Psych 605 Advanced Human Learning Professor Neil H. Schwartz, Ph.D. Fall Semester 2014

Transcription

1 Psych 605 Advanced Human Learning Professor Neil H. Schwartz, Ph.D. Fall Semester 2014 Class Meetings: Tuesdays & Thursdays 3:30 p.m. - 4: 45 p.m. Modoc Hall Room 222 Office Hours: Mondays 2:00 p.m. - 4:00 p.m. or by appointment Modoc Hall Room nschwartz@csuchico.edu URL Address: Office Phone: Required Textbook (Either the 9 th or 10 th Edition) Garry L. Martin and Joseph Pear ISBN-10: ISBN-13: Pearson Paper, 480 pp Published 06/10/2010 (Acceptable for Psych Science & ICV students) Garry Martin and Joseph Pear ISBN-10: ISBN-13: Pearson Cloth, 384 pp Published 05/28/2014 (Acceptable for Psych Science & ICV students; Required for School Psych students)

2 Required Readings Assigned journal articles and chapters: Approximately 25. Posted online (specific articles subject to change) Recommended for Background Reading Bacon. Driscoll, M. P. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA: Allyn & Edition/dp/ /ref=sr_1_2?ie=UTF8&qid= &sr=8-2&keywords=psychology+learning+for+instruction Course Description This course is designed to examine the prominent theories of human learning as they apply to the knowledge and skill acquisition of individuals in the context of learning settings. Students will be provided with an in-depth analysis of behavioral and cognitive theories in order to understand how humans learn. Indeed, understanding how people learn produces knowledge necessary for understanding how people should be taught. Thus, this knowledge will be applied to children in schools and adults in business and industry, in addition to digital learning environments where technology plays a central role in teaching, training, and learning. Since this course is a core of CSUC s graduate programs of Psychological Science and School Psychology, and the International Cognitive Visualization, it has been constructed to ensure that students in all three programs derive a deep and well-integrated understanding of the way people process information, make meaning, and build cognitive models to solve problems. The concepts, principles, models, and theories forming this knowledge domain serve as infrastructural pillars to developmental, cognitive, educational, media, and social psychology, as well as the learning sciences. Thus, students preparing to: (a) apply for advanced doctoral study in psychology, (b) become visualization specialists or school psychologists, (c) pursue a specialist credential in applied behavioral analysis, or (d) teach at the community college level, will find that it is essential to have a rich well-integrated knowledge base within this domain. In addition, the course is designed to address the state requirements for the preparation of school psychologists-- to meet, and in most cases, exceed the preparatory competencies of school psychologists issued by the State of California. Course Format and Evaluation Procedures Instructional methods. This course will be delivered via two principal methods of instruction: a) lecture and b) class discussion. Lecture is designed to integrate, apply, and consider theoretically rich ideas from

3 text, chapters, and journal articles to explain the way these ideas inform how and why people behave the way they do and to leverage learning environments to foster high quality performance. Class discussions are incorporated to allow you to actively process this information-- to be able to interact with the information in terms of your own experiences as well as the experience of others. Interactive discussions make content more comprehensible and more memorable at the same time. Evaluation procedures. This course is divided into two principal areas of student responsibility, with 400 total points possible for the course three written examinations, and an applied activity. Performance Measure Quantity Point Value Total Value Percent of Grade Mid Term Examinations Applied Activity Last Exam Examinations TOTAL There will be three exams during the semester, with each sampling content from lecture, text, PowerPoint slides, classroom discussions, and selected journal articles. Only content not yet tested will be sampled on each exam. Study questions will precede exams by at least 10 days. All three exams will be composed of short and long essay questions. The method of examination in this course is based on deep comprehension and integration of principles, theories, concepts and applications. All exams will require students to answer approximately 4 (+/- 1) essay questions on lined paper (provided by the instructor) and black pen (provided by the instructor) anonymously using student ID number, with no personally identifying information contained in the essays. Applied Activity You have three options from which to choose for your final applied activity. Option 1: Media Product Type 1 Film Documentary. Media Product Type 1 is the development and production of a 20 to 30 minute film documentary on a theoretical area you will choose in the domain of learning and cognition broadly defined. Since many of you will be conducting research for your thesis, this option will give you an opportunity to dig into a theory or area of research to select, collect, and read scholarly articles for deep comprehension and use the material to build a documentary about it. This option will allow you to select relevant scholarly articles of a theoretical and empirical nature, import or create graphics, pictures, and animations, and conduct or import interviews to build an understanding of what the scientific community knows about the phenomenon you select. Your documentary should be an interesting and informative film that narrates and explains the phenomenon, how and where the phenomenon can be applied to a particularly relevant domain, and what is still unknown that needs to be researched about it. The film can be made using easily obtainable software imovie that comes standard on Mac OS X, or Windows Movie Maker that comes with most PC s (or better Movavi Video Editor that is as powerful as Mac s imovie and can be downloaded from the Internet for $39.99). Begin reading, develop deep understanding, take notes and more notes, create your segments, write your narrative, import and develop

