One might be tempted by the intellectual exercise of formulating the single most fundamental question posed by students of behavior. Some possible candidates for such a question might be: How do humans differ from other animal species; by what psychological processes do animals adapt to their environments and benefit from their experiences; what do we mean by knowing something or experiencing something? Each of these questions (and we could devise many additional ones) has to do with the issue of learning. As an overstatement, humans are intelligent (we learn), but other animals are stupid brutes driven by instincts; the sine qua non of human adaptation is learning; and to know something is to learn about it.
The point is that one of the most basic questions posed by psychologists concerns the nature of the learning process, its antecedents and consequences. For at least the first half of the 20th Century, American psychology was characterized by the theoretical and empirical study of learning.
This course is an introduction to the important classical treatments of the nature of learning. As such, it covers some of the most influential psychological thinking of the 20th Century. In part, the course will deal with the history of psychological thought, because to study the past leads to an appreciation the present and an anticipation of the future. In large measure the course will concentrate on intellectual and theoretical issues, but we will have to be sensitive to considerations of empirical research verification. And even though the course emphasizes theoretical matters, there is the hope that we will also gain insights into practical applications. We will assume that relatively permanent behavioral change is the hallmark of learning, and, therefore, by studying the independent and dependent variables of learning, we might come to understand the dynamics of human development, therapeutic modification, educational achievement, and other significant forms of behavioral change.
Although our primary focus will be on the theoretical level, we will never be far from issues of empirical and practical verification. Be forewarned that this is not a course in study skills or how to improve your grades--it is a course in psychological theory. However, diligent study will allow you to practice and hone your study skills, resulting in a benefit to your GPA.
The prerequisites for this course include Basic Principles of Psychology
and satisfaction of the Natural Science sequence (GDR III.A). Thus, we
will conduct the class on the assumption that you have had some exposure
to issues of theory development and research verification in science generally
as well as exposure to issues of behavioral theories specifically. It might
be a good idea to review your thinking on these topics.
Our text for this course is:
Hergenhahn, B. R., & Olson, M. H. (1997). An introduction to theories
of learning. (5th 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 in the College Bookstore.
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 is seen as composed of two closely interrelated parts. (a) The first part is to prepare and deliver a fifteen minute presentation to the rest of the class of a controversial issue of (a particular) learning theory, an extension of a learning theory, or an application of a theory. The presentation can be a mini-lecture complete with AV supplements and handouts, or it might be an exercise involving audience participation. The idea 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. You will note that the presentations will be scheduled at the very end of the term, although we will discuss your plans as we go along. (b) The second part of the project is merely to write up your presentation into a formal term paper, complete with references. The paper will be much more formal than the presentation (e.g., typed in APA format), but it will cover mostly the same material. The paper will be more structured than the notes and materials of your presentation, but these materials could be included. The main text of the paper probably should not exceed ten pages. The paper will be handed in on March 30 (it is probably superfluous to state this, but each day's lateness will result in a loss of one full letter grade).
The presentation and the written paper will each be graded, and the
two grades will be averaged into a single grade for the term project.
There will be four examinations scheduled approximately at quarter points
of the term--on January 23, February 20, March 20, and during Exam Week
(to be announced). 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
it, but the exams will have to be somewhat cumulative; the fourth exam
will be explicitly comprehensive, allowing you to bring together all of
the materials studied.
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) absences without penalty. Each additional absence
for whatever reason, however, will cost you one-third of your final letter
grade. Absences on examination days, the days immediately preceding and
following a recess, and on the student presentation days will be counted
double.
The first three exams will each count 15% of the final grade; the fourth exam and the term project will each count 25%; the remaining 5% will be determine by day-to-day participation. Final grades will be derived from the following scale:
Percentage Points Grade
94% and higher A
90% to 93% A-
87% to 89% B+
84% to 86% B
80% to 83% B-
etc.
59% and lower F
Date Topic Readings
________________________________________________________________________
1/5 Introduction Syllabus
1/7, 9 Antecedents of Learning Theory Chapter 1, 2, 3
1/12, 14, 16 Contiguity Theories: Pavlov Chapter 7
1/19, 20 Contiguity Theories: Guthrie, Estes Chapter 8, 9
January 23 FIRST EXAMINATION
1/26, 28, 30 Reinforcement Theories: Thorndike Chapter 4
2/2, 4, 6 Reinforcement Theories: Hull Chapter 6
2/9, 11, 13 Reinforcement Theories: Skinner Chapter 5
2/16, 18 Modern Behavioral Theories: Bandura Chapter 13
February 20 SECOND EXAMINATION
2/23, 25, 27 Midterm Recess (no class)
3/2, 4 Cognitive Theories: Gestalt Theory Chapter 10
3/6, 9, 11 Cognitive Theories: Tolman Chapter 12
3/13, 16 Modern Cognitive Theories: Piaget Chapter 11
3/18 Information Processing Theory: Norman Chapter 12
March 20 THIRD EXAMINATION
3/23, 25 Neurophysiology of Learning: Hebb Chapter 15
3/27, 30 Applications of Learning Theory Chapter 16
March 30 PAPERS DUE
4/1, 3, 6, 8, 10 Student Presentations
4/10 Conclusions Chapter 17
Exam Week (TBA) FOURTH EXAMINATION
Roger L. Terry, Ph. D.
Department of Psychology
Hanover College
Hanover, IN 47243-0108
Tel: 812.866.7316
Fax: 812.866.7114
http://psych.hanover.edu