Psy 418, sec.
01: Learning and Cognition
Dr. Val
Farmer-Dougan
T/Th 11-12:15
DeGarmo 48
Test 1 study guide
Test 2 Study Guide
Test 3 study guide PAPER
assignment
GRADES
INTRODUCTION
OFFICE HOURS
READINGS
COURSE OBJECTIVES
TERM PROJECT
EXAMINATIONS
ATTENDANCE POLICY
GRADING
ACADEMIC DISHONESTY
SPECIAL NEEDS
CLASS SCHEDULE
Introduction
Welcome to
Theories of Learning. This course presents an historical overview and introduces
basic concepts of learning and learning theory. This course is an introduction
to what may be considered the most important classical theories regarding
the nature of learning. As such, we will discuss some of the most
influential psychological paradigms of the 20th Century.
In part, the
course will deal with the history of psychological thought. It is critical to
study the past because this leads to an appreciation of not only historical
trends, but a greater appreciation of the present and an anticipation of the
future of psychological theory. The course emphasizes both intellectual and
theoretical issues, but also emphasizes the importance of verification through
empirical research.
Although the
course emphasizes theory, a secondary emphasis is to draw insight into how
theories and empirical verification may drive practical applications.
First of all, we assume that a relatively permanent behavioral change is
the hallmark of learning. Thus, we assume that
by studying independent and dependent variables under which learning
occurs will allow us to better understand how humans develop, how therapeutic
modification of behavior may alter maladaptive behavior, and how appropriate
teaching applications may alter learning.
Finally, we will also consider
how learning creates other significant and socially important forms of
behavioral change.
Throughout the course, applications to
various human settings are interwoven with the basic research to demonstrate how
basic research lays the foundation for therapy and applied situations. In
addition, a re-occurring theme of the course is an emphasis on neuroscience and
biological boundaries which impinge upon learning across species.
Keep this syllabus; it contains reading assignments, test dates, grade
information, and other items that will be of use throughout the semester.
Dr. Val’s office hours:
My office is in FELMLEY ANNEX
230A…..it is within my lab. I am NOT in DeGarmo, where the majority of
psychology is housed! My office hours are Tuesday and Thursday from 10-10:50,
and Monday 11-11:50 or by appointment. I am usually in the lab when I am not teaching or at a
meeting- at least until about 3…..come on in, as the TA’s are housed here, too!
We (and the rats) do not bite!
My office phone is: 309.438.4554
The lab phone is: 309.438-8333
My email address is: vfdouga@ilstu.edu
Readings:
Our text for this course is:
Olson, M.
H. & Hergenhahn, B. R. (2009). An introduction to theories of learning. (8th ed.) Upper Saddle
River, NJ: Prentice-Hall.
The book will be read in its
entirety according to the schedule of assignments at the end of this syllabus.
It is available at both the bookstores. Additional readings may be assigned over
the course of the semester. These readings will be available in .pdf form
on the website.
Learning Objectives:
As a result of
this class, students should be able to:
 |
·
Trace the
progression of modern learning theory from their early historical beginnings
to the current theories; |
|
·
Explain the
relationship between classical and operant conditioning in both historical
and modern arenas; address contemporary social issues from the perspective
of both historical and modern theoretical learning approaches; |
|
·
Recognize the
learning processes involved in the interpretation of sensory input
(perception) and the role that one's experiences play in this process; |
|
·
Become
sensitive to the scientific evolution of thought through the tracing of the
evolution of theories in such areas as classical conditioning, instrumental
conditioning, behavior systems theory, and modern learning theories; |
|
·
Understand
the ecological dynamics of the individual organism within its environment. |
|
·
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; |
|
·
Be conversant
with societal issues such as the defining "adjustment", "reinforcement" and
"behavioral therapy" from both a traditional and modern viewpoint, and
explain the effects of taking these two approaches for the mental health
field; |
|
·
Obtain a
sound foundation in the field of learning which is applicable to one's
day-to-day living; |
|
·
Demonstrate
knowledge and ability to apply modern learning approaches to therapeutic
treatments; |
Term
Project.
To give you an opportunity to expand your own learning and to engage in
oral and written discourse, a term project is assigned. The term project will
consist of a formal term paper, complete with references.
