 PY374 LEARNING & BEHAVIOR – FALL 2023 
Instructor: D. Rand Ziegler
E-Mail: rziegler@bakeru.edu
Office Hrs: by appointment
Cell Phone: 913-636-0253
TT Class Time: 9:30-10:45 am
Learning Asst: Kylie Jenkins E-Mail: kylienjenkins@stu.bakeru.edu
Office (Ext): Mabee 402 (7880)
WF Class Time: 9:30-10:20 am
Cell Phone: 785-409-2863
Classroom: Mabee 200
PROGRAM MISSION: The Psychology Program at Baker University promotes the use of the scientific method for the
acquisition and application of knowledge toward the improvement of students’ personal, professional, and societal lives.
(Memorize this and be able to recite it at your senior oral exit interview!)
COURSE PURPOSE (as articulated by Dr. Marc Carter, former Psychology Department Chair.): The purpose of
science is to explain variability. (If nothing ever changed, would we even have to explain anything?) This is
especially true of behavioral science because at any moment in time the most salient characteristic of organisms is
variability – we all do things a little differently, and the central question of psychology is “why?” But that sort of
variability across individuals is static. It can be seen at one moment in time – at any instant, everybody is doing
something different from everyone else. But there is another sort of variability that is of interest to behavioral
scientists: change within individuals across time. There are behaviors we exercise now that we didn't in the past,
and there are things that we once did but no longer do. We really should ask “why” with respect to that variability
as well. Some of the change we see in behavior is due to development, but that is the lesser part. Much more
change is due to experience. This is fundamental to understanding behavior. In many respects, this change within
an individual across time represents a very deep insight into what makes us what we are because the history of an
organism is captured in its behavior. What we do, given a certain genetic endowment and particular environment,
is just what we have learned to do. It is important for other reasons, too. No other area of psychological inquiry
has produced nearly the body of research and applied results as the field of learning and behavior. It is also
important historically, because for nearly 50 years, psychological science in the United States was dominated
almost completely by the school of thought referred to as Behaviorism. And it is critically important
philosophically, because no other paradigm of human behavior presents quite the set of challenges to our intuitive
sense of what humans actually are and do. (Submit a 75-word summary of this statement via email by the second
day of class for bonus credit!)
It is a mistake to suppose
that the whole issue is
how to free man. The
issue is to improve the
way in which he is
controlled.
- Walden Two, B. F. Skinner
REQUIRED COURSE TEXTS:
Alloway, T., Wilson, G., & Graham, J. (2012). Sniffy the Virtual Rat (Pro Version 3.0). Belmont, CA: Wadsworth (Cengage
Learning). (AWG)  Also available as a downloadable “App”
Chance, P. (2014). Learning and Behavior (7th ed.). Belmont, CA: Wadsworth (Cengage Learning)
Skinner, B.F. (reprinted, 2005). Walden Two. Indianapolis, IN: Hackett Publishing Company, Inc.
MOODLE SITE: This course will be “managed” through the instructor-operated online MOODLE site. Course news,
important dates, assignment instructions, course materials, videos and grades will be posted on the site. In addition,
select course assignments may be submitted through the MOODLE site. ALL ASSIGNMENT SUBMISSIONS MUST BE
FORMATTED AS A WORD, EXCEL OR PDF DOCUMENT!!
COURSE OBJECTIVES (As aligned with the IDEA student end-of-course evaluation survey):
1  Gaining a Basic Understanding of the Subject (Facts, Methods, Principles, Generalizations, Theories) – Upon
completion of the course, students will demonstrate an understanding of: a) classic studies by Pavlov, Thorndike,
Watson, and Skinner, b) the basic terms and major principles associated with classical and operant conditioning, and c)
the research methods used in the study of learning and behavior, including small n, reversal and multiple baseline
designs. In addition, students will demonstrate an understanding of: a) the differences between classical and operant
conditioning, b) the shaping of new behavior, c) schedules of reinforcement, d) the differences between punishment
and negative reinforcement, e) stimulus discrimination and generalization, and f) the limits of learning theory.
2  Learning to Analyze and Critically Evaluate Ideas, Arguments, and Points of View – Upon completion of the
course, students will be able to demonstrate an understanding of: a) the reasons why many consider the study of
learning and behavior to be among the most “scientific” of the psychological content areas; b) the parallels between
operant conditioning as defined by Skinner and natural selection as defined by Darwin; c) the strengths and weaknesses
of behaviorism as a defining school of thought when compared to others in the history of psychology; d) the value of
applying learning theory as an effect method for behavior change in both therapeutic settings and the community at
large; and d) the debate between determinism and free will as these concepts relate to the behavioral school of thought.
