Psy 542 -- Learning
Autumn 2006
Instructor: Dr. Wesley C. (“Wes”) Lynch
Class Meetings: Weds. 9-11:50am, Trap 311
Office Hours: T-Th. 2-4pm or by appointment
Office: 328 Traphagen Hall; Phone: 994-3803; E-mail: wlynch@montana.edu
Psy 542 offers students the opportunity to gain a comprehensive overview of contemporary principles and theories of learning as wells as to apply some aspect of learning to a problem of individual interest. This is a course primarily intended for graduate students enrolled in the MSU Applied Psychology program, although others may be eligible to enroll. Graduate students in good standing in other programs at MSU, who have completed at least one undergraduate course in Learning, will be admitted. In addition, undergraduate Psychology majors may petition the Office of Graduate Studies for admission. In general, undergraduate students must have Senior standing (90+ undergraduate credits), must have completed at least one undergraduate course in Learning with a grade of B or higher, and have an overall GPA of at least 3.25. If you do not meet the above requirements, please let me know immediately.
Students may find this a difficult course because of the theoretical nature of much of the material. For this reason, all students should be prepared to think deeply and critically about issues and make a serious effort to grasp new concepts. I also expect all students to participate fully by asking questions and engaging in discussions in class, especially if there is something you don’t understand. Lively class discussion is one of the best ways for all of us to gain new insights and to demonstrate our understanding of topics and issues. I will also expect each student to think and write about the topics we will cover.
The course will be organized as a seminar. This means that primary responsibility for overviewing and discussing the assigned reading material will be the students’. It is, therefore, essential that each student come to class prepared to learn by discussing concepts, principles, and issues raised by the readings. It is also essential that each student read ALL assigned materials prior to the class period when these materials will be discussed. Since the success of this type of seminar class depends on everyone contributing, a portion of your grade will be based on in-class participation. Remember learning is an activity carried out by students (as opposed to teaching, which is an activity sometimes carried out by professors); thus, you must come to class regularly and always come prepared to participate actively. I will not be the primary discussion leader but will serve as a moderator. As the instructor, I will come to class with a few key questions in mind (and maybe even some answers) about the reading assignments but I will expect students to do most of the talking.
Readings
Primary Text.
Morgan, D.L. (2002) Essentials of Learning and Cognition. Boston, MA: McGraw Hill.
Independent Reading. In addition to assigned readings from the above text, all students are expected to read original articles on theoretical and applied issues that can be found in the library. The Renne Library has an excellent collection of journal titles related to the psychology of learning and motivation. A list of some of the most useful ones is provided below.
Journals in Learning and Motivation
The following are some of the best journals in the field. Many others may contain relevant material. Do not use “Psychology Today” or other “pop” magazines. A good way to search for relevant articles is to use the PsycINFO or Web of Science databases. These and other useful databases can be reached from the Renne Library’s “Periodical Indexes and Databases” web page at (http://www.lib.montana.edu/epubs/indexes.html). Ask the reference librarian or other students for help if you have not used the library’s computerized system. Many articles are available in full-text as downloadable pdf files.
· Animal Learning and Behavior
· Behavioral Neuroscience
· Journal of the Experimental Analysis of Behavior
· Journal of Experimental Psychology: Animal Behavior Processes
· Journal of experimental psychology. Learning, Memory, and Cognition
· Journal of Experimental Psychology: General
· Quarterly Journal of Experimental Psychology
· Learning and Motivation
· Motivation and Emotion
In addition to the above research journals, the following publications contain excellent review articles, which discuss major theoretical issues in the field.
· Psychological Bulletin
· Psychological Review
· American Psychologist
· Annual Review of Psychology
Course Objectives
The overall objective is for you (students) to become a critical thinker and reader of the scientific literature in areas directly related to basic theories and research on topics directly related to the psychology of learning. In addition, by the end of this course, you should be able to analyze and discuss how learning theory and principles can be applied to a real-world problem of primary interest to you. Specific objectives are for you to be able to do the following:
Demonstrate your understanding of the basic concepts, principles, and theories of learning both by informal discussion with, and formal presentation to, other students in class and by engaging actively in classroom discussions.
Ask questions and contribute information during discussions in class by correctly using the basic terminology, concepts, and principles presented in the text material and from outside readings.
Evaluate experimental results of research (empirical evidence) in the field of learning. The goal is for you to identify the types of questions researchers ask and the methods they use to answer these questions, to evaluate the data they collect, and determine the relevance of their data to the questions being asked.
Design and write a research proposal aimed at extending some aspect of a contemporary learning theory.
General Plan for this Semester
Each semester I attempt to structure in-class and outside activities in such a way as to optimize opportunities for learning (about learning) both by you and by me. New research is always becoming available and much has been written in the past that cannot be adequately summarized in a textbook or simply memorized for a test.
` In my opinion the best way for all of us to optimize our learning is through in-depth reading and thorough discussion. Because we have a small class and 3 hours in class each week for discussion, we should be able to take full advantage of our reading and the insights and ideas of each other.
