Psy 360: Learning and Conditioning
Dr. Val Farmer-Dougan
Fall, 2015
http://about.illinoisstate.edu/vfdouga/Pages/Psychology-360.01.aspx
Welcome to Psychology 360.
In this course you will encounter firsthand the basic theories and applications in learning and
conditioning. You will be introduced to the historical underpinnings of modern theories on
learning and conditioning, as well as important applications demonstrating how knowledge of
these concepts and theories help both humans and animals in our daily lives.
As a result of this class you should develop an understanding of the roles that consequences
and the scheduling of consequences on acquisition, maintenance and structure play in the
behavior of human and nonhuman organisms. The course emphasizes both the mechanisms
and theories surrounding how consequences select and shape behavior, with an emphasis on
methodology, measurement and quantification of behavior as a means of explaining underlying
mechanisms.
This course is structured so that you will find we move from a basic introduction to historical
theories of classical and operant conditioning to the cognitive and biological aspects of learned
and conditioned behavior. We will discuss applications of these theories throughout the course,
as well as discuss ethical issues surrounding learning and conditioning techniques for both
human and animal behavior. Both lecture and the textbook play an integral guide for you in this
course. The book includes a study guide as the second third of the book. Some assignments
will utilize the study guide resource, while others may involve reading an original source
provided to you online.
PLEASE keep this syllabus; it contains reading assignments, test dates
Dr. Farmer-Dougan’s Office Hours:
My office is in the lab-Felmley 230A (NOT DeGarmo).
Office phone is 438-4554;
Office hours are: MWF 11 to 11:50 AM or by appointment.
LEARNING OBJECTIVES:
Goals for the Psy 360.01: Learning and Conditioning: As a result of completing the
course, the student will be able to:
 Define and discuss current issues in learning, habituation, classical conditioning,
operant conditioning, and comparative cognition.
 Outline the historical developments in learning and conditioning.
 Define elicited versus emitted behavior.
 Compare and contrast habituation and sensitization.
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Define the major terminology for classical conditioning and describe the classical
conditioning paradigm.
Outline the parameters critical to classical conditioning.
Compare and contrast the mechanisms of CSs and USs, and what makes an
effective CS.
Define the major terminology for operant conditioning and describe the operant
conditioning paradigm.
Outline the parameters critical to operant conditioning.
Distinguish the various procedures and schedules of reinforcement used in
operant conditioning.
Explain the matching law, behavioral regulation and discuss the concept of selfcontrol.
Describe and discuss regulatory and motivational mechanisms involved in operant
conditioning.
Describe procedures used to measure stimulus control, and explain the learning
factors critical to developing stimulus control.
Define extinction, and discuss the various theories of extinction.
Distinguish between avoidance and punishment
Discuss the ethical considerations inherent in avoidance and punishment
Recognize the similarities and differences in learning processes across species of
animals and humans.
Address contemporary social issues contained within the analysis of behavior in
experimental and applied situations.
Become familiar with the ethics involved in research with animal subjects and the
legal and moral responsibilities of those working with nonhuman subjects.
Required Text:
The text used in this class is Behavioral Analysis and Learning, 5th Edition by W. David Pierce
and Carl Cheney. It is available at the university bookstores as well as at Amazon.com and
other online bookstores. The book is required and it is highly recommend that you read it.
Homework will be assigned using the book.
Class activities and Grading
Lectures are Monday and Wednesdays. It is important that you attend each class
unless illness, emergency or graduate school/job interviews conflict. Obviously, if you are in
marching band, an athlete, or on an ISU team, you are excused. Please give me your schedule
early in the semester so I can anticipate when you will be gone and have make-up assignments
ready for you.
Power points for each lecture will be made available the night before the course. Please
be advised that I may change these slightly as I am reviewing for lecture right before class and
be prepared to adapt. Printing and reading the Power Points are not sufficient for understanding
the information in lieu of class attendance. If that were true, I would email them all to you and go
home…..but, I want you to learn this material. It is important! So, come to class!
It is best if you read the reading assignment BEFORE the lecture. This helps with spelling
terminology or understanding experimental procedures. Surprisingly, the area of learning and
conditioning is quite jargon-ridden. You will be lost if you do not keep up on the reading.
I have provided a day-by-day outline of lecture topics and assigned readings. Please not that
this is subject to change, and watch the website and listen for announcements in class
regarding any changes.
Tests
There will be three tests given in this class, approximately every 5 weeks (and what kind of
schedule is this? What is the reinforcer for you?). Tests will involve some multiple choice, fill-inthe-blank or matching, but essay responses will be highly emphasized. Be prepared!