3  Developing Skills in Oral and Written Expression – Upon completion of the course, students will have
demonstrated continued development in their scientific writing skills (via submission of APA-style laboratory reports)
and oral communication skills (via a variety of informal presentation opportunities).
TOPICAL OVERVIEW:
Content Covered
UNIT #1: Chance Chapters 1-4 (and associated “Sniffy” exercises)
UNIT #2: Chance Chapters 5-8 (and associated “Sniffy” exercises)
UNIT #3: Chance Chapters 9, 11, 13 and Walden Two (and “Sniffy”)
Evaluation Date
Thursday, Sep 21
Thursday, Nov 2
Thursday, Dec 7
EXTENDED TUE/THU CLASS MEETINGS: The lab (“Sniffy”) and unit evaluation components of the course have been
scheduled for select Tuesdays and Thursday mornings (9:30-10:45 am) when extended time is required. The remaining
Tue/Thu class meetings will involve normal course content-related activities.
COURSE REQUIREMENTS:
Unit Evaluations: Content learning will be assessed via three “unit evaluations.” Each will consist of X% (some
percentage) short “quick-thinking” items and X% (some percentage) critical thinking, application and/or problem
solving items. Students are expected to be present for all unit evaluations. The composite percentage score on the unit
evaluations will comprise 45% of the course grade.
Final Evaluation: The end-of-course evaluation will be custom-designed for each student based on items missed on the
regular unit evaluations. This will count toward 10% of the course grade – but it will also serve as a second-chance
opportunity to re-address answers missed on the three regular unit evaluations. In other words, corrected answers on
the final evaluation will be used to improve grades earned on the regular evaluations. However, in order to have this
opportunity, students must attend the “evaluation review” class session following each of the unit evaluations. The final
evaluation is scheduled for 8:30 am on Thursday, Dec 14.
Reading Video-Viewing Checks: In order to facilitate optimal learning, students are expected to complete the assigned
readings, watch the assigned videos and complete a reading/viewing quiz. Quizzes will include one video-based item (to
be completed before class arrival) and up to three chapter-based items (to be completed at the beginning of class).
(More extensive reading checks will be administered in association with the Walden Two assignments.) The
reading/viewing checks will be worth 10% of the course grade.
Class Engagement (Attendance, Discussion,
Participation in Class Activities): Students are
expected to attend class regularly and actively
participate in class discussion and activities. The
instructor attempts to create an open environment that
invites contributions from even the most reserved
students. Based on the past, most students have strong
opinions regarding the often controversial topics
associated with learning theory and Behaviorism as a
school of thought. Engagement points can be earned as
follows: 1 point for “full” participation; ½ point for
simple on-time attendance with minimal engagement
and/or late arrivals); and 0 pts for absentees.
Distracted cell-phone usage may result in an additional
engagement point deduction. Class engagement will
comprise 5% of the course grade. (Absences due to
Covid-related illness will not be factored into the
class engagement grade.)
Laboratory Work: Each student will be expected to submit two APA-style research reports (“Sniffy” reports) based on
exercises conducted in the lab portion of the course. An additional (third) “second-chance” report may be submitted, in
which case only the two highest graded reports will count toward the course grade. First drafts of these reports must
be submitted no later than one week following lab completion. Following feedback from the course learning
assistant, final reports are due two weeks following completion of the lab exercise. These reports will comprise 25%
of each student's final course grade. While specific details will be provided with each lab exercise, the “Sniffy” reports
will be expected to address the following (in APA style):
 An explanation of the principles of learning demonstrated by the Sniffy exercise(s), a brief description of
relevant past research and explicitly stated hypotheses
 A method section written as if the experiment were completed with real rats in a real operant conditioning
chamber
 An analysis and explanation of the results, including how they relate to past research and confirm or
contradict the hypotheses
 Graphs and/or tables depicting the results, generated by the software program or produced in Excel
 A discussion of what was learned – which can include new information or a confirmation of content
already learned
Other In-Class/Homework Assignments: The final 5% of the course grade may be earned through completion of
in-class/homework/lab activities, including “Sniffy data,” which must be submitted no later than one-week
following any lab exercises that students do not submit formal research reports. Again, ALL ASSIGNMENT
SUBMISSIONS MUST BE FORMATTED AS A WORD, EXCEL OR PDF DOCUMENT!!
