Learn 1
Monday, June 17, 2002
Classes begin August 26,
2002
Course
Syllabus
Psychology
222
Learning
and Memory
Psych 222
M-W-F
Section 01: 8:30-9:20
Room: D-19
Section 02: 9:30-10:20
Room: D-19
Fall, 2002
Instructor: Michael J. Lavin
Your name:
__________________________
Your address:
__________________________e mail@________
Web Page
http://home.sbu.edu.
Your Phone#
__________________________
Course web page http://web.sbu.edu/psychology/lavin/Learning%20Syllabuks,%202000.htm
and http://web.sbu.edu/psychology/lavin/
Text:
Anderson, J. R.
(2000). Learning and memory.
New York: John Wiley.
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Learn 2
Viewpoint: The instructor's.
This course is
designed to be an intensive analytical
investigation of
basic and complex learning and memory
processes. It is not a theories course, although
theoretical
interpretations will
occasionally be discussed
I hope I am not being presumptuous in
assuming that you are
generally familiar
with basic learning principles and
paradigms and hope
that my particular biases will add a novel
and profitable addition
to your burgeoning understanding of
learning (and
memory). The ultimate goal of this course is to determine how
such learning and
memory principle have direct application to our everyday lives.
Since my dissertation days, I have assimilated some
rather radical
assumptions about learning, sort of neo-
evolutionary/
biological in nature (extremely in "nature").
It has always been my
position that learning is an evolved
biological process
(so is perception for that matter) which
permits the processing
capacity to infer relations, stimuli,
and events which
occur in time (space for perception). This
capacity, albeit,
constrained by its own biological-
physiological
limitations, has evolved laws and rules which
are shared by most
species. This is the Lavin credo and for
the remainder of the
course we shall be collectively
examining (and maybe
discovering) core the capacity laws of
learning.
I must admit also that over the years I
have mellowed a
bit and have expanded
my conception of learning to include
the organism as an
information-processor and opened the gates
of my learning
/memory model to include cognitive
interpretations.
We shall be using Anderson (a compact
little text) for much of the semester and embellish our understanding of his
chapters with research
articles, classnotes,
and films. Anderson’s text will provide the
but is my responsibility to translate that information to you via my
comedy, anecdotes, overheads, and provided germane internet sites. See
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Learn 3
Course objective: To
formulate a detailed understanding of the nature of learning and memory
processes as well as the ability
to see those processes operating in the
world beyond the classroom.
The following represents the
calendar part of the
syllabus which I shall try
to adhere while always recognizing
that a syllabus is a tool
designed to assist in course
organization but not
designed to stifle spontaneity and
curiosity.
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Aug 28 Course introduction. Review course
and
syllabus.
Discussion of mutual
expectations. Text(s), tests, research
articles, and the nature and importance of
classroom discussion and class attendance.
Silence is not
"golden."An introduction to learning. A
definition and
discussion of the evolutionary importance of
learning and
memory. I will also video tape you and photograph
you to
help me learn your names.
Aug 30 A introduction to learning. What
learning is an is not:
http://www.users.csbsju.edu/~tcreed/pb/misbehav.html#tal
A
definition
and the evolutionary importance of
learning. The importance of learning.
Anderson’s 1-4 operational definition, what is a
response, and
S-R psychology.
Learning and adasption. Response
modification w/o learning.
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Learn 4
Sept 1 The primitive beginnings of behavioral
change: non- associative learning. http://www.uams.edu/department_of_psychiatry/slides/html/learning/sld054.htm
habituation and sensitizationhttp://www.uams.edu/department_of_psychiatry/slides/html/learning/sld055.htm Habituation and Sensitization.
Everyday
examples plus Thomas Carew's work on the
physiological underpinnings of
sensitization and habituation. A 41-42
Sept 4,6,8 Associative learning: Learning w/o
awareness.
Pavlovian conditioning-
Basic and complex principles. Historical
introduction of I. P. Pavlov. A8-12 Learning
principles.
