Download Syllabus PSYC 355 F 15

Keene State College
of The University System of New Hampshire
PSYC 355 Psychology of Learning
Fall 2015
Instructor: Leo Sandy, Ed.D., NCSP
Joslin Rm. 303, Tuesday evenings, 6:00 to 9:30 PM
Office Hours: by appointment
Text: Olson, M., & Hergenhahn, B.R.(2013). Introduction to the theories of learning
(9th ed). Boston: Pearson (ISBN-10: 0205871860
Requirements: Five exams on the readings; a group presentation, and a final paper. The course
grade will be determined as follows:
Five exams on the readings
[9-15,10-6,10-27,11-17, 12-15]
Attendance/participation/engagement & Weekly
Reading Reflections
Group presentation
Final Paper (12-8)
30%
30%
20%
20%
Catalog Description: Analysis of contemporary theories and research on learning. Integration
of behavioral, cognitive, and ecological perspectives. Prerequisites: PSYC 101 and junior
standing, or permission of instructor. Fall and Spring.
Grading Key
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Eligible grades include: A(4.0, 93-100), AB(3.5,88-92), B(3.0,83-87), BC(2.5,78-82),
C(2.0,73-77), CD(1.5,68-72), D(1.0,63-67), F(00,62 and below), P, NP, AU, IP and W.
P = Pass. Allowed only for courses approved as Pass/No Pass graded courses.
NP = No Pass. Allowed only for courses approved as Pass/No Pass graded courses.
AU = Audit. Use only for students registered as "Audit" for a course.
IP = In Progress. For dean-approved IP courses only.
W = Withdrawn. Check "Never Attended" box if appropriate. Ignore other columns.
Essential Questions:
1.
2.
3.
4.
What are the major learning theories and their leading representatives?
What promotes and retards learning?
What are the factors associated with learning?
How are learning theories applied to real life situations?
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Goals/Objectives: Students can
1. Explain the role of conflict in the learning process: pedagogy of discomfort>cognitive
dissonance>cognitive restructuring
2. Explain the sequence of the classical conditioning process: CS>UCS>UCR>CR
3. Distinguish between classical and operant conditioning
4. Explain the modeling effect in social learning theory
5. Apply learning theory concepts to real life situations such as skill learning, prejudice,
phobias, violence/killing, child discipline, animal training, conflict resolution, conformity
to authority, etc.
6. Identify factors associated with identification with the aggressor and learned helplessness
7. Distinguish between male and female ways of knowing
8. Explain the role of culture in learning
9. Discuss the major theories of learning and their respective theorists: Functionalism,
Associationism, Cognitive Theory, Neurophysiological Theory and Evolutionary
(Ecological) Theory
10. Explain the sleeper effect in marketing
11. Explain the relationship among thinking, feeling and behavior
12. Explain the role of memory in learning
13. Discuss the factors associated with the development of self-esteem and resilience
14. Explain metacognition and its role in learning
15. Explain the role of attribution theory in learning
16. Distinguish between assimilation and accommodation in the process of learning
17. Explain the constructivist approach to teaching and learning
18. Distinguish between formal and informal ( incidental) learning
19. Explain the Rosenthall effect and the Premack principle
20. Explain how service learning promotes learning of course content
21. Discuss the role of play in childrens’ learning
22. Explain how language is learned
23. Discuss the role of learning styles in learning, e.g., Gardner’s theory of multiple
intelligence and Goleman’s theory of emotional intelligence
24. Explain the process of transfer (generalization) of learning
25. Explain the change process in cognitive-behavior modification
26. Explain how the Theater of the Oppressed promotes learning
Format of the Course: The course will involve lecture-discussion, small and large group
activities, videos and group presentations. Students will present their group projects followed by
a large group discussion. The reading reflections will be discussed in a small and/or large group
format. The reading response sheets will be handed in on class day with some exceptions and
will be credited under class participation. Students may be asked to leave class if not prepared.
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Note on Teaching and Learning
In this course, some controversial material may be presented and discussed. This often creates
discomfort and conflict from which escape is often sought through silence or uncritical dismissal.
However, such dissonance provides the conditions within which change and growth can occur.
Thus, it is important to critically examine ideas and opinions among students and between
students and teachers. If a student’s or teacher’s ideas are not challenged in a respectful manner,
then it will be difficult for either student or teacher to change their views when such change is
warranted. According to Brazilian educator, Paulo Freire, “The teacher presents the material to
the students for their consideration, and reconsiders her earlier considerations as the students
express their own”. Critical thinking, problem posing and problem solving can only exist within
the context of civil dialogue and in an environment where all participants have a sense of safety.
