Course Information
Instructor: Dr. Michele Moscicki Office: BS P-535
Email: [email protected]
(please put PSYCO 381 in subject line) Office Hours: Wednesdays 2-3pm (or by appointment) Course Website: Can be accessed through eClass
Course Overview
Have you ever wondered why seemingly experienced drug users overdose? How animals decide which behaviours to carry out? How reflecting on your own learning can change how that learning happens? How to promote good health behaviours and decrease poor health behaviours? If so, you are in the right class!
Throughout the course of the semester we will discuss the mechanics behind the phenomena mentioned above, as well as delve into the processes of how animals, both human and non-human, learn about the world around them. We will discuss learning from an adaptive perspective to discover how animals survive and thrive in changing environments. We will learn how factors such as
preference differentially affect learning in individuals. We will also explore how learning theory is surprisingly general across a wide variety of organisms with different cognitive abilities. Research involving non-human animals will be emphasized in this course.
Course Pre-requisites:
STAT 141 or 151 (or SCI 151) AND PSYCO 281 or 282. Students who have not completed these prerequisites will not be given credit for completing PSYCO 381.
Recommended Materials
iClicker (used for in-class participation). Both versions 1 and 2 are acceptable. REEF Polling is not supported.
iClicker remotes are small hand-held devices that allow students to respond to survey and quiz questions presented in class. iClicker remotes are available at the University Bookstore. You can use the same iClicker for every class in which one is required for your entire career at the UofA. You can sell your iClicker back to the Bookstore when you are done with it for a 50% buy-back.
You are required to register your iClicker through our course eClass website (NOT THROUGH THE iCLICKER WEBSITE) in order to receive credit for your responses in class. If you do not register your iClicker, then you will not receive credit for answers you give in class (see Learning Assessments below).
You are responsible for bringing your iClicker remote to each class. Since your specific iClicker is linked to your student ID, you will not be able to share iClickers with other students in the same class if you would like to receive credit for your iClicker answers. If your iClicker is lost or stolen, you will need to purchase another one if you wish to receive credit for your responses.
iClickers must be registered to your name no later than Jan. 31st, 2018 to receive credit.
TA: Zemina Meghji
TA Email: [email protected] TA Office: BSP-443
TA Office Hours: Thursdays 12:30-1:30pm
Recommended Textbook:
Bouton, M. (2016). Learning and Behavior: A Contemporary Synthesis. 2nd ed. Sunderland: Sinauer.
Learning Outcomes
By the end of this course you should be able to…
• Describe how learning processes allow an organism to adapt to changing environments
• Name, identify, and explain components of learning theory
• Compare and contrast different models of learning
• Communicate research findings in your own words to both people familiar with learning theory and to lay people
• Critically evaluate research on learning using the knowledge you gain from this course
• Reflect on your own learning processes and ways in which you can change your learning strategies to enhance your learning abilities
• Apply your knowledge about learning theory to everyday life. For example, in raising a child, training a pet, overcoming a fear, teaching yourself a new skill, etc.
Learning Assessments
Your learning accomplishments in this course will be assessed in 5 ways.
Exams & Assignments
1) In-Class Assignments/Reflection Papers (12% of final grade) 2) Midterm Exam #1 (28% of final grade)
3) Midterm Exam #2 (28% of final grade) 4) Final Exam (32% of final grade)
Class Participation
5) Class Participation via iClicker Responses (up to 2% bonus added to final grade)
Assessment Details
The five methods by which I will assess your learning in this course are described in detail below:
1) Class Participation via iClicker Responses
Date/Time: Every class period
Task: I will pose iClicker questions throughout the course of each lecture. Students will get a point for each correct answer and no point for each incorrect answer. There will also be opinion questions for which there is no correct answer and credit will be given for any response.
There will be a variable number of iClicker questions posed in each class. Your iClicker answers will be recorded and at the end of the semester I will convert your percentage of correct/submitted responses to a number out of 2%. For example, say I ask a total of 100 iClicker questions throughout the course of the semester, 40 questions with correct answers and 60 questions that are opinion-based. If you answer 30/40 questions correctly and participate in 50/60 opinion-based questions you will receive an iClicker score of 80/100 which translates to 1.6/2%. I will then add 1.6% to your final numeric grade before calculating your final letter grade for the course.
If you miss a class, regardless of the reason, you cannot make up those iClicker marks.
Learning Objectives: This component is to help you stay up to date in the course. Also, these questions allow me to gauge the class understanding of concepts before I move on with subsequent material, to assess student opinion on certain topics, to generate class discussion about topics, and to introduce new material.
Grading: Up to 2% bonus added on to your final grade.
