1. Historical Factors
• Definitions of behaviourism
• Predecessors of behaviourism
• Contemporary learning theory
• Definition of learning
• Distinction between learning and memory
2. Methods and foundations
• Habituation and sensitization
• Experimental and quasi-experimental methods
3. Classical Conditioning
• Foundations of classical conditioning
• Higher-order conditioning
• Theories/models of conditioning (e.g., the Rescorla - Wagner model)
• Nuances of classical conditioning (e.g., Blocking, Salience)
• Applications
4. Instrumental/Operant Conditioning
• Foundations of instrumental/operant conditioning
• Reinforcement schedules
• Nuances of reinforcement (e.g., primary versus secondary reinforcers)
• Applications
5. Avoidance Behaviour
6. Stimulus Control of Behaviour
• Stimulus generalization
• Generalization gradients
• Discrimination learning
7. Constraints on Conditioning
• Biological preparedness
• Instinctive drift
• Animal misbehaviour
• Theoretical implications of constraints on conditioning
8. Expertise and Motor Skill
• Transfer of complex skills to new domains
• Deliberate practice theories of expertise
• Motivation
• Interference
9. Choice
• Delay discounting
• Theories/models of choice (e.g., Ainslie-Rachlin Theory)
10. Study
• Retrieval practice
• Distributed practice
• Interleaved practice
11. Examine Critical Issues in Learning Research. For example,
• Is teaching more effective when it caters to learning style?
• Are growth mindsets strongly associated with better learning outcomes?
• How strong is the role of talent in determining expert performance?
The course will employ a variety of instructional methods to accomplish its objectives, including some of the following:
- lecture
- audio-visual materials
- seminar presentations
- small group discussion
- research projects/papers
- computer based cognitive experiments and exercises
- mediated electronic forums/discussion groups
- computer based tutorial exercises
Assessment will be in accordance with the Douglas College Evaluation Policy. Evaluations will be based on the course objectives. The specific evaluation criteria will be provided by the instructor at the beginning of the semester.
An example of a possible evaluation scheme would be:
4 quizzes 40%
Mid-term paper 15%
Term paper 15%
Oral presentation 5%
Seminar attendance and participation 5%
Final exam 20%
TOTAL 100%
Students may conduct research with human participants as part of their coursework in this class. Instructors for the course are responsible for ensuring that student research projects comply with College policies on ethical conduct for research involving human subjects.
At the conclusion of the course the successful student will be able to:
Textbook(s) such as the following, will be used. The list will be updated periodically.
Domjan & Grau. The principles of learning and behavior (current edition). Stamford, CT: Cengage.
Mazur, J. E. Learning and behavior (current edition). Upper Saddle River, NJ: Pearson.
Powell, Honey, & Sambaluk. Introduction to learning and behaviour (current edition). Stamford, CT: Cengage.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
| Institution | Transfer Details for PSYC 3365 |
|---|---|
| Langara College (LANG) | LANG PSYC 2XXX (3) |
| Simon Fraser University (SFU) | SFU PSYC 3XX (3) |
| Thompson Rivers University (TRU) | TRU PSYC 2XXX (3) |
| Trinity Western University (TWU) | TWU PSYC 409 (3) |
| University of British Columbia - Okanagan (UBCO) | UBCO PSYO_O 2nd (3) |
| University of British Columbia - Vancouver (UBCV) | UBCV PSYC_V 2nd (3) |
| University of the Fraser Valley (UFV) | UFV PSYC 302 (3) |
| University of Victoria (UVIC) | UVIC PSYC 2XX (1.5) |
| Vancouver Island University (VIU) | VIU PSYC 2nd (3) |