Learn 1

Monday, June 20, 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/learnmemory,2002,fall.htm

and Lavin”s web page http://web.sbu.edu/psychology/lavin/

                  

Text:

Schwartz, B., Wasserman, E. A. & Robbins, S. J. (2002).  Psychology

 

     of Learning and Behavior.   New York:  John Wiley.   

 

                                                                                                   

                                                                       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—those learned in Intro for example. Hope my particular biases will add a novel and profitable addition to your burgeoning understanding of

learning (and memory). Of course, 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) those core  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  Schwartz, B  (a compact little text) for much of the semester and embellish our understanding of his chapters with research

articles, class notes, and films. Schwartz’s text will provide the core  but it is my responsibility to translate that information to you via my comedy, anecdotes, overheads, and provided germane internet sites.

     In addition, the course will have its own web page http://web.sbu.edu/psychology/lavin/learnmemory,2002,fall.htm

and I will be downloading outlines for each lecture which you can use to prepare for class. For example, there are 3 sections for this course so lecture 1 will be labeled 11@222 and the last lecture will be labeled 37@222.

 

                                                                                   

 

                                                                                              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.

___________________________________________________________

Section I. Learning Without Awareness: Classical Conditioning. Schwartz et al (2002) Chapters 1, 2, 3, 4, & pgs 110-113 & pgs 121-126.

 

Aug 26      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 will be discussed. I will also  photograph you via a

                  digital cameral to help me learn your names and help you

                  learn the name of your colleagues. Those pictures will be

                  downloaded onto our web page.

 

Aug 28     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.

                  What is a response, and  a stimulus.

                  S-R psychology.  Learning and adaptation.  Response
                  modification w/o learning.  Advantages and disadvantages to

                  learning. Pg 13-18 Schwartz.                       

                 

 

                 

 

                                                                                       Learn 4

Aug 30 Sept 2      The primitive beginnings of behavioral change: non- associative learning.

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/L/LearnedBehavior.html

 

http://www.uams.edu/department_of_psychiatry/slides/html/learning/sld054.htm habituation  and sensitization. Everyday

                  examples plus Thomas Carew's work on the

                  physiological underpinnings of

                  sensitization and habituation.  Chapter 2 Schwartz.                                                                                                 

 

Sept 4,6, 9     Associative learning: Learning w/o awareness.

                Pavlovian conditioning-

                Basic and complex principles.  Historical

                introduction of I. P. Pavlov. Schwartz 3 –43-57 Learning

                principles. Acquisition, extinction,

                parametric variables, Pavlovian inhibition

                principles.  Everyday examples.  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

       Stage 1                  Stage 2                       Stage 3

http://www.biols.http://www.biols.susx.ac.

 http://www.users.csbsju.edu/~tcreed/pb/pavcon3.html                     

 Sept 11, 13         Associative learning without CS-UCS pairings.

               Advanced Pavlov.  Blocking p 101 Sensory               Preconditioning  pgs 110=113 sensory preconditioning - An association between stimuli established prior to the beginning of conditioning. For example, a light and a bell may be repeatedly paired 100 times; following this, the animal is conditioned to withdraw the foot in response to the light. After it has learned to make the conditioned response to the light, the bell is suddenly sounded. Experiments demonstrate that the bell will evoke the conditioned response, although the bell has never served as a conditioned stimulus before. Higher-order conditioning pg  113    

Group

First Order

Second Order

Extinction

Test

Experimental

Tone đ Shock

Light đ Tone

Tone

Light

Control

Tone đ Shock

Light đ Tone

-

Light

                                                                           

                                                                                         Learn 6

                              

Sept 16, 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.  Schwartz 64-66 The premise of equipotentiality states that the selection of the species, stimulus, response, reinforcer, and other aspects of the experimental preparation is arbitrary. A considerable amount of evidence now challenges this concept. As early as 1970, Seligman argued that the dimension of preparedness must be included in the analysis of conditioning. Preparedness refers to the idea that innate predispositions determine the conditionability of any two events. Biological predispositions apparently do determine what types of associations can be learned. Biological determinants of behavior may intrude on the learning process.

