PSYC 387 Syllabus

Psychology 387

Psychology 387: Learning

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Calendar Description || Objectives || Course Materials || Course Structure || Student Evaluation

Calendar Description

Delivery mode: Home study or Paced study
Touchtone Registration course code number: 9253
Credits: 3 - Social Science
Course Coordinator: Lyle Grant

Learning introduces students to the principles of learning and how those principles can be used to modify human behaviour. The course emphasizes the application of learning theories and principles to solve behavioural problems as they exist in oneself, one's family, schools, the workplace, and in larger social, economic, and political groups. Topics include reinforcement, extinction, punishment, schedules of reinforcement, stimulus discrimination, prompting and fading, stimulus-response chaining, generalization, modelling, rule-governed behaviour, problem-solving, cognitive therapy, feedback, Pavlovian conditioning, concept learning, general-case instruction, and stimulus equivalence.

Prerequisite: none. An introductory psychology course is recommended.

Course Objectives

Students in this course will be able to define and describe the following concepts and principles, including the associated research literature. Where applicable, students will also be able to provide and recognize original examples and applications of these concepts and principles:

  1. Behavior topography.
  2. Response rate.
  3. Fluency building.
  4. Behavior duration.
  5. Behavior latency.
  6. Percentage of correct responding.
  7. Permanent product of behavior.
  8. Summary labels.
  9. Labeling effects.
  10. Explanatory fictions.
  11. Behavior analysis.
  12. Experimental analysis of behavior.
  13. Applied behavior analysis.
  14. Identify and describe each of the major features of behavior analysis.
  15. Common misconceptions about behavior analysis.
  16. Target behavior.
  17. Distinction between behavior and accomplishments.
  18. Experimental criterion validation method, the social comparison method, and the subjective evaluation method.
  19. Reward.
  20. Positive reinforcer and positive reinforcement.
  21. (a) Unconditioned and conditioned reinforcers; (b) token and back-up reinforcers; (c) generalized and nongeneralized reinforcers; (d) social and nonsocial reinforcers; (e) activity reinforcers; (f) intrinsic and extrinsic reinforcers; and (g) natural and contrived reinforcers.
  22. Premack Principle.
  23. Factors influencing the effectiveness of positive reinforcement: (a) deprivation and satiation; (b) instructions; (c) amount of reinforcement; (d) predictive conditioned reinforcers; (e) reinforcer variety; (f) response energy; (g) reinforcer contrast effects; (h) extraneous reinforcers; and (i) reinforcement delay.
  24. Constructional approach to behavior change.
  25. Extinction.
  26. Factors influencing the effectiveness of extinction: (a) extent of previous reinforcement of the response; (b) the reinforcement of alternative behaviors; (c) the availability of extraneous reinforcers; (d) instructions; (e) the context and consistency of extinction; and (f) the effectiveness of the withdrawn reinforcer.
  27. Differential reinforcement of zero responding (DRO)
  28. Differential reinforcement of incompatible behavior (DRI).
  29. Whole-interval and momentary DRO procedures
  30. Graduated interval sizes in DRO.
  31. Punishment.
  32. Recovery.
  33. (a) physical punishment; (b) reprimands; (c) timeout (exclusionary and exclusionary forms of timeout); (d) response cost; and (e) activity punishers.
  34. (a) arbitrary activity punishers; (b) restitutional overcorrection punishers; (c) positive practice punishers; and (d) habit reversal punishers.
  35. Advantages and disadvantages of punishment procedures.
  36. Undesirable side effects of punishment: (a) undesirable emotional behaviors; (b) aggression; (c) inappropriate response substitution; (d) imitation of the use of punishment; (e) the self-perpetuating nature of punishment; (f) the establishment of inappropriate conditioned punishers; and (g) escape and avoidance.
  37. Factors influencing the effectiveness of punishment: (a) use of reinforcement of alternative behaviors; (b) consistency of punishment; (c) instructions; (d) minimizing reinforcement of the punished response ; (e) the extent of previous unpunished responding; (f) punisher variety; (g) delay of punishment (i.e., the principle of immediate punishment and the principle of early punishment); (h) punishment intensity; (i) using predictive conditioned punishers; and (j) punishment contrast effects.
  38. Escape-avoidance theory of punishment.
  39. response-weakening theory of punishment.
  40. Escape conditioning.
  41. Negative reinforcement.
  42. Establishing operation.