Extra (Bonus) Credit: Periodically, students may have opportunities to earn bonus points toward their class
participation, reading review, unit evaluation, and/or lab work grades.
FINAL COURSE GRADES: In summary, course requirements will be weighted as follows for grading purposes.
UNIT EVALUATIONS (3):
READING REVIEW QUESTION EXERCISES (14):
ENGAGEMENT (ATTENDANCE/PARTICIPATION):
“SNIFFY” LAB REPORTS (2-3):
FINAL EVALUATION:
OTHER ASSIGNMENTS:
45%
10%
5%
25%
10%
5%
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|
|
|
100%
Using these weightings, each student's final percentage will be calculated and course grades will be assigned exactly as
follows:
A = 93.33 – 100%
A - = 90.00 – 93.32%
B+ = 86.67 – 89.99%
B = 83.33 – 86.66%
B- = 80.00 – 83.32%
C+ = 76.67 – 79.99%
C = 73.33 – 76.66%
C- = 70.00 – 73.32%
D+ = 66.67 – 69.99%
D = 63.33 – 66.66%
D- = 60.00 – 63.32%
F=
< 60.0%
OTHER COURSE-RELATED POLICIES:
Mobile Phones: Unless in use for a class activity,
all mobile phones should be turned off, stored
away and not accessed during class time. If
students are respectful of this policy, the
instructor may occasionally provide an
opportunity for a “Phone Access Break.”
Academic Misconduct: The academic policies
described in the Student Handbook will be strictly
upheld. Students should refer to this document
(available online) for information about
plagiarism and other forms of academic
misconduct. If students have any questions
regarding definitions and/or interpretations,
they are strongly encouraged to consult with
the course instructor.
Accommodations for Students with Disabilities: Baker University is committed to providing
“reasonable accommodations” in keeping with section 504 of the Rehabilitation Act and the Americans with
Disability Act of 1992. Access Services coordinates accommodations and services for all eligible students
with disabilities. If a student has a disability and wishes to request accommodations and has not
contacted Access Services, he/she should do so as soon as possible. Access Services is located in the
lower level of Collins Library and can be reached by email (Sunny.Allen@bakeru.edu) or by phone at 785594-8352 (or ext. 8352). Information about Access Services can also be found on the Baker web site at
www.bakeru.edu/sas.
Credit Hour Definition and Associated Course Expectations: Consistent with best practices in higher
education, Baker University readily subscribes to the federal definition of the “credit hour” endorsed by the
Higher Learning Commission. Driven by intended learning outcomes and verified by evidence of student
achievement, the “credit hour” is an institutionally-established equivalency that reasonably approximates
not less than one hour of classroom (or direct faculty) instruction and a minimum of two hours of out-ofclass student work per week for the duration of the course enrollment period. A 3-credit-hour course
requires approximately 45 classroom contact hours, roughly 90 out-of-class work hours and
approximately 135 total instructional hours over a 15-week semester. In that this course carries 4 hours
of credit, 75 hours of classroom instruction have been planned over the 15-week period. In addition,
students are expected to spend roughly 105 hours (7 hrs/week) on out-of-class work including: a) text
readings, b) video viewing, c) reading-related exercises, d) unit evaluation preparation, e) APA-style lab
report preparation, f) other lab-related work, and f) miscellaneous assignments.
Policies on attendance related to COVID-19 (and other infectious diseases)
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If you are experiencing the common symptoms of COVID-19, please do not attend class.
Notify me, your instructor, if you are unwell and will miss class. You will not be penalized for absence from
an in-class session if you are infected with the virus. You will, however, be expected to keep up with the
class and submit any and all assignments on time, electronically unless your symptoms become severe. You
should remain in communication with me regarding ongoing concerns.
If you do become ill with what might be COVID-19 please test yourself or work with Dean Bailey or Sports
Medicine (if you are an athlete) to get tested. If you have to isolate due to infection by Covid-19 and you are
too ill or fatigued to complete assignments, we will work on a reasonable makeup schedule together.
If your illness coincides with a scheduled unit evaluation, you should notify me in advance. Alternative
arrangements will be made.
I will trust you to be honest with me about this very serious and important issue as I hope that you are
individuals with integrity. Please know however, that if I discover you have made a false claim of illness to
avoid work in my class, there will be appropriate consequences.
The health of every individual in our community is the priority.