The paper is to present a controversial issue of a particular learning
theory, an extension of a learning theory, or an application of a theory. The
paper must present the critical components via formal writing, but you may also
include AV supplements such as a lecture, lesson plan, handouts, or an exercise
involving student participation that could be used when instructing a class. The
main text of the paper probably should not exceed ten (10) pages
The main focus of
the paper is to select some aspect of the course that was not covered at all or
very thoroughly or that was covered in a confusing way and to present that
aspect in an informative manner. The assignment is to give you the opportunity
to demonstrate that you have gone beyond the confines of the course and have
engaged in critical thought and independent work.
The paper must
be turned in at the deadline,
DECEMBER 10th 2011.
A
HARD COPY of the paper must be handed in to me by the deadline.
I will not take an email of the paper (it
is probably superfluous to state this, but each day's lateness will result in a
loss of one full letter grade).
Examinations.
There will be THREE
examinations. Each exam will be equally weighted. Befitting the theoretical and
controversial nature of the material, the exams will be composed entirely of
essay questions to permit integrative and critical analysis of the course
content. Each exam will emphasize the classroom and reading materials covered
just prior to the last exam.
Attendance Policy.
Because some of the reading
material in this course can become a bit confusing, it would be a good idea to
attend class on a regular basis. But some allowance must be made for special
circumstances. You will be allotted up to three (3)
unexcused absences without penalty. Each absence after
the allotted 3 unexcused absences will cost you 10 participation points.
Grading.
The
three exams will be worth 100 points each. The term project will be worth 75
points. The final 25 points will be determined by day-to-day participation.
Final grades will be derived from the following scale:
Test
1 100 points
Test
2 100 points
Test 3
100 points
Project 100 points
Participation: 25 points
Total
points: 425
Percentage Points Grade
A: 92% or 391 points
B: 84% or 357 points
C: 76% or 323 points
D: 68% or 289 points
Academic Dishonesty:
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 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.
Special Needs or Problems:
If you have a disability, if
English is your second language, you travel with a sports team, have unusual
work circumstances, or you 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. We cannot help you after you have failed two or more tests!
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!!
Schedule of Assignments
Date
Topic
Chapter
Aug
23
Introduction to Class & Syllabus
Chapter 1
25
Antecedents of Learning Theory
Chapter 2, 3
30
Contiguity Theories: Pavlov
Chapter 7
01
Contiguity
Theories: Pavlov
Chapter 7
06
Contiguity Theories: Pavlov
Chapter 7
Sept
08
Contiguity Theories: Guthrie, Estes
Chapter 8, 9
13
Contiguity Theories: Guthrie, Estes
Chapter 8, 9
15
Reinforcement Theories: Thorndike
Chapter 4
20
Reinforcement Theories: Thorndike
Chapter 4
22
Reinforcement Theories: Hull
Chapter 6
27
Reinforcement Theories: Hull
Chapter 6
29
Test #1
Oct
04
Reinforcement Theories: Skinner
Chapter 5
06
Reinforcement Theories: Skinner
Chapter 5
11
Modern Behavioral Theories: READING
Chapter 5
Disequilibrum
models reading
13
Modern Behavioral Theories: Bandura
Chapter 13
18
Modern Behavioral Theories: Bandura
Chapter 13
20
Cognitive Theories: Gestalt Theory
Chapter 10
25
Cognitive Theories: Gestalt Theory
Chapter 10
27
Cognitive Theories: Tolman
Chapter 12
Nov 01
Test #2
03
Modern Cognitive Theories: Piaget
Chapter 11
08
Modern Cognitive Theories: Piaget
Chapter 11
10
Neurophysiology of Learning: Hebb
Chapter 14
15
Neurophysiology of Learning: Hebb
Chapter 14
17
Evolutionary psychology: Bolles
Chapter 14
November 21-25 Thanksgiving Break, no classes
29
Evolutionary psychology: Bolles
Chapter 14
Dec
01
Applications of Learning Theory
Chapter 16
08
Applications of Learning Theory
Chapter 16
10
Class summary
PAPER DUE
DECEMBER
13th from 7:50-9:50 Test #3