4 your material, record your voiceovers, show it to your friends, get feedback, edit, then simply burn it onto a CD or place it on a large-capacity thumb drive and turn it in at the end of the semester. Option 2: Media Product Type 2 Prezi Presentation. Media Product Type 2 is the development and production of a complete and detailed Prezi presentation on a theoretical area you will choose in the domain of learning and cognition broadly defined. Since many of you will be conducting research for your thesis, this option will give you an opportunity to dig into a theory or area of research to select, collect, and read scholarly articles for deep comprehension and use the material to build a Prezi presentation about it. This option will allow you to select relevant scholarly articles of a theoretical and empirical nature, import or create graphics, pictures, animations, and conduct or import interviews to build an understanding of what the scientific community knows about the phenomenon you select. Your documentary should be an interesting and informative presentation that narrates and explains the phenomenon, how and where the phenomenon can be applied to a particularly relevant domain, and what is still unknown that needs to be researched about it. The Prezi presentation can be made using easily obtainable software free of charge with a.edu address (see ). Begin reading, develop deep understanding, take notes and more notes, create your segments, write your narrative, import and develop your material, record your voiceover, show it to your friends, get feedback, edit, then simply turn in the Internet address of your Prezi presentation at the end of the semester. Both Media Products (Type 1 and Type 2) are open to all of you, regardless of the master s program in which you are matriculating. However, it will be important for you to consider the area in which your graduate program takes you. For example, if you are Psychological Sciences student, you may be interested in doing your master s research in LCI in which case, this option would be highly suitable for you and recommended. Alternatively, you may be a Psych Science student who has interest in another area that is not based in LCI, and you are already well on your way to conducting your thesis. If so, this option would be generally inappropriate for you. Likewise, if you are a School Psychology student, you will have to conduct behavioral programs as a regular part of your work in the schools; thus, this option will likely only be valuable if you are planning to complete a thesis. Finally, if you are an ICV student, LCI will form the fundamental domain of your research or applied industry-partnership relative to visualizations. Thus, Option 1 is highly recommended and encouraged. In short, whatever track you are pursuing, consider Option 1 if you have a general interest in LCI and you intend to move on for an advanced scholarly degree. Option 3: Behavioral Program Option 3 is a written report of a behavioral program that you will design and implement on yourself. Since behavioral theory is best learned by application, you will have the opportunity to use the concepts and principles from behavioral theory to build a behavioral program that addresses a problem behavior in need of change. This assignment has as its goals: 1) the application of behavioral principles and concepts in solving a behavioral problem, and 2) experience in translating isolated concepts and principles into a program that combines multiple procedures and techniques, with methods of behavioral recording. These goals have been incorporated into this course in order to provide you with an opportunity to: (a) experiment with behavioral concepts in practice and (b) receive feedback relative to your understanding of concepts and principles applied to the real world. In order to help you get started on the applied activity, I will be conducting a special seminar to assist you. The seminar will be held on Thursday evening 11th from 7:00 p.m. - 8:30 p.m. for Option 1 and 8:30 p.m. - 10:00 p.m. for Option 2. Seminar attendance is entirely optional; however, it will be very valuable for you to attend. The room location will be announced as we approach the middle of. If you are undecided about which option to choose, it makes sense for you to come to the first, and stay for the second.