2) In-Class Assignments/Reflection Papers
Date/Time: Various
Task: Six in-class assignments and two reflection papers will be given throughout the semester. The assignments will be based on material taught in the lecture in which they are given (or shortly before). The purpose of these assignments is for you to practice the skills discussed in class to facilitate understanding of those skills. These assignments also serve as practice for exam short answer questions. You may work in partners/groups for these tasks but each student must hand in their own assignment.
The reflection papers are individual assignments and are each worth 1% of your final grade. More details will be provided about these papers in class.
Format: Variable (may include written statements, calculations, drawing, etc.)
Grading: 10% of final grade (2% per assignment). I will take your top 5 assignment marks to make up this component of your grade (i.e., you can miss one assignment with no penalty). No makeup assignments will be given.
Exams
3) Midterm Exam #1
Date/Time: Thursday, Feb. 8th. 2:00-3:20pm. TL B 2.
Material: The midterm will cover material presented in class from Jan. 9th through Feb. 6th. Only material presented in class and material from Spotlight on Research articles will be covered on the exam. If it is in the textbook but was not mentioned in class, you are not responsible for that material.
Format: 35 multiple choice questions 10 matching questions
4 short answer questions Grading: 28% of final grade
4) Midterm Exam #2
Date/Time: Tuesday, Mar. 20th. 2:00-3:20pm. TL B 2.
Material: The midterm will cover material presented in class from Feb. 13th through Mar. 15th. Only material presented in class and material from Spotlight on Research articles will be covered on the exam. If it is in the textbook but was not mentioned in class, you are not responsible for that material.
Format: 35 multiple choice questions 10 matching questions
4 short answer questions Grading: 28% of final grade
5) Final Exam
Date/Time (Tentative): Monday, Apr. 23rd. 2:00-5:00pm. Location TBD.
Material: The final is cumulative and will cover all material we have discussed in class as well as material in Spotlight on Research articles. The exam will be weighted 75% towards material covered after the second midterm and 25% towards material covered before the second midterm.
Format: 60 multiple choice questions 16 matching questions 6 short answer questions Grading: 32% of final grade
Representative Evaluative Material
Examples of evaluative materials (e.g., sample multiple choice questions) will be posted to eClass roughly one week before each midterm.
Exam Writing Procedure
Your student photo ID is required at exams to verify your identity. Students will not be allowed to begin an exam after it has been in progress for 30 minutes. Students must remain in the exam room until at least 30 minutes has elapsed since the start of the exam. Electronic equipment of any kind cannot be used during exams. All cell phones must be turned off or on silent (not just vibrate) and cannot be accessed during exams. Students neglecting to bring their student photo ID will be
photographed with their exam at the discretion of the instructor and must provide ID at a later date.
Missed Exams
Midterm Exams
I expect that you will write all exams as scheduled (see the class schedule below for midterm dates). There will be no make-up examinations for the midterms. If a midterm is missed due to a serious medical condition or other compelling reason, the weight of the midterm will be transferred to the final exam. You cannot transfer the weight for both midterms to the final exam; therefore, if you miss both midterms, you will receive a grade of zero for one of them. If you miss a midterm, you must contact me within 24 hours of the scheduled midterm. Failure to do so will result in a grade of zero being applied to the exam.
For an excused absence where the cause is religious belief, you must contact me within 2 weeks of the start of classes (i.e., by Jan. 19th) to request accommodation for the term (including the final exam, where relevant). I will request adequate documentation to substantiate your request.
Final Exam
A student who cannot write the final examination due to incapacitating illness, severe domestic affliction, or other compelling reasons can apply for a deferred final examination. Such an application must be made to the student’s Faculty office within two working days of the missed examination.
Supporting documentation can be presented by the student or may be requested by the Faculty. The deferred exam will contain different questions than the exam written by the rest of the class. Deferral of term work is a privilege and not a right; there is no guarantee that a deferral will be granted.
Misrepresentation of facts to gain a deferral is a serious breach of the Code of Student Behaviour.
The date and time for the deferred final exam will be Friday, May 11th, 2018 from 12-3pm.
Grades
Numerical grades will be converted to letter grades at the end of the class. The grading will be loosely based on the table below; however, I reserve the right to apply adjustments using my expert judgement so your demonstrated ability corresponds to the letter grade descriptors specified by the University (stated here: http://www.registrarsoffice.ualberta.ca/Assessment-and-
Grading/Students/Grading-System-Explained.aspx). Grades are unofficial until approved by the Department and/or Faculty offering the course.
A+ A A- B+ B B- C+ C C- D+ D F
⩾ 96 92-95.9 88-91.9 83-87.9 77-82.9 73-76.9 69-72.9 65-68.9 60-64.9 55-59.9 50-54.9 ≤49.9
PowerPoint Slides
The lectures will be delivered via PowerPoint slides. These slides will be posted to eClass the evening before class; however, slides will not be complete. Allowing access to the slides ahead of time is used to facilitate and supplement note taking, not eliminate it. If you miss class for any reason, you are strongly encouraged to borrow notes from another student, attend office hours to discuss content you have missed, and read the material from the recommended textbook. If you plan to see Zemina about missed content be sure to email her in advance so I can send her the completed slides.
