Psychology 310
Research Methods in Animal Learning
Anthony S. Rauhut, Ph.D.
Assistant Professor of Psychology
175 Kaufman Hall
Office Phone: (717) 245 – 1079
Laboratory Phone: (717) 245 - 1252
E-mail: rauhuta@dickinson.edu
Office Hours: T: 10:00 – 11:00 pm, W: 3:00 – 4:00 am, and By Appt.
Spring Semester, 2007
Course Number: Psych 310-01
Discussion Component: M: 10:30 – 12:20 pm
Laboratory Component WF: 10:30 – 12:20 (and other times)
The field of animal learning is a broad, changing and exciting discipline of
science! The field of animal learning also is highly theoretical! Namely, the
motivation behind many experiments in the field of animal learning is to test a
particular theory. Psychology, in general, is theoretical, but the field of animal
learning is particularly so. It is rare to read an animal learning article that does
not have some bearing on a theoretical issue within the field. In fact, this is one
aspect of the field of animal learning that greatly interests me and drew me to the
field. Thus, one important goal of this is course is to comprehend certain
theories of animal learning. The other major goal of the course is to get you
comfortable with the actual methods used to test theories in the field of animal
learning. That is, I want you to learn some skills (e.g., drug injections, behavioral
analysis, etc.) that psychologists in the field use on a regular basis to test
theories.
Discussion Component
Discussion of Articles
Generally speaking, Monday classes will be devoted to discussion of articles
relevant to the projects under consideration. Furthermore, the articles will be
used to help you write the Introductions to your laboratory reports. The articles
will be of two different types – review and empirical reports. Because review
articles can be lengthy in nature, I will present these in class. However, for the
empirical articles, I will ask you to present the article. During the semester, you
will be expected to present two articles (one from Project 1 and one from Project
2). The first day of class we will develop an article presentation schedule. Each
article presentation will be worth 25 points. The article presentations are to be 30
– 40 minutes in length and summarize the 1) background, 2) methods, 3) results
and 4) discussion. The format of the article presentations is up to you. You may
simply do 1) a lecture-style approach with Powerpoint or overheads, 2) a
discussion-style approach, or 3) some combination of the two. I recommend that
you attempt to “teach” the class about the article. Admittedly, articles can be dry
at times. However, try to attempt to make the presentation interesting! (It’s up to
you to decide on how to do this). Also, I will ask you to submit potential essay
questions associated with the article. I will use these essay questions to develop
the examinations. Thus, you will know all of the questions prior to the
examination. Failure to submit the essay questions to me at the time of
your presentation will result in point deductions from your presentation
grade.
Discussion Attendance
Your attendance (and participation) in the discussion is very important. Thus, ~
5% of your grade will be based on your attendance. At the beginning of each
class, I will take attendance. If you are not present at the time I take attendance,
then you will be marked absent for the day. Obviously, if you have an officially
excused absence, then you will not be penalized.
Discussion Notebook
You are expected to take notes during the discussion of the journal articles.
These notes will help you in terms of understanding the current project, writing
the laboratory report and taking the examination associated with the project. At
the end of the semester, you will submit your notebook to me to be graded. Your
discussion notebook is worth 25 points.
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Exams
There will be 2 examinations given at scheduled times throughout the course.
Each examination will cover only the material relevant to the project under
consideration. As I alluded to in the previous section, the format for each
examination will consist of essay questions. Each examination will be worth a
total of 50 points.
Exam Attendance
Examination attendance is a requirement. However, in the event of an officially
excused absence, a make-up examination can be given. Please refer to the
Dickinson College Bulletin as to what defines an excused absence. In the event
of an excused absence, documentation is required to be submitted immediately
to me upon your return to the College. The missed examination must be taken
within 3 school days of your return. An unexcused absence from a particular
examination will result in a 0 for that examination.
Extra Credit
The Psychology Department sponsors a “Speaker Series” whereby local,
national and international scholars come to campus to give presentations
regarding their research/work. Generally speaking, these talks are for 1 hour and
occur in the evenings, Monday through Friday, about 3 – 4 times a semester.
For each talk that you attend, you will be given 1 extra point (raw point). Thus, if
you attend 4 talks, then you can accrue 4 extra credit points (1% of the overall
point value in the course).