Further, material in this course, in some instances, may be sensitive or emotionally provocative.
As you review the syllabus, or at any time during the course, please let me know if you
anticipate, or are having, a problem with any assignment or classroom activity. We can then
discuss how this assignment or activity is necessary for meeting course competencies and
whether an alternative assignment or activity can be considered.
Assignments and Exams:

Reading Response Questions for Class Discussions. For this assignment, students will
reflect (not summarize) on the weekly reading assignment for their weekly reading
responses. A reflection is a one page, double-spaced and typed (12 pt. font) personal
reaction to the readings. The responses should include specific integration of the reading
assignment into the response and few or no mechanical errors. This should be brought to
class each week for your contribution to class discussion and handed in at the end of
class. The weekly grade (check plus, check, check minus) will be based on overall
quantity and quality. Do not submit electronically unless absent or with permission.
Reflection papers are not required on exam days or final paper day
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The five exams will involve short essays from the readings, lectures and videos. If one
exam is missed for a legitimate reason, that exam may be waived. Makeup exams will
only be given for more than one missed exam. There will be no choices given on makeup
exams – just 5 questions. The makeup exams will be given at 9:30 PM after class.

The final paper will focus on one of the following topics:
1. Psychology of Learning and Self-Development
2.
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“ Teaching\
3.
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“ Parenting
4.
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“ Social Action/Advocacy
5.
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“ Counseling/Psychotherapy
6.
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“ Media
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7.
8.
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Culture
Other (with approval)
The readings and/or outside research need to be strongly integrated into the paper which
should be done in APA style, including page numbers, approximately 4 pages in length
(not counting title page and references), and not exceeding 6 pages of content . See
Blackboard for guidelines. The paper may be submitted at any time during the course but
no later than the last class meeting. Students may also submit a group paper and share the
grade. The length of the paper should be the number of co-writers times four, e.g., 12
pages of content for three co-writers.
 Group presentations are required. Each student will be a part of a group presentation on
one selected topics some of which align with the readings. Some topics may be changed
or modified with approval. The group presentations involving 2 to 3 students should be
about 45 minutes to an hour long and represent a comprehensive analysis of the topic
using multimedia and class participation. The presentation must include credible
research. Presenters are expected to be professional in appearance. A rubric will be
provided for these presentations (see Blackboard).
Notices:

Students with Disabilities: The 1990 Americans with Disabilities Act (ADA) provides
that colleges and universities must assure that educational programs and services offered
to all students be accessible to students with disabilities. A reasonable accommodation is
an adaptation to a course, program, service, job, activity, or facility that enables a
qualified student with a disability to have an equal opportunity. Based on documented
need, reasonable accommodations must be made in the instructional process to ensure
accessibility to the learning environment. This principle also applies to institutional and
departmental policies. Accommodations do not require Faculty Members to adjust
standards of performance or other essential elements of a course. Rather,
accommodations allow students with disabilities to learn the material presented and
Faculty Members to fairly evaluate students’ academic performance. It is important to
remember that similarities between students with disabilities and other students are far
more significant than their differences. The purpose of the Office of Disability Services is
to make accommodations consistently based on specific, documented need so that
students are treated as fairly as possible and opportunities are equally available to all
enrolled students.
 Class attendance/participation is expected; students with good attendance (no more
than 2 unexcused absences) and high level of participation (especially on class discussion
of readings) and good quality and quantity of reading responses will receive “A” in the
attendance/participation/reading sheets component. Because this class involves frequent
discussion, attendance is necessary for participation. Students who miss class deprive
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those in attendance of their insights and ideas about the topic under discussion. Students
with 3 or more absences will forfeit the weighting system and will be graded at the
discretion of the instructor. In some cases where absences are due to illness,
accidents, etc. , an incomplete grade may be given and the student can make up the
missed classes the next time the course is given. Three late arrivals to class will be
counted as one absence. If you come late and unnoticed, you must check in after class, or
you will be marked absent and the absence cannot be changed later. Participation is
determined by verbal comments and questions as well as signs of active listening and
consistent preparation of reading responses. Exceptions to this policy will be made on a
case-by-case basis. If there are excessive absences or anticipated ones due to illness
and other legitimate reasons, students will be encouraged to withdraw from the
course.