Zemina and I will not provide the complete lecture slides to any student regardless of the reason for missing class.
Office Hours
You are welcomed and encouraged to attend office hours. Appointments will only be made with students who cannot attend office hours. Please feel free to ask questions during class and/or
immediately before or after class. If you are having trouble understanding the course material, please see me or Zemina well in advance of the exams. I am always happy to discuss course material with you
Classroom Etiquette
I expect each of you to behave appropriately during class, reflecting respect for both me, our TA, and your classmates. I expect you to only use electronic devices for classroom purposes (e.g., do not text message during class time) and to use your laptops for the purpose of note taking. Frequent talking or disruptions will not be tolerated and anyone causing a disruption will receive one warning and will then be asked to leave the classroom for the remainder of the day’s lecture. Feel free to ask questions during lecture; however, please avoid discussing lecture material with other students during lecture time as this practice is quite distracting for both me and your neighbours.
What I Expect from You
• Honesty
• Attend class, actively listen, and participate
• Respect for me, our TA, and your classmates, their ideas, comments, and questions
• Hand in assignments and write exams as scheduled (see Class Schedule below)
• Address any concerns or questions in a timely manner
What You Can Expect from Me and Zemina
• Fairness and honesty
• Availability via email during business hours, before/after class, office hours, by appointment
• Respect for you, your ideas, comments, and questions
• Timely feedback on exams and assignments
• Respect for, and responses to, your feedback
Class schedule (subject to change)*:
Weeks Topics Associated Readings
#1 & #2 (Jan. 9 – 18)
Introduction to course, syllabus, survey, instructor’s research.
Learning Theory: What it is and How it Got This Way Learning and Adaptation
1: 3-38 2: 41-76
#3 & #4 & #5
(Jan. 23 – Feb. 6) The Nuts and Bolts of Classical Conditioning
Theories of Conditioning 3: 79-111
4: 113-157 Thursday Feb. 8 Midterm #1 (Material from Jan. 9 – Feb. 6)
#6 (Feb. 13 – 15) Theories of Conditioning 4: 113-157
#7 (Feb. 20 – 22) Winter Term Reading Week – No Classes!
Happy Reading Week!
#8
(Feb. 27 – Mar. 1) Theories of Conditioning 4: 113-157
#9 & #10
(Mar. 6 – Mar. 15) Whatever Happened to Behaviour Anyway?
Are the Laws of Conditioning General? 5: 159-202
6: 205-243 Tuesday Mar. 20 Midterm #2 (Material from Feb. 13 – Mar. 15)
#11 & #12
(Mar. 22 – Mar. 29) Behaviour and Its Consequences
How Stimuli Guide Instrumental Action 7: 245-291
8: 293-361
#13 & #14
(Apr. 3 – 12) Room to catch up if need be/wiggle room topic/review for final exam if time permits.
* I reserve the right to make changes to this outline as the course progresses
At A Glance
Evaluation Due Dates at a Glance:
Class Participation via iClicker: Every Class
In Class Assignments Various
Midterm Exam #1: Feb. 8th
Midterm Exam #2: Mar. 20th
Final Exam: Apr. 23rd 2-5pm (tentative)*
*Check BearTracks for the date/time/location of the final exam
Other Important Dates at a Glance:
Add/Drop Deadline: Jan. 19th
iClicker Registration Deadline Jan. 31st Winter Term 50% Refund Deadline: Feb. 7th Final Withdrawal Date (grade of W): Apr. 6th
Grading Breakdown at a Glance:
Class iClicker Participation: Up to 2% Bonus In Class Assignments/Reflection: 12%
Midterm Exam #1: 28%
Midterm Exam #2: 28%
Final Exam: 32%
--- ---
Total: 100%
Additional Considerations Email Policy and Etiquette
Emails that do not follow this policy will not receive a response.
Please put PSYCO 381 in the subject line of all emails.
I will do my best to answer your emails promptly but cannot guarantee an immediate response. Please email well in advance of deadlines/exams and please wait at the very least 24 hours before sending a follow-up email. If you are confused about a concept discussed in class, it will be easier for me to help you during office hours than via email.
When asking a question about course material via email, please first include what you think the answer is or what you think the concept means (e.g., instead of emailing “I don’t understand concept X, please explain it to me” please email something like “I’m confused by concept X. I think it means A, B, and C but I am confused about how A leads to B and C.”). Otherwise, I will ask you to first provide this information before just giving you the answer. This process shows you have thought about the material and tried to work through it before immediately asking for help. I am happy to help students who put in the effort to understand the material.
Emails sent between a student and professor are considered