Grading
Grading Scale
Letter
A
AB+
B
BC+
C
CD+
D
DF
Percentage
93 – 100
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 – 73
72 – 70
69 – 68
67 – 63
62 – 60
59 or below
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How is Your Grade Calculated
Source
Examinations
1
2
Point Value
50
50
Laboratory Reports
1
2
100
100
Oral Presentations
1
2
25
25
Discussion Notebook
25
Discussion Attendance/Participation
25
Total Class Points =
400
Your Grade =
Your Total Point Value (Examinations, Reports, Etc.. + Extra Credit) X 100
400
Suggested Text
Principles of Learning & Behavior (5th Edition). Copyright 2003. Michael
Domjan. This text is recommended for individuals who do not already own a
learning textbook or do not have easy access to such a textbook.
Publication Manual of the American Psychological Association (5th Edition).
Copyright © 2001. This text is recommended for individuals who do not already
own the text or do not have easy access to a copy.
Required Readings For the Course
Below is a listing of reading that I have placed on reserve under Course
Documents on Blackboard. It is expected that the reading will be completed
at the time of discussion of the article.
Animal Care and Use
1) Herzog, H.A. (1990). Discussing animal rights and animal research in the
classroom. Teaching of Psychology, 17, 90-94.
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2) Guidelines for Ethical Conduct in the Care and Use of Animals. Developed
by the American Psychological Association’s Committee on Animal
Research and Ethics (Care).
Readings for Laboratory Project 1
3) Flaherty, C.F., & Checke, S. (1982). Anticipation of incentive gain.
Animal Learning and Behavior, 10:177-182.
4) Flaherty, C.F., Turovsky, J., & K.L. Krauss. (1994). Relative hedonic
value modulates anticipatory contrast. Physiology and Behavior, 55:10471054.
5) Parker, L.A. (1995). Rewarding drugs produce taste avoidance but not
taste aversion. Neuroscience and Biobehavioral Reviews, 19:143-151.
6) Grigson, P.S. (1997). Conditioned Taste Aversions and Drugs of Abuse:
A Reinterpretation. Behavioral Neuroscience, 111(1): 129-136.
7) Scalera, G., Grigson, P.S., & Norgren, R. (1997). Gustatory functions,
sodium appetite, and conditioned taste aversion survive excitoxic lesions
of the thalamic taste area. Behavioral Neuroscience, 111:633-645.
8) Gomez, F., & Grigson, P.S. (1999). The suppressive effects of LiCl,
sucrose, and drugs of abuse are modulated by sucrose concentration in
food-deprived rats. Physiology and Behavior, 3:351-357.
9) Grigson, P.S., Lyuboslavsky, P., Tanase, D. (2000). Bilateral lesions of
the gustatory thalamus disrupt morphine- but not LiCl-induced intake of
suppression in rats: Evidence against taste aversion hypothesis. Brain
Research, 858:327-337.
10) Grigson, P.S., and Freet, C.S. (2000). The suppressive effects of sucrose
and cocaine, but Lithium chloride, are greater in Lewis than in Fisher rats:
Evidence for the reward comparison hypothesis. Behavioral
Neuroscience, 14:353-363.
11) Grigson, P.S., Twining, R.C., and Carelli, R.M. (2000). Heroin-induced
suppression of saccharin intake in water-deprived and water-replete rats.
Pharmacology, Biochemistry and Behavior, 66:603-608.
12) Grigson, P.S., Wheeler, R.A., Wheeler, D.S., & Ballard, S.M. (2001).
Chronic morphine treatment exaggerates the suppressive effects of
sucrose and cocaine, but not lithium chloride, on saccharin intake in
Sprague-Dawley rats. Behavioral Neuroscience, 2:403-416.
Readings for Laboratory Project 2
13) Robinson, T.E., & Berridge, K.C. (1993). The neural basis of drug craving:
An incentive-sensitization theory of addiction. Brain Research Reviews,
18:247-291.
14) Hinson, R. E., and Poulos, C. X. (1981). Sensitization to the behavioral
effects of cocaine: Modification by Pavlovian Conditioning. Pharmacology,
Biochemistry and Behavior, 15:559-562.
15) Schiff, S. R. (1982). Conditioned dopaminergic activity. Biological
Psychiatry, 17: 135-154.
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16) Tilson, H. A and Rech, R. A. (1973). Conditioned drug effects and
absence of tolerance to d-amphetamine induced motor activity.