It has been my past experience that first-year graduate students in Psychology at MSU do not have very strong backgrounds in the subject areas directly related to learning and motivation. As a result, I have selected a basic undergraduate textbook, which should be helpful to everyone, regardless of your background, in helping to organize and overview the field. I have choosen the text by Morgan for several reasons. First, it attempts to integrate traditional associationist or behaviorist theoretical approaches with more recent cognitive approaches. Second, it provides a relatively thorough, but brief, introduction to the most important topics in Learning. Third, it takes what Morgan calls an “adaptational” approach to these topics. We will have several opportunities to discuss what this means throughout the course. Finally, it points to much important literature, both historic and contemporary, that we can explore to gain a deeper understanding of the important problems and issues still being explored by researchers.
Each week I will assign text readings (generally a chapter or so) and one or more outside readings. All of the outside readings will be available electronically, either from the Renne Library, or I will provide links or actual pdf files. You may want to print out these papers once you have downloaded them. In addition, I will provide a list of questions about the text material and a list of topics for discussion with regard to the outside reading. For each week, I will ask a student to be responsible for organizing the discussion of the outsider reading. All students are expected to read ALL of the assigned reading materials and to participate fully in the in-class discussion of these materials.
The responsibility of the person assigned to lead the discussion of the outside reading material (generally during the last 1-2 hours of class) will be to stimulate a lively discussion by 1) providing an outline of the article, 2) summarizing the key points of the article, and 3) explaining how the article is related to the text material, and most importantly, 4) challenging all other students, including myself, to recognize, discuss, and debate the most important or controversial theoretical ideas presented by the author of the outside reading. In some cases, the difficulty of leading this discussion will be in clearly explaining theoretical concepts or ideas and being sure that everyone understands them. In other cases, the difficulty will be in showing how the article relates to alternative approaches or theories.
Course Assignments and Grading
Takehome Questions. Prior to each class during the first half semester or so, I will provide a short list of questions related to the reading assignments for you to think about while you’re reading. I expect each person to be prepared to discuss these questions in class and also to submit a brief answer to each one (½ to 1 page - typed). I will collect and read your answers but I will not grade them or return them! I will, however, assess the quality of your thinking, discussion and writing, as part of your “participation.” If you wish, you should make an extra copy of your written answers for your own records, since they will not be returned.
Lead Discussion. I would like each student to lead the discussion of at least one or two outside readings. For this assignment you will be responsible for providing a brief (5-10min) verbal overview of the article (with emphasis on the purpose, method, and data present by the author), a 1-page typed outline with copies handed to each person in class, and a 3-5 page written summary and interpretation of the key issues, concepts, results, etc., to be handed in for grading. This summary may be handed in at the time you lead the discussion or afterward, but not later than the following week. The goal of leading the discussion is to stimulate critical thinking by everyone, including the instructor. Note that everyone, not just the discussion leader, must read the assigned material prior to class and participate fully in the discussion. I will also ask each audience member to evaluate the presentation and discussion.
Bluebook Essay Exam (Basics). A one-hour essay exam will be given during the last hour of class on Weds, November 8th. This exam will cover all 10 chapters of the text by Morgan and the related in-class discussions of these chapters. The purpose of this exam is to assess the following: a) your understanding of basic concepts and terminology in the field of learning, b) your ability to evaluate classic experiments in the field, c) your understanding of and ability to explain key theoretical ideas in learning and cognition, and d) your ability to express yourself clearly and effectively in written English. You may want to think of this a preliminary Comprehensive Exam!
Research OR Application Presentation and Paper. An in-class presentation by each student will be scheduled during the final 3 weeks of the semester. This presentation should summarize an area of research or application of learning principles or theory. The topic is entirely up to you, but please discuss your plans with me well in advance of your presentation. Take the opportunity to seek the assistance of your classmates in critiquing your topic/plan before, during and after your presentation. This should help considerably with the written paper, due at the end of the semester (see below). During your presentation, don’t try to baffle your audience with technical language, mathematical symbols, etc. Try to help us all learn and understand how the basic concepts and principles of learning as outlined by Morgan have been applied to your selected topic. I will evaluate both your selection of a topic/paper (difficulty, relevance, interest value, etc.), as well as formal aspects of your presentation (Right level for the audience? Appropriate visual aids? Stimulated interest and discussion? Presenter seemed to understand the material? Was the relevance of the material to core concepts in learning made clear? etc.) There are many options for this assignment. You might summarize and critique a theory or application we did not cover in class (e.g., Critique of attention theories of discrimination learning). Or you might propose an experiment to test one or more theories that we discussed in class (e.g., a new test of behavioral economic theory in humans). Or you might summarize an entire field in which learning and cognition principles have been applied (e.g., application of learning theory to organizational behavior management).
Make-up policy. There is no way to make-up for missed classes. If you have a medical or other serious emergency that requires you to miss class you can receive partial credit (80% maximum) by submitting a detailed outline and written critique of the readings related to the missed session.
