Self-administration of cocaine, alfentanil,
nalbuphine under progressive-ratio schedules: Consumer demand and labor
supply analyses of relative reinforcing effectiveness. Journal of
Experimental and Clinical Psychopharmacology, 10, 367-375.
April 4th:
Woolverton (2002).
Comparison of the reinforcing efficacy of two dopamine D2-like receptor
agonists in rhesus monkeys using a progressive-ratio schedule of
reinforcement, Pharmacology, biochemistry and behavior, 72, 803 -809
Aversive control and Learned Helplessness
April
9th:
Models of punishment
Sidman, M. (1955). Some
properties of the warning stimulus in avoidance behavior. Journal of
comparative and physiological psychology, 48, 444-450.
Herrnstein, R.J. & Hineline,
P.N. (1966). Negative reinforcement as a shock-frequency reduction.
Journal of the experimental analysis of behavior, 9, 421-430.
April 11th
Dinsmoor, J. A. (1977).
Escape, avoidance, punishment: Where do we stand? Journal of the
Experimental Analysis of Behavior, 28, 83-95.
Critchfield, T. S. Paletz,
E. M. MacAleese, K. R. & Newland, M. C. (2003). Punishment in human choice:
Direct or competitive suppression?. Journal of the Experimental Analysis
of Behavior, 80, 1-27
http://www.youtube.com/watch?v=s9-xXfgQiTU
http://www.youtube.com/watch?v=ghheuvDQD2Q
April
16th:
Learned helplessness
Overmeier, J.B., & Seligman,
M.E.P. (1967). Effects of inescapable shock upon subsequent escape and
avoidance responding. Journal of Comparative and Physiological
Psychology, 63, 28-33.
Minor, Dess, & Overmeier.
(1991). Inverting the traditional view of "Learned Helplessness".
Maier, S.F., & Seligman,
M.E.P. (1976). Learned Helplessness: Theory and evidence. Journal
of Experimental Psychology: General, 105, 3-46.
Stimulus control
April
23th:
Traditional vs. errorless learning:
Terrace, H.S. (1993).
Errorless transfer of a discrimination across two continua. Journal of
the experimental analysis of behavior, 6, 223-232.
Zentall, T. R. Galizio, M. &
Critchfield, T. S. (2002). Categorization, concept learning, and behavior
analysis: An introduction. Journal of the Experimental Analysis of
Behavior, 78, 237-248.
April
25th:
Role of the S- and PeakShift
Keith, K. (2002) Peak Shift
Phenomenon: A Teaching activity for basic learning.
Teaching of Psychology, 29, 298-300.
Cheng, K., & Spetch, M.F.
(2002). Spatial generalization and peak shift in humans. Learning and
motivation, 33, 358-389.
Complex behavior
April
30rd:
Temporal discounting
Critchfield, T.S., & Kollins,
S.H. (2001). Temporal discounting: Basic research and analysis of socially
important behavior. Journal of Applied Behavior Analysis, 34-101-122.
Rosati, A.G., Stevens, J.R.,
& Hauser, M.D. (2006). The effect of handling time on temporal discounting
in two New World primates. Animal Behaviour, 71, 1379-1387.
May 2nd:
Problem solving
Herrnstein, R.J., Loveland,
D.H., & Cable, C. (1976). Natural concepts in pigeons. Journal of
Experimental Psychology: Animal Behavior Processes, 2, 285-302.
Neuringer, A. (2004).
Reinforced variability in animals and people: implications for adaptive
action. American Psychologist, 59, 891-906
May 10 Thursday: 1-3 pm Final
Exam: Test 2 and paper due!
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Academic
Dishonesty 
Weekly
Lecture/Discussion Schedule