Pharmacology, Biochemistry and Behavior, 1:149-153.
17) Post, R. M., Lockfeld, A., Squillace, K. M., & Contel, N. R. (1981). Drugenvironment interaction: context dependency of cocaine-induced
behavioral sensitization. Life Science, 28: 755-760.
18) Vezina, P & Stewart, J. (1984). Conditioning and place-specific
sensitization of increases in activity induced by morphine in the VTA.
Pharmacology, Biochemistry and Behavior, 20: 925-934.
19) Browne, R. G. & Segal, D. S. (1977). Metabolic and experimental factors
in the behavioral response to repeated amphetamine. Pharmacology,
Biochemistry and Behavior, 545-552.
20) Mazurki, E. J. & Beninger, R. J. (1987). Environment-specific conditioning
and sensitization with (+)-amphetamine. Pharmacology, Biochemistry and
Behavior, 27:61-65.
21) Vezina, P. & Stewart, J. (1990). Amphetamine administered to the ventral
tegmetnal are but not to the nucleus accumbens sensitizes rats to
systemic morphine: Lack of conditioned effects. Brain Research, 516: 99106.
22) Mitchell, J. B. & Stewart, J. (1990). Facilitation of sexual behaviors in the
male rat associated with intra-VTA injections of opiates. Pharmacology,
Biochemistry and Behavior, 90: 247-252.
23) Levens, N., & Akins, C.K. (2004). Chronic cocaine pretreatment facilitates
Pavlovian sexual conditioning in male Japanese quail. Pharmacology,
Biochemistry and Behavior,79: 451-457.
24) Fiorino, D. F., & Phillips, A. G. (1999). Facilitation of sexual behavior and
enhanced dopamine efflux in the nucleus accumbens of male rats after Damphetamine-induced behavioral sensitization. Journal of Neuroscience,
19: 456-463.
25) Clarke, P. B., & Stolerman, I (1983). The effects of nicotine on locomotor
activity in non-tolerant and tolerant rats. British Journal of Pharmacology,
78, 329-337.
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Laboratory Component
The Laboratories
There will be 2 laboratory projects throughout the semester that correspond to
topics covered in lecture roughly at the same time. The tentative schedule of the
laboratory projects is listed on Page 9. Note: this is my best estimate as to the
timeline of the projects. The laboratories are intended to illustrate key concepts
in the field of animal learning and to acquaint you with various behavioral
paradigms (e.g., classical conditioning) commonly used by researchers in the
field. Moreover, the laboratories are meant to teach you fundamental skills (e.g.,
drug mixing and injecting, electronics and computer programming) necessary to
conduct research in this area.
The laboratory component of the course will occur generally during class
on Wednesdays and Fridays. The Discussion component will occur on Mondays.
However, please note that at times you will be divided into 2 sections
(approximately 10 people per section), with each laboratory section meeting only
once a week. This should make things more manageable and decrease the
likelihood that you will be falling over each other (hopefully). Also, because
Laboratory 1 involves a conditioned taste avoidance procedure, you will be
expected to come to lab (Monday – Sunday) during periods of time outside of the
officially scheduled times on Wednesday and Friday. We will develop a watering
schedule once the semester begins. The times you water your rat outside of the
officially scheduled times will be flexible and not exceptionally time demanding.
In fact, I anticipate that the time you water your rat outside of the officially
scheduled times will not be any longer than 3 hours/week. Please do NOT
schedule other activities during the official discussion or laboratory
times!!!
Laboratory Reports
You will be asked to write a laboratory report following each project. Each
laboratory report will be worth 100 points. The laboratory report is to be in a style
approved by the American Psychological Association (APA). The specific format
concerning the laboratory reports will be covered in class.
Laboratory Attendance
Your attendance in laboratory is very important. Your contribution in the
laboratory directly influences the projects. For example, the data collected from
your rat contributes to the larger data set. If you are absent, then the projects will
not run smoothly. Thus, unexcused absences from the laboratory (or failure
to run your rat at the appropriate time) will result in a 10% lowering of your
final grade for each unexcused absence from the laboratory (or failure to
run your rat at the appropriate time).