Computer and Cell Phone Use in the Classroom
“Research has indicated that student performance is significantly correlated with cell
phone use. A study by Duncan, Hoekstra, and Wilcox (2012) demonstrated that students
who reported regular cell phone use in class showed an average negative grade difference
of 0.36 ± 0.08 on a four-point scale. Students also underestimated the number of times
they accessed their phones while in class. While students reported an average access rate
of three times per class period, observation data showed the rate was closer to seven
times per period. An interesting finding is that other students are distracted when students
text in class (Tindell and Bohlander, 2012). So while a student may claim he’s only
hurting himself when texting, studies show that others are affected also” (Faculty Focus,
2013).
Computers and cell phones may be brought into the classroom but their use should be
appropriate. Computers should be limited to academic class-related uses such as notetaking during lectures. However, during class discussions, videos and student
presentations, they should not be open. Cell phones play an important role in
emergency situations but they should be kept on vibrate and not be used for receiving or
sending text messages during the class meeting. Also, during exams, phones should be
turned off and placed face down on desks. Repeated texting or net surfing during
class will result in the forfeiture of the weighted grading system and your course
grade will be based on the judgment of the instructor.
 The weighting system will also be forfeited if students fail to pass in a large number of
their reading responses.
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Participation Grade Criteria
The following three areas will be averaged for the participation grade
1. Reading Responses: 4.0 to zero based on quality and quantity of responses
Number
Grade
9-10
8
7
6
5
4
3
2 or below
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
Points (3=plus, 2=check, 1=minus)
A
AB
B
BC
C
CD
D
F
27-30
24-26
21-23
18-20
15-17
12-14
9-11
0-8
2. Active Involvement (asking questions, making comments, etc.):
Level
Grade
Very High
Above Average
Average
Below Average
Very Low
3.5 to 4.0
3.0-3.4
2.0 to 2.9
1.5 to 1.9
0-1.4
3. Unexcused Absences:
Number of Absences Grade
0
1
2
3+
4.0
2.5
1.5
0.0
A
BC
CD
F
Note: Missing one class in a course that meets only once a week is equivalent to missing a
whole week of class. Excused absences with good documentation are not counted
if the class is made up through reflection papers on all topics covered in class.
For more than 3 absences, a course withdrawal may be warranted.
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Schedule:
Meeting 1
9-1
Index Cards, Course Introduction, Syllabus, Learned Helplessness, Role of
Culture, Learning Powerpoint, Four Orientations to Learning, Group
presentation planning
Readings: What is learning, Ch. 1
Video: The Thinker: Mental Development in Childhood (DVD), 25’
Meeting 2
9-8
Gender and Learning, Self-Esteem, Resilience, Service Learning, Multiple
Intelligences and Emotional Intelligence, Theater of the Oppressed
Readings: Approaches to the study of learning, Ch. 2
Video: Group Influence (DVD), 19’
Meeting 3
9-15
Sleeper Effect in Marketing, Rosenthall Effect, Premack Principle,
Readings: Early notions about learning, Ch. 3
Group 1: Psychology in Advertising
Video: Child Development Theories (22’)
Exam 1
Meeting 4
9-22
Functional Theories:
The term behaviorism refers to the school of psychology founded by John B.Watson based on
the belief that behaviors can be measured, trained, and changed. Behaviorism was established
with the publication of Watson's classic paper Psychology as the Behaviorist Views It (1913).
Behaviorism holds that only observable behaviors should be studied, as cognition and mood are
too subjective. According to behaviorist theory, our responses to environmental stimuli shapes
our behaviors (http://psychology.about.com/od/bindex/g/behaviorism.htm).