 

 

 

Sept  20, 23.   Opponent-process theory of learning. Pavlov

               reinterpreted.  Siegel's compensatory findings where the USR

               does (Schwartz 122-126)                                                                                                 

               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. 

 

Sept 27       Contingency learning and Pavlovian learning,                  

                    Robert Rescorla and the infamous .5 learning situation.

                    Lavin Notes. Schwartz 71-74

 

Sept 30        Applications of Pavlovian conditioning. http://camden-  nt1.rutgers.edu/hart/intro/learning/tsld017.htm Lavin will discuss applications of Pavlovian Conditioning and please read Schwartz 29, 53, 56, 77, 88

                    

 

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Oct 2          It is your turn. Application presentation day for those students who have chosen applications germane to section 1.              http://www.science.mcmaster.ca/Psychology/psych2t3/topic6.html

    

 

Oct 4          Exam 1. Section I. Learning Without Awareness: Classical Conditioning. Schwartz et al (2002) Chapters 1, 2, 3, 4, & pgs 110-113 & pgs 121-126 Multiple choice, short

                    identification, some matching, and 1

                    integrative essay question.

                    Readings: Lavin, Rescorla, and Hinson

                    and Krank. Emphasis on applications. Web sites and

                    Schwartz pages. Study hard, historically students have

struggled on this one.

 

 

Section II. Operant response learning  and imitation learning. Schwartz 7, 8, 9 & 217-222

                                           

 Pavlovian conditioning is largely responsible for our motivation to respond in any situation. Operant conditioning, on the other hand, is that we learn to do to satisfy those motivational states.

 

 

 

 

                                            

                                                                          Learn 8

 

 

http://www.infoseek.com/Titles?qt=operant+conditioning&rf=11&sv=N6&st=10

 

Oct  7         Principles and applications of

                   Instrumental/appetitive conditioning. Comparison of Classical and Operant conditioning  http://www.dushkin.com/connectext/psy/ch06/compare.mhtml

Schwartz 133-138

 

Oct  9 & 11    Shaping, schedules of reinforcement, chaining, . http://brembs.net/operant/operant.html 

http://www.science.wayne.edu/~wpoff/cor/mem/operschd.html

                   superstition, http://www.gettysburg.edu/~arterber/psy101/learn3.html conditioned helplessness. 217-222

Oct 16        Nature of reinforcement. http://www.users.csbsju.edu/~tcreed/pb/operant.html

http://www.mcli.dist.maricopa.edu/proj/nru/opcond_ex.html

                   Extinction. Contingency management.  Schwartz 178-180

                   Article: Reversibility of the reinforcement

                   relation by David Premack. http://brembs.net/operant/operant.html 

                                                                                             Learn 9

 

Oct 18 & 21       Principles of aversive conditioning. Escape

                   conditioning. Avoidance.. Side effects of

                   punishment. Pgs 189-198

                   Punishment.Applications. Non-contingent

                   punishment. Side effects of rewards. Pg 160-162.

 

Oct 23       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  Schwartz 173-175.

 

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.

                                                                                Learn 10

 

 

Oct 28        Lavin discusses operant applications: clinical, behavioral,

                    Etc Skinnerian Applications See Schwartz 144,147,158,159,175,195, 212

·          The Learning Styles of Horses

·         Animal Training at Sea World. A good introduction to aPractice examples of reinf orcement and punishment. Try your hand at identifying examples of the effec ts of two consequences of behavior, reinforcement and punishment.

·         The Behav ioral Approach. A good overview of the behavioral position with description s of Pavlov, Watson, and Skinner as well as a brief overview of Types of Learnin g and assessment techniques.

·         A position paper on Aversive Co nditioning.

·         Operant Conditioning and Behaviorism - a historical outline.

·         Operant (Instrumental) Conditioning. Another good overview of operant con ditioning with general principles.

·         Features of Classical Conditioning

·         Factors Determining the Effectiveness of Classical Conditioning.