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Tentative Discussion Schedule
Date
Topic
Reading
Mon, Jan 22
Wed, Jan 24
Opening Ceremonies
Using Animals in Research:
Case Studies on Animal Ethics
Using Animals in Research:
APA Guidelines
Assign Readings
Herzog (1990); Herzog (2005)
Presenter: Rauhut
Guidelines for Ethical Conduct
in the Care of and Use of Animals
Presenter: Rauhut
Fri, Jan 26
Mon, Jan 29
Review of Lab Project 1
Anticipatory Contrast
Anticipatory Contrast
Monday, Feb 5
Reward Comparison Hypothesis
Conditioned Taste Avoidance
Monday, Feb 12
Support for RCH
Support for RCH
Mon, Feb 19
Support for RCH
Support for RCH
Mon, Feb 26
Support for RCH
Support for RCH
Mon, March 5,
Flaherty et al. (1994)
Presenter:________________
Flaherty & Checke (1982)
Presenter:________________
Grigson (1997)
Presenter:________________
Parker (1995)
Presenter:________________
Scalera et al. (1997)
Presenter:________________
Gomez & Grigson (1999)
Presenter:________________
Grigson et al. (1999)
Presenter:________________
Grigson et al. (2000a)
Presenter:________________
Grigson et al. (2000b)
Presenter:________________
Grigson & Fleet (2000)
Presenter:________________
Examination 1
Spring Break Begins @ 5 pm, Friday, March 9 and resume on Monday, March 19 @ 8 am
Mon, March 19
Mon, March 26
Review of Laboratory Project 2
Incentive Sensitization Theory
Sensitization and Conditioning
Sensitization and Conditioning
Mon, April 2
Sensitization and Conditioning
Sensitization and Conditioning
Mon, April 9
Sensitization and Conditioning
Sensitization and Conditioning
Mon, April 16
Sensitization and Conditioning
Sensitization and Conditioning
Mon, April 23
Sensitization and Facilitation
Sensitization and Facilitation
Mon, April 30
Sensitization and Facilitation
Nicotine and Sensitization
Thursday May 10 @ 9 am
Final Examination
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Robinson & Berridge (1993)
Presenter: Rauhut
Hinson & Poulos (1981)
Presenter: ________________
Schiff (1982)
Presenter:________________
Tilson & Rech (1973)
Presenters:________________
Post et al. (1981)
Presenter:________________
Vezina & Stewart (1984)
Presenter:________________
Browne & Segal (1977)
Presenter:_______________
Mazurki & Beninger (1987)
Presenter: ________________
Vezina & Stewart (1990)
Presenter:________________
Mitchell & Stewart (1990)
Presenter:________________
Levens & Akins (2004)
Presenter:________________
Fiorino & Phillips (1999)
Presenter:________________
Clarke & Stolerman (1983)
Presenter:________________
Tentative Laboratory Schedule
Date
Task
Mon, Jan 22
Preparing to Receive the Rats
Wed, Jan 24
Proper Rat Handling & Care
Fri, Jan 26
Proper Rat Handling & Care
Wed, Jan 31
Drug Mixing & Injecting
Fri, Feb 2
Drug Mixing & Injecting
Wed, Feb 7
Conditioning Day 1
Fri, Feb 9
Conditioning Day 2
Wed, Feb 14
Conditioning Day 3
Fri, Feb 16
Conditioning Day 4
Wed, Feb 21
Conditioning Day 5
Fri, Feb 23
Conditioning Day 6
Wed, Feb 28
Conditioning Day 7
Fri, March 2
Test
Wed, March 7
Data Analysis & Writing in APA Style
Fri, March 9
Data Analysis & Writing in APA Style
Spring Break Begins @ 5 pm, Friday, March 9 and resume on Monday, March 19 @ 8 am
Wed, March 19
Lab Report 1 Due for Lab Section 1/Sensitization Training
Fri, March 23
Lab Report 1 Due for Lab Section 2/Sensitization Training
Wed, March 28
Sensitization Training
Fri, March 30
Sensitization Training
Wed, April 4
Weight Reduction
Fri, April 6
Weight Reduction
Wed, April 11
Shaping
Friday, April 13
PR Responding
Wed, April 18
PR Responding
Friday, April 20
PR Responding
Wed, April 25
Data Analysis
Friday, April 27
Data Analysis
Wed, May 2
No Lab
Fri, May 4
Lab Report 2 Due for Both Sessions/Lunch @ G-Man
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