Readings: Edward L. Thorndike, C. 4
Group 2: Psychology of Animal Training
Video: Classic Studies in Psychology (DVD), 40’
Meeting 5
9-29
Functional Theories: Behaviorism and Cognitive Behavior Modification,
The Thinking-Feeling-Behavior Connections, Attrubution Theory,
Metacognition, Transfer of Learning, Classical vs. Operant Conditioning
Skinner called his particular brand of behaviorism "Radical" behaviorism.[15] Radical
behaviorism is the philosophy of the science of behavior. It seeks to understand behavior as a
function of environmental histories of reinforcing consequences. Such a functional analysis
makes it capable of producing technologies of behavior (see Applied Behavior Analysis). Unlike
less austere behaviorisms, it does not accept private events such as thinking, perceptions, and
unobservable emotions in a causal account of an organism's behavior. From
http://en.wikipedia.org/wiki/B._F._Skinner#Theory
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Cognitive-behavioral therapy is an action-oriented form of psychosocial therapy that assumes
that maladaptive, or faulty, thinking patterns cause maladaptive behavior and "negative"
emotions. (Maladaptive behavior is behavior that is counter-productive or interferes with
everyday living.) The treatment focuses on changing an individual's thoughts (cognitive patterns)
in order to change his or her behavior and emotional state. From http://medicaldictionary.thefreedictionary.com/cognitive-behavioral+therapy
Readings: Burrhus F. Skinner, Ch. 5
Group 3: Behavior Modification:Teaching and Therapy Applications
Video: Classical and Operant Conditioning (DVD), 55’
Meeting 6
10-6
Functional Theories:
Hull is best known for his Drive Reduction Theory which postulated that behavior occurs in
response to "drives" such as hunger, thirst, sexual interest, feeling cold, etc. When the goal of the
drive is attained (food, water, mating, warmth) the drive is reduced, at least temporarily. This
reduction of drive serves as a reinforcer for learning. Thus learning involves a dynamic interplay
between survival drives and their attainment. The bonding of the drive with the goal of the drive
was a type of reinforcement, and his theory was a reinforcement theory of learning. From
http://www.lifecircles-inc.com/Learningtheories/behaviorism/clarkhull.html
Readings: Clark L. Hull, Ch. 6
Video: Breaking the Wall of Nature and Nurture (15’)
Group 4: Fears and Phobias: Causes and Cures
Exam 2
Meeting 7
10-13
Classical Conditioning:
Classical conditioning is a technique used in behavioral training. A naturally occurring stimulus
is paired with a response. Then, a previously neutral stimulus is paired with the naturally
occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response
without the presence of the naturally occurring stimulus. The two elements are then known as the
conditioned stimulus and the conditioned response. From
http://psychology.about.com/od/cindex/g/classcond.htm
Readings: Ivan P. Pavlov, Ch. 7
Group 5: Media Influences on Values and Behavior
Video: On Television: Teach the Children (DVD) 60’
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Meeting 8
10-20
Associationist Theories:
Guthrie’s main principle for his theory of learning was contiguity (Contiguity Theory, 2005). He
defined contiguity as, “A combination of stimuli which has accompanied a movement on its
reoccurrence tend to be followed by that movement” (Encyclopedia of Psychology, 2001).
Guthrie’s one trial learning theory states that in the first instance of a stimulus situation a person
makes a complete association. The theory predicts you will respond to the stimulus the same way
that worked previously. Guthrie felt the principle of learning was all or nothing in the first trial.
The association between the stimulus and response does not change or improve with practice.
Guthrie felt perfection was attainable on the first try, practice does not make perfect, it only
appears to improve with repetition (Encyclopedia of Psychology, 2001)
Readings: Edwin R. Guthrie, Ch. 8
Group 6: Motivation
Video: The Child’s Mind (DVD) 31’
Meeting 9
10-27
Associationist Theories, Ecology and Learning (Urie Bronfenbrenner) , and The
Role of Affect in Learning:
One of William Estes's most famous contributions to learning theory was stimulus-sampling
theory, which conceives of learning as establishing associations to hypothetical stimulus
elements that are randomly drawn from a pool of elements that characterize a particular learning
situation. This theory predicted probability matching, which has been found in a wide range of
tasks for many different organisms. Estes has had a major influence on theories of learning and
memory, both in his own theorizing and in the theories of his many students and collaborators.
Readings: William K. Estes, Ch. 9
Videos: Memory (DVD) 30’
Group 7: Study Skills
Exam 3
Meeting 10
11-3
Language and Memory and Cognitive Theories
Cognitive theory is a learning theory of psychology that attempts to explain human behavior by
understanding the thought processes. The assumption is that humans are logical beings that make
the choices that make the most sense to them. Information processing is a commonly used
description of the mental process, comparing the human mind to a computer. From
http://phobias.about.com/od/glossary/g/cognitivethedef.htm
(Plural „Gestalten”) is German for “pattern”, “figure”, “shape”, or “form” It originates from the
work of Max Wertheimer and his students Köhler and Koffkabut not precisely translatable, just
as „Angst” is not. It is used to refer to wholes, systems and complete structures rather than the
reductionist approach of seeking ever smaller components of a phenomenon. In learning,
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opposed to the reductionism of behaviourism, it concentrates on the way in which the mind
insists on finding patterns in things, and how this contributes to learning, especially the
development of “insight”. From http://www.learningandteaching.info/learning/gestalt.htm
Readings: Gestalt Theory, Ch. 10
Group 8: Critical Thinking
Videos: Learning: Observational and Cognitive Approaches (DVD) 30’& Gestalt
Therapy (DVD) 30’
Meeting 11
11-10
Cognitive Theories: Cognitive-Developmental Theory, The Role of Conflict in
Change, Incidental Learning, Constructivism, Assimilation/Accommodation
and Sailing, Role of Play in Learning, & Reflective Judgment
A central component of Piaget's developmental theory of learning and thinking is that both
involve the participation of the learner. Knowledge is not merely transmitted verbally but must
be constructed and reconstructed by the learner. Piaget asserted that for a child to know and
construct knowledge of the world, the child must act on objects and it is this action which
provides knowledge of those objects (Sigel, 1977); the mind organizes reality and acts upon it.