·         F eatures of Operant Conditioning.

·         Operant Conditio ning I Descriptions and examples of positive reinforcement, negative reinfo rcement, positive punishment, and negative punishment.

·         More examples of reinforcement and punishment.

·         nimal behavior an d animal training.

 

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          Section II. Operant response learning  and imitation learning. Schwartz 7, 8, 9 & 217-222

Test 2.  Schwartz chapters and pages, , articles, class notes, web sites by

                    Premack, Seligman, , and Bandura.

                                                                                     

 

 

                                                                                                  Learn 11 

 

Section III   Cognitive learning, language and memory Schwartz 13. 14, 15

 

 

Nov 4          Cognitive control of behavior and cognitive

Nov 6          learning processes. Concept learning.  Animal cognition and

                    human cognition. Schwartz 310-315

                    Tolman's type of behaviorism. Problem

Nov  8 &11        Language. Concept formation and

                    reasoning. Lavin notes.

                   Article: Savage-Rambaugh and two-way communication

                   with an infant chimp. How language facilitates learning and 

                   memory.

 

 

 

                                                       

                       http://www.valdosta.edu/~whuitt/psy702/cogsys/infoproc.html

 

 

 

 

 

 

 

                                                                                           Learn 12

Nov 13         Storage of experience. Three-stage view.

Nov 15         STM, consolidation, LTM and retrieval.

Iconic, Echoic memory.  Schwartz Ch 14

                     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. Schwartz 15

              

               Article: Control of short term memory by

               R. C. Atkinson and R. M. Shiffrin.

·          Alzhiemer's Association

·         Alzhiemer's Web Home Page

·         False Memory Syndrome Foundation Home Page

·         Open Letters Regarding 'False Memory Syndrome'

·         Recovered Memories or Modern Witch Hunt?

·         Remembering Dangerously

·         Memory Improvement Techniquesfrom Mind Tools

·         PsychWeb has a mirrow site for Mind Tools where you can find information about memory improvement, mindmapping, brainstorming, problem solving and a number of other self improvement topics.

·         Brain Memory Learning and Mind Mapping Site - Tony Buzan

·         Buzan Centre of Tronto Home Page

·         Mind Mapping FAQ

·         Mind Maps and Ma king Mind Maps

·         NOTESof W.H. Calvin on human memory mechanisms.

·         Behavior Analysis Home Page, University of South Florida

·         New Horizons for Learning

 

                                                                                Learn 13

 

Dec 2          Memory retrieval and forgetting. Bringing up

Dec 4          the past. Attributes. Memory loss or amnesia. LTM

                    Decay of memory. Anatomical basis of memory

                    retrieval. Interference.  Film on memory loss.

·                             Total Recall is a co mmerical site, they sell something, in this case Memory Training. Although it i s a commerical site, useful information is provided about memory and memory impr ovement. Take a look.

·         An Outline of Memory

·         There are several good OUTLINES concerning topics in the study of memory:

o        Models of Memory

o        Sensory Memory

o        Short Term Me mory

o        Long Term Mem ory

o        Imagery

Dec 6     Lavin gives lecture on application of our knowledge of language and memory. Schwartz 366, 368, 375 377

 

Dec 9        Applicaiton presentation day for those chosing applications 

                  relevant to this section on cognitoin, language, and memory.

 

 

Dec___& time ______01_____& time 02 Final          Section III   Cognitive learning, language and memory Schwartz 13. 14, 15 &

Lavin notes with emphasis on 

               applications. Test date will be designated by officially given times. I don’t know them now but will by December. Hard to think about December when it is sunny and 78 out here.

  

 

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)

                                                                           Learn 14

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 06/16/02

Office Hours: M-Thur 1:00-3:30

eMail address Mlavin@sbu.edu

 

 

·         Take note: This syllabus is not you average syllabus. It contains valuable pedagogical and learning information. Tables, figures, urls ( e. g., Remembering Dangerously are provided to assist you in your assimilation process. Good luck! mjl

 

 

 

6/18/2002