  43. Aversive stimulus.
  44. Avoidance conditioning.
  45. Factors influencing the effectiveness of escape and avoidance conditioning: (a) reinforcers for alternative behaviors; (b) removing punishers for the escape and avoidance responses; (c) time interval sizes (for avoidance conditioning); and (d) previous response-independent aversive stimulation. Provide and recognize original examples illustrating the influence of these conditions.
  46. Learned helplessness. .
  47. Two-factor theory of avoidance.
  48. Shaping and shaping dimensions.
  49. Factors making shaping effective: (a) the selection of the goal response; (b) the selection of the starting behavior; (c) the selection of the shaping dimension and (d) selection of the shaping steps.
  50. Schedules of reinforcement: (a) fixed-ratio schedules; (b) variable-ratio schedules; (c) fixed-interval schedules; (d) variable-interval schedules; (e) fixed- duration schedules; (f) variable-duration schedules; (g) differential- reinforcement-of-low-rate schedules; (h) differential-reinforcement-of-high- rate schedules; and (i) differential-reinforcement-of-paced-responding schedules. Provide and recognize original examples of each type of schedule.
  51. Thinning of a reinforcement schedule.
  52. Ratio strain.
  53. Generalization-decrement hypothesis .
  54. Stimulus discrimination.
  55. S+ and an S-.
  56. Stimulus control.
  57. Excitatory stimulus control and inhibitory stimulus control.
  58. (a) simultaneous and successive stimulus discrimination training; (b) social discrimination; (c) verbal discrimination; (d) multiple-stimulus multiple-response discrimination; (e) matching-to-sample discrimination; and (f) multiple-cue discrimination. Provide and recognize original examples of each of these methods.
  59. Selective attention
  60. Stimulus overselectivity.
  61. Factors contributing to the effectiveness of stimulus discrimination training: (a) instructions; (b) active responding; (c) pretraining procedures; (d) the similarity of the stimuli; (e) the relationship between the training and goal stimuli; (f) the rate of stimulus presentation; (g) the order of stimulus presentation; and (h) stimulus-specific reinforcement. Provide and recognize original examples that illustrate the effects of each of these conditions.
  62. Principle of active responding.
  63. Prompt.
  64. Conditions that make prompting effective: personal versus impersonal prompts
  65. Fading.
  66. (a) Increasing assistance method; and (b) the decreasing assistance method. Identify the other names used to describe these methods. Provide original examples of each method.
  67. Conditions that make fading effective: (a) step size; (b) fading along the S+ rather than the S-; (c) using distinctive feature prompts; and (d) using within- stimulus prompts.
  68. Delayed prompting method of errorless learning.
  69. Conditions that make delayed prompting effective: (a) the length of the delay; and (b) the schedule of reinforcement for correct responding.
  70. Stimulus-response chain.
  71. Methods for teaching stimulus-response chains: (a) the whole-task method; (b) forward chaining; and (c) backward chaining. Provide and recognize original examples of each of these three methods.
  72. Principle of weak early links.
  73. Generalization.
  74. Stimulus generalization, excitatory stimulus generalization, and inhibitory stimulus generalization
  75. Setting generalization and generalization across trainers.
  76. Response generalization (or response induction).
  77. Subject generalization.
  78. Behavior maintenance.
  79. Receptive-expressive and expressive-receptive forms of generalization.
  80. Conditions that make generalization effective: (a) selection of appropriate target behaviors (b) the similarity between the training and generalization test stimuli; (c) using multiple training exemplars; (d) using intermittent reinforcement; (e) using delayed reinforcement; (f) using natural reinforcers; (g) using self-control procedures and (h) behavioral contrast effects.
  81. Controlling response and the controlled response.
  82. Self-control.
  83. Define self-monitoring.
  84. Behavior contrast.
  85. Modeling.
  86. Behavioral rehearsal.
  87. (a) exact imitation and behavior-feature imitation; (b) vicarious modeling processes (including vicarious reinforcement and punishment); (c) generalized imitation; (d) observational learning; (e) peer modeling; (f) covert modeling; (g) self-modeling; (h) participant modeling; and (i) symbolic modeling. Provide and recognize original examples of each of these processes.
  88. Vicarious helplessness.
  89. Conditions that make modeling effective: (a) selection of the modeled behaviors; (b) reinforcing the model's behavior; (c) rehearsing and practicing the modeled response; (d) the characteristics of the model; (e) the use of multiple models; and (f) the use of appropriate mediating responses.