Acquisition, extinction,
parametric variables, Pavlovian inhibition
principles.
Everyday examples. 1) A44-54 1)http://www.calpoly.edu/~qgardenh/
2)
http://www.mnsfld.edu/~mlaunius/Learn/sld001.htm
basics
http://www.mnsfld.edu/~mlaunius/Learn/sld002.htm
acquisition
3)
http://www.business.sc.edu/fall97/mktg758conditioning.htm
advertising
4)
http://www.mnsfld.edu/~mlaunius/Learn/sld003.htm
and example of conditioned flavor aversions: http://www.macalester.edu/~psych/whathap/diaries/diariesf95/Sarah/conditioning.html
___________________________________________ Learn
5________________
L
Stage 1 Stage 2 Stage 3
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Learn 6
Sept 11, 13 Associative learning without
CS-UCS pairings.
Advanced Pavlov.
Blocking, Sensory
Preconditioning.
Higher-order conditioning. What causes
learning? A 51-53
http://www.users.csbsju.edu/~tcreed/pb/pavcon3.html
SPC/HOC
Blocking, A 63
Sept 15, 18 Associative
Bias. Flavor-toxicosis learning. http://www.macalester.edu/~psych/whathap/diaries/diariesf95/Sarah/conditioning.html Internal, external, and disinhibition. . Lavin's
article on
sensory preconditioning of
flavors.
This is a handout Seligman's
theory of cue utilization
and biological preparedness. A general review of
the general laws of learning (equipotentiality) vs
the neo-
evolutionary position. Culture, learning, and
eating. A 61-62
Sept 20, 22.
A 65-56 Rescorla and Wagner's
neo-
Pavlovian/cognitive interpretations of
classical conditioning. Opponent-process
theory of learning. Pavlov reinterpreted.
Siegel's compensatory findings where the USR
does
not equal the
CR. Mucho examles. Will be reading a drug
tolerance and learning article. Hinson and Krank'sarticle
on
The role of predrug signals in
morphene analgesic tolerance(1978). Pgs 61-62. When CR does not equal
UCR. A 54-58
Sept 25 Contingency learning and Pavlovian
learning, A 58-60.
Robert Rescorla and the infamous .5 learning situation.
Lavin Notes.
Sept 27 Applications of Pavlovian
conditioning. http://camden- nt1.rutgers.edu/hart/intro/learning/tsld017.htm
Systematic desensitization, phobia, drug
Sept 29 tolerance, anti-immune system and fear
conditioning.
Lavin notes.
http://www.science.mcmaster.ca/Psychology/psych2t3/topic6.html
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Page 7
Oct 2 Application presentation day for those
students who have chosen applications germane to section 1.
Oct 6 Exam 1. Multiple choice, short
identification, some matching, and 1
integrative essay question.
Readings: Lavin, Rescorla, and Hinson
and Krank. Emphasis on applications. Web sites
and
Anderson pages. Study hard, historically
students have
struggled on this one.
Section II. Operant and
imitation learning.
Pavlovian conditioning is largely responsible for our
motivation to respond in any situation. Operantconditioning, on the
other hand, is that we learn to do to satisfy these motivational states.
http://www.infoseek.com/Titles?qt=operant+conditioning&rf=11&sv=N6&st=10
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Learn 8
Oct 11 Principles and applications of
Instrumental/appetitive
conditioning. Comparison of Classical and Operant conditioning http://www.dushkin.com/connectext/psy/ch06/compare.mhtml
A79-82
Oct 13 Shaping, schedules of reinforcement,
chaining, . http://brembs.net/operant/operant.html
A137-140
http://www.science.wayne.edu/~wpoff/cor/mem/operschd.html
superstition, http://www.gettysburg.edu/~arterber/psy101/learn3.html conditioned helplessness.