The learner must be active; he is not a vessel to be filled with facts. Piaget's approach to learning
is a readiness approach. From http://www.sk.com.br/sk-piage.html
Readings: Jean Piaget, Ch. 11
Group 9: Reflective Judgment
Video: Thinking and Language (DVD), 30’
Meeting 12
11-17
Cognitive Theories and Transformative Learning:
Tolman was an "S-S" (stimulus-stimulus), non-reinforcement theorist: he drew on Gestalt
psychology to argue that animals could learn the connections between stimuli and did not need
any explicit biologically significant event to make learning occur. This is known as latent
learning. The rival theory, the much more mechanistic "S-R" (stimulus-response) reinforcementdriven view, was taken up by Clark L. Hull. From
http://en.wikipedia.org/wiki/Edward_C._Tolman
Readings: Edward C. Tolman, Ch. 12
Group 10: Transformative Learning
Video: Using Positive Psychology in the Classroom (55’)
Exam 4
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Meeting 13
11-24
Cognitive Theories: Social Learning Theory, Modeling, Identification with the
Aggressor and Killology
Social learning theory focuses on the learning that occurs within a social context. It considers
that people learn from one another, including such concepts as observational learning, imitation,
and modeling. From http://teachnet.edb.utexas.edu/~Lynda_abbot/Social.html
Readings: Albert Bandura, Ch. 13
Videos: Aggression: Is Violence Learned? (23’) and Game Over: Gender, Race and
Violence in Video Games(DVD) 41’
Group 11: Identification with the Aggressor
Meeting 14
12-1
Neurophysiological and Evolutionary Theories and Paper Overview:
For Hebb, the business of scientific psychology was to make inferences about the unobservable
physical substrates of behavior, thinking, personality and emotion. Hebb had learned from
behaviorism was that it is unwise scientific practice to ignore anything, be it our brain, our
biological heritage, our cognition or our conscious experience. He was a proponent of including
study of all of these, and maintained a healthy skepticism toward all theories, inluding his own.
He resisted the position that he, or anyone else, had found the answers. From
http://www.lifecircles-inc.com/Learningtheories/IP/Hebb.html. Evolutionary psychology is a
theory of human behavior that incorporates the effects of evolution. As our ancestors confronted
problems, they developed ways of solving those problems. Over time, the most successful
solutions developed into basic instincts. We no longer need to consciously think about certain
behaviors, as they simply “come naturally.” Those behaviors are tempered by input from our
culture, family, and individual factors, but the underlying behaviors are instinctual. From
http://phobias.about.com/od/glossary/g/evolutionarypsychologydef.htm
Readings: Donald O. Hebb, Ch. 14 , and Some Final
Thoughts
Group 12: Empathy
Videos: The Most Amazing Machine: Neuroscience and Behavior (DVD), 30’
and The Empathic Civilization
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Meeting 15:
12-8
Evolutionary Theory:
Evolutionary psychology is a theory of human behavior that incorporates the effects of
evolution. As our ancestors confronted problems, they developed ways of solving those
problems. Over time, the most successful solutions developed into basic instincts. We no longer
need to consciously think about certain behaviors, as they simply “come naturally.” Those
behaviors are tempered by input from our culture, family, and individual factors, but the
underlying behaviors are instinctual. From
http://phobias.about.com/od/glossary/g/evolutionarypsychologydef.htm
Final Exam review
Readings: Robert C. Bolles, Ch. 15 and Some Final Thoughts
Video: Are We Still Evolving?
Paper due Tuesday
Meeting 16: Course Evaluation, Paper Discussion and Exam 5, 6:00 to 8:00 PM
12-15
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