Class Assignments
Class assignments (both in and out of class) will provide a maximum of 100 points. You
must be present in class to receive credit for an in-class assignment. Out of class assignments
will be due at the next class period. Class assignments will be unannounced and interspersed
throughout the semester (and what schedule might this be? What is the reinforcer?).
Review Paper
Each person will write a literature review and critical analysis of a topic of their choice.
However, the paper must be written from a behavioral viewpoint (look in your book and see how
broadly that is defined!). This paper will follow APA referencing style and must include an
abstract, APA reference section, and a running head. The paper is due the Wednesday before
finals week. More information regarding this paper and the format of the paper will be distributed
later in the semester. This paper will be worth 100 points. Note: I gladly read rough drafts and
provide guidance for this paper assignment.
Extra Credit:
A maximum of 5% extra credit may be earned by participating in research experiments in the
Psychology Department. That is a maximum of 25 points. 5 points will be given for each hour of
participation.
Final Grades:
Grades will be based on the following:
Tests (100 points each)
Class assignment
Review Paper
300 points
100 points
100 points
Final grades will be point based. Grades will be assigned for points earned as follows:
A: 450-500
B: 400-449.99
C: 350-399.99
D: 300-.49.99
F: 299.99 or below
(and what kind of reinforcer are points and grades?)
Academic Dishonesty
Any cheating will not be tolerated. Cheating or plagiarism will result in an F in the course and
referral to the Student Code Enforcement Review Board (SCERB) for disciplinary action.
Cheating INCLUDES (but is not limited to): plagiarism of both published and unpublished
written work, having another individual take or assist you with an online exam, taking an exam
for or assisting another individual with an online quiz, performing or completing a class
assignment or quiz for another individual or having another individual perform or complete a
class assignment or quiz for you. Cheating is thus defined generally as representing work that
is NOT your own as your work or allowing your work to be represented as another’s' so that
individual receives academic credit.
Violators of this policy will receive a failing grade on that assignment or quiz, a possible
failing grade for the course, and referral to the department chair and the SCERB for disciplinary
action. (What kind of consequence is given for cheating; will this eliminate or just reduce cheating and why?).
Special Problems
If you have a disability, if English is your second language, or need other special
considerations, please see me as soon as possible (that's before the first test!) to work out any
special arrangements that might be needed. If you fail a test, please see me as soon as
possible. I cannot help you if you do not contact me for help!
Please Note: According to University Guidelines: Any student needing to arrange a
reasonable accommodation for a documented disability should contact Disability
Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD). They are there to ensure that
you receive the help you need!!
Weekly Schedule
Outlined below are the reading assignments and lecture topics
by lecture day. Please note that these are subject to change.
Watch the website and listen for class announcements regarding
changes. You will be held responsible for any changes to due
dates or reading assignments.
Date
8/17
8/19
8/24
8/26
8/31
9/2
9/7
9/9
9/14
9/16
9/21
9/23
Lecture Topic
Intro to Class and What is learning?
Reading
Assignment
Chapter 1
A brief history of Behavioral Research
Behavioral Research and Experimental Analysis of Behavior
Chapter 2
Innate Behavior and Habituation
Introduction to and Parameters of Classical Conditioning
Theories of Associative Learning
Chapter 3
LABOR DAY: NO CLASS
The Rescorla Wagner Model
TEST #1
Operant versus classical conditioning: Law of Effect
Chapter 4
Disequilibrium Models
Reinforcement schedules and factors affecting reinforcement
schedules
9/28 Applications of operant conditioning
9/30 Punishment
10/5 Aversive conditioning, avoidance and learned helpless ness!
10/7 Biological Boundaries? Can't anything be learned?
10/12 Biological boundaries in application of learning II.
Chapter 5
Chapter 6
Chapter 7
10/14 Stimulus Control
10/19 Stimulus control Behavioral Contrast and Errorless learning
10/21 Applications of Stimulus Control: Feature Negative Effect
TEST #2
10/26
10/28 Choice and the Matching law
11/2 Other theories of Choice
11/4 Behavioral Economics
11/9 Conditioned reinforcement
11/11 Imitation and Modeling
11/16 Verbal behavior and language
11/18 Can animals think?
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Thanksgiving Break
11/30 Can animals think II?
12/2 Three levels of Selection: A starting point at our ending point
Chapter 14
Final Exam: It is just TEST #3: Time and Date TBA
Date of the final exam will be announced once it is available.