  90. Rule and rule-governed behavior.
  91. Contingency-shaped behavior.
  92. Self-instructions, problem-solving, and cognitive therapy.
  93. Conditions that make rules effective: (a) differential consequences; (b) the specificity and clarity of rules; and (c) combining rules with reasons. Provide and recognize original examples illustrating the contribution of each of these variables.
  94. Say-do correspondence training.
  95. Factors that make self-instructions effective: (a) whether the self- instructions are overt or covert; (b) public knowledge of the use of self- instructions; and (c) self-rewards. Provide and recognize original examples of the role of each of these variables.
  96. Factors that contribute to the effectiveness of problem-solving rules: (a) the number of alternative solutions generated (i.e., the quantity principle); (b) training in problem-definition and in decision-making; (c) providing opportunities to rehearse problem-solving skills; and (d) providing performance feedback for problem-solving rule-following. Provide and recognize original examples illustrating the role of each of these variables.
  97. Feedback, positive feedback, and negative feedback.
  98. Types of feedback: (a) publicly posted feedback; (b) individual feedback; (c) automated feedback; (d) self-monitoring; (e) labeled praise; (f) correct-response feedback; (g) corrective feedback; (h) outcome feedback; (i) why-feedback; and (j) biofeedback.
  99. Conditions that make feedback effective: (a) immediacy of feedback; (b) the use of response-dependent feedback; (c) the specificity of feedback; (d) the frequency of feedback; (e) the predictability of feedback; (f) the source and credibility of feedback; (g) combining feedback with goal setting; (h) drill and practice; and (i) adding contrived reinforcers to feedback. Provide and recognize original examples illustrating the role of each of these conditions.
  100. Unconditioned reflexes, an unconditioned stimulus, and an unconditioned response.
  101. Pavlovian conditioning.
  102. Predictive relationship in Pavlovian conditioning.
  103. Neutral stimulus, conditioned stimulus and a conditioned response.
  104. Pseudoconditioning.
  105. Pavlovian conditioning therapies: (a) counterconditioning; (b) systematic desensitization; (c) in vivo desensitization; (d) aversion therapy; (e) covert sensitization; and (f) flooding and exposure treatment.
  106. Graduated extinction.
  107. Pavlovian conditioning processes: (a) conditioned aversions and attractions; (b) second-order conditioning; and (c) conditioned suppression.
  108. Conditions influencing the effectiveness of Pavlovian conditioning: (a) the effectiveness of the US; (b) the timing of the NS and US; (c) the number of conditioning trials; (d) the intensity-vividness of the CS; (e) Garcia effects; (f) CS preexposure; and (g) overshadowing and blocking effects. Provide and recognize original examples illustrating the influence of each of these variables.
  109. Trace conditioning and backward conditioning.
  110. Conceptual behavior.
  111. Concept instances or examples, critical features, and variable features.
  112. Undergeneralization and overgeneralization. .
  113. Conditions that contribute to the effectiveness of conceptual discrimination: (a) defining the goal conceptual discrimination through concept analysis; (b) using concept definitions; and (c) discrimination training with examples and nonexamples. Provide and recognize original examples illustrating the contribution of each of these variables.
  114. Concept analysis.
  115. Conditions that contribute to the effectiveness of the use of examples and nonexamples in concept learning: (a) focal examples; (b) using a broad range of examples; and (c) using minimally different nonexamples. Provide and recognize original examples illustrating how these factors influence concept learning.
  116. Generalized response class.
  117. General case instruction.
  118. Conditions that influence the learning of conceptual behavior and generalized response classes: (a) defining the goal tasks; (b) analyzing the critical stimulus and response features; (c) providing rules that identify the critical stimulus and response features for the learner; (d) training using a variety of tasks; and (e) testing for stimulus and response class formation by requiring performance on novel tasks. Provide and recognize original examples illustrating the role of each of these conditions.
  119. Sameness analysis.
  120. Relations between (or among) stimuli: (a) reflexivity; (b) symmetry; (c) transitivity and (d) equivalence. Provide and recognize original examples of each of these relations.
  121. Equivalence class.