5 Grading Grades in this course are based exclusively on the number of points earned from the performance measures designated above. They will be assigned according to the percent of points obtained to the total number of points possible. There is no extra credit option for this course. The cutoff scores are identified below: GRADE PERCENT TO TOTAL CLASS STANDING A 93% & up A- 90% - 92% Above 75th Percentile B+ 88% - 89% B 83% - 87% B- 80% - 82% 50th - 74th Percentile C+ 78% - 79% C 73% - 77% C- 70% - 72% 25th - 49th Percentile D+ 68% - 69% D 63% - 67% D- 60% - 62% 15th - 24th Percentile F 59% & down Below 15th Percentile Course Schedule DATE TOPIC READING ASSIGNMENT August 26 Introduction to the Course Course Syllabus August 28 Basic Behavioral Models of Learning Introduction /Chap 1(10e) Areas of Application: An Overview/ Chap 2(10e) 2 Basic Models, Concepts & Methods Procedures Based on Principles of Respondent Conditioning/ Chap 3(10e) Respondent and Operant Conditioning Together/ Chap 15(10e) 4 Positive Reinforcement Negative Reinforcement Getting A Behavior to Occur More Often with Positive Reinforcement/ Chap 4(10e) Decreasing a Behavior with Extinction/ Chap 6(10e)

6 & Extinction Establishing a Desirable Behavior by Using Escape and Avoidance Conditioning/ Chaps 14(10e) 9 Intermittent R+ Conditioned Reinforcement Developing and Maintaining Behavior with Conditioned Reinforcement/ Chap 5(10e) Developing Behavioral Persistence Through the use of Intermittent Reinforcement/ Chap 8(10e) Types of Intermittent Reinforcement to Decrease Behavior 11 Stimulus Control Stimulus Discrimination Training Fading Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization/ Chap 9(10e) Changing the Control of Behavior With Fading/ Chap 10(10e) Antecedent Control: Rules and Goals/ Chap 17(10e) Antecedent Control: Modeling, Guidance, and Situational Inducement/ Chap 18 & 19 (10e) 16 Shaping & Chaining Getting a New Behavior to Occur: An Application of Shaping/ Chap 7(10e) Getting a New Sequence of Behaviors to Occur with Behavioral Chaining/ Chap 11(e) 18 Punishment & Procedures to Decrease Behavior Eliminating Inappropriate Behavior Through Punishment/ Chap 13(10e) Helping an Individual to Develop Self-Control/ Chap 12(10e)

7 23 Punishment & Procedures to Decrease Behavior continued 25 Data and Recording Procedures Behavioral Assessment: Initial Considerations/ Chap 20(10e) Direct Behavioral Assessment: What to Record and How/ Chap 21(10e) Functional Assessment of the Causes of Problem Behavior/ Chap 23(10e) 30 Review for Exam 1 October 2 Exam 1 Martin & Pear As assigned above and lecture October 5 October 7 Introduction to Cognitive Theory Human Cognitive Architecture and Working Memory Readings Set 1 October 9 Human Cognitive Architecture and Working Memory Readings Set 1 October 14 Human Cognitive Architecture and Working Memory Readings Set 1 October 16 Theories of Long Term Storage Readings Set 2 October 21 Theories of Long Term Storage Readings Set 2 October 23 Theories of Long Term Storage Readings Set 2

8 October 28 Multimedia Theory and Multimodal Learning Environments Readings Set 3 October 30 Multimedia Theory and Multimodal Learning Environments Reading Set 3 4 Review for Exam 2 Reading Sets Exam 2 Reading Sets 1-3 and lecture 11 Veteran s Day No Classes 14 Constructivist Theory, Activity Theory, & Distributed Cognition Reading Set 4 18 Constructivist Theory, Activity Theory, & Distributed Cognition Reading Set 4 20 Constructivist Theory, Activity Theory, & Distributed Cognition Reading Set 4 25 Thanksgiving Holiday No Classes 27 Thanksgiving Holiday No Classes

9 December 2 Metacognition Applied Activity Due by 5:00PM Reading Set 5 December 4 Metacognition Reading Set 5 December 9 Metacognition Reading Set 5 December 11 Review for Exam 3 Reading Sets 4-5 Thursday December 18 2:00 p.m. 3:50 p.m. Exam 3 Reading Sets 4-5 and lecture