Oct 16 Nature of reinforcement. http://www.users.csbsju.edu/~tcreed/pb/operant.html
http://www.mcli.dist.maricopa.edu/proj/nru/opcond_ex.htmlA 101-102,
Extinction. Contingency management. A 103
Article:
Reversibility of the reinforcement
relation by David Premack. http://brembs.net/operant/operant.html A 121- 128
Oct 18 Principles of aversive conditioning.
Escape
conditioning. Avoidance.A 129-130. Side effects
of
punishment. Punishment.Applications.
Non-contingent
punishment.
Learn 9
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Oct 20 Article: Failure to escape traumatic
shock by M. E. P.
Seligman Handout. Conditioned helplessness. Conditioned helplessness .(infamous .5) M. Seligman http://www.noogenesis.com/malama/discouragement/helplessness.html
Spouse Abuse: http://ucl.broward.cc.fl.us/pathfinders/spouse.htm
Oct
23 Learning by observation. Imitation as an
instinct. Factors that affect the likelihood
of imitation. What can be learned through
observation? Maybe phobias and addictions.
Oct 25 What about aggression? The
relationship
between aggressive behavior and watching
aggressive television. Lavin notes.
Article: Imitation of film-mediated aggression
by Bandura, A., Ross, D. & Ross, S. A.
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Learn 10
Oct 27 Lavin discusses operant applications:
clinical, behavioral,
Etc Skinnerian Applications
http://mmg2.im.med.umich.edu/~kleung/training.html
Mammal training
http://www.pacificnet.net/~jmcnary/training.html
Test questions for Operant http://www.multimedia.calpoly.edu/libarts/cslem/wt/7Obj.htm
Oct 30 Applicaion presentation day for those students chosing
operant or observational applications.
Nov 1 Test 2. Anderson pages, articles,
class notes, web siteses by
Premack, Seligman, , and Bandura.
Section III Cognitive learning, language and memory
Nov 6 Cognitive control of behavior and
cognitive
Nov 8 learning processes. Concept
learning. Animal cognition and
human cognition.
Tolman's type of behaviorism. Problem
Nov 11 solving and language. Concept
formation and
reasoning. Lavin notes.
Article: Savage-Rambaugh and two-way
communication
with an infant chimp.
Learn 7
Learn 7
http://www.valdosta.edu/~whuitt/psy702/cogsys/infoproc.html
Nov 13 Storage of experience. Three-stage
view.
Nov 15 STM, consolidation, LTM and
retrieval.
Iconic, Echoic memory. Lutz
Chapter 11.
Experience encoding. Organization of
Nov 18 experiences (e.g., chunking, coding,
Nov 20 rehearsal function of STM.
Application De
Nov 22 Mnemonics. Film on memory. Discussion
of levels of
processing, organization. Lutz 12.
Article:
Control of short term memory by
R. C. Atkinson and R. M. Shiffrin.
Dec 2 Memory retrieval and forgetting.
Bringing up
Dec 4 the past. Attributes. Memory loss or
amnesia.
Dec 6 Decay of memory. Anatomical basis of
memory
Dec 9 retrieval. Interference. Film on memory loss.
Lutz 12.
Article: Amnesic syndrome: Consolidation or
retrieval by E. K. Warrington and L.
Weiskrantz.
Dec 11 Applicaiton presentation day for those
chosing applications
relevant to this section on cognitoin,
language, and memory.
Final Lutz 11, 12 Readings by Warrington, Atkinson,
and Savage Limbaugh. Lavin notes with emphasis
on
applications.
Learn 8
Your final
grade will be based on the following percentages:
Test I: 30
%
Test 2 30%
Final 30%
Class
presentation/application either for classical, operant, or memory.
10% (5% class presentation, 5%
paper)
Major course focus: Being
able to understand basic learning
principles, parameters, and
paradigms and be able to apply
those findings to real life
settings. In addition, you should
be able to see how these
experiences are organized into
memory by retrieval and
encoding processes. Is that what you learned?
Good Luck. MJL 08/14/96
Office Hours: M-Thur
1:00-3:30
eMail address Mlavin@sbu.edu