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Course Materials

Textbooks

AU-produced Materials

  1. Student Manual/Study Guide: The Student Manual/Study Guide contains essential information about how to proceed through the course.
  2. Quiz Package: The Quiz Package contains the quizzes you will need to complete to receive credit for the course. More information about the quizzes is contained in the ``Evaluation and Grading'' section of this document.
  3. Electronic Communication Postcard: Fill in this postcard and return it to the University if you wish to apply for an account on Athabasca University's computer system. See the ``Electronic Communication'' section of this manual for more information.
  4. Forms Package: This package consists of the forms you will need to submit assignments, request exams, or notify the University of a change in your status as a student. The only form included in this Student Manual/Study Guide is the Course Evaluation Questionnaire.

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Course Structure

The course consists of seven units of material. The units are composed of the following chapters in the main course text:

Unit 1: Introduction


Chapter 1: Behavior and Behavior Analysis
Chapter 2: Positive Reinforcement

Unit 2: Decreasing Responding


Chapter 3: Decreasing Responding: Extinction, DRO, and DRI
Chapter 4: Punishment

Unit 3: Escape, Avoidance, Shaping, and Schedules of Reinforcement


Chapter 5: Escape and Avoidance
Chapter 6: Shaping and Schedules of Reinforcement

Unit 4: Stimulus Discrimination


Chapter 7: Stimulus Discrimination
Chapter 8: Prompting, Fading, and Chaining

Unit 5: Generalization and Modeling


Chapter 9: Generalization
Chapter 10: Modeling

Unit 6: Rule-Governed Behavior and Feedback


Chapter 11: Rule-Governed Behavior
Chapter 12: Feedback

Unit 7: Pavlovian Conditioning and Response Classes


Chapter 13: Pavlovian Conditioning
Chapter 14: Stimulus and Response Classes

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Student Evaluation

The final grade in Psychology 387 will be based on performance on six unit quizzes and the final exam. The quizzes will account for 50% of the final grade and the final exam will account for the remaining 50% of the grade. Beginning in September, 1996, the quizzes will account for 35% of the final grade and the final exam will account for the remaining 65% of the grade.

The following is an explanation of each evaluation device.

Unit Quizzes

Students are required to take a quiz over each of the seven units in the course. Students may take the unit quiz up to three times. The criterion for passing the unit quiz and moving on to the next unit is a quiz score of 80% or more.

Final Exam

The final exam consists of short-answer essay questions requiring answers of between two or three sentences and two paragraphs. The exam can be completed within 1 hour, but students will have up to 3 hours to complete it. This is a closed-book exam, meaning that students may not take any notes, textbooks, or other aids into the examination room. Students must complete all seven of the unit quizzes before taking the final exam. The passing grade on the final exam is 50%. Students who fail the final exam may restudy the material and take a supplemental exam.

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