Participation: Always read ahead and be prepared at all times! Although a variety of types of in-class participation are acceptable, non-attendance or irregular attendance will certainly lower your “participation” score. Self- and peer-evaluations of participation during the discussion session you are assigned to lead, as well as your responses (both written and verbal) to take-home questions will also be used to evaluate participation.
Grades: In a graduate class such as this, most people who participate fully throughout the semester and do reasonably well on assignments and exams can expect to recieve a grade of “C” or better. However, not everyone should expect to recieve “A” or “B” grades. An “A” grade will reflect “excellent” performance in all aspects of the course.
|
Source |
Percent of Total |
|
Leading In-class Discussion |
10% |
|
3-5 page summary of material presented |
10% |
|
Bluebook Essay Exam (basics) on text material |
30% |
|
Research or Application Presentation |
15% |
|
Research or Application Paper |
20% |
|
Participation (leading class discussion, attend regularly, participate actively in class, turn assignments in on time, be prepared) |
15% |
Schedule and Sign-up Sheet for Discussions and Presentations
|
Date |
Discussion Topics |
Possible Readings |
Discussion Leaders |
|
8/30 |
Introduction to course and syllabus Reading break (~1hr.) Discussion of reading: Cooperative Learning |
Johnson 2002
|
Wes Lynch |
|
9/6 |
Ch. 1: Introduction to Learning & Cognition Outside Readings: Revolutions in Psychology? |
Kuhn Summary; Leahey 1992; Sperry 1993; Miller 2003; Uttal 2001 |
|
|
9/13 |
Ch. 2: Pavlovian Conditioning: Basics Ch. 3 Pavlovian Conditioning: Applications Outside Readings: Modern conceptions and applications of Pavlovian conditioning. |
Rescorla 1988; Mineka 2006; Timberlake 2001 |
|
|
9/20 |
Ch. 4Operant Conditioning: Basics Outside Readings: Modern operant conditioning and Choice. |
Timberlake 2004; Staddon 2003; Mazur 2001; Ainslie 2003; Keijzer 2005 |
|
|
9/27 |
Ch 5 Operant Conditioning: Applications Outside Readings : Modern applications of operant conditioning. |
Foxx 1998; Rachlin 2004; Keller 1968; Kerecsen 2002; Lutzker 2005 |
|
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10/4 |
Ch. 6 Social Learning Outside Readings: Modern applications of social learning theories. |
Bandura 2004; Breazeal 2005 |
|
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10/11 |
Ch. 7 Remembering & Forgetting Outside Readings: Memory and mis-memory. |
Bernstein 2004; Fischer 2006; Loftus 2005; |
|
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10/18 |
Ch. 8 Conceptual Behavior Outside Readings: Concept learning in animals and robots. |
Khallad 2004; Mauck 2005 |
|
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10/25 |
Ch. 9 Acquiring & Using Language Outside Readings: Language learning |
Chomsky 1959; Chomsky on Skinner 1970 (html); Skinner 1986; Miller 1990; |
|
|
11/1 |
Ch. 10 Biology, Learning, & Cognition |
Pribram 1986; Oya 2005 Timberlake 2005 |
|
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11/8 |
Review and Exam |
|
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|
11/15 |
Student presentations |
|
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|
11/22 |
HOLIDAY - Thanksgiving Break |
|
|
|
11/29 |
Student presentations |
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12/6 |
Student presentations |
|
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12/13 |
Final ?? |
|
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Official Montana State University Syllabus Addition
Behavioral Expectations
Montana State University expects all students to conduct themselves as honest, responsible and law-abiding members of the academic community and to respect the rights of other students, members of the faculty and staff and the public to use, enjoy and participate in the University programs and facilities. For additional information reference www2.montana.edu/policy/student_conduct/cg600.html.
Collaboration
University policy states that, unless otherwise specified, students may not collaborate on graded material. Any exceptions to this policy will be stated explicitly for individual assignments. If you have any questions about the limits of collaboration, you are expected to ask for clarification.
Plagiarism
Paraphrasing or quoting another’s work without citing the source is a form of academic misconduct. Even inadvertent or unintentional misuse or appropriation of another's work (such as relying heavily on source material that is not expressly acknowledged) is considered plagiarism. If you have any questions about using and citing sources, you are expected to ask for clarification.
Academic Expectations
Section 310.00 in the MSU Conduct Guidelines states that students must:
A. be prompt and regular in attending classes;
B. be well prepared for classes;
C. submit required assignments in a timely manner;
D. take exams when scheduled;
E. act in a respectful manner toward other students and the instructor and in a way that does not detract from the learning experience; and
F. make and keep appointments when necessary to meet with the instructor.
In addition to the above items, students are expected to meet any additional course and behavioral standards as defined by the instructor.
Withdrawal Deadlines
After November 17, 2006, I will only support requests to withdraw from this course with a “W” grade where extraordinary circumstances exist.
Accommodations
If you have a documented disability for which you are or may be requesting an accommodation(s), you are encouraged to contact your instructor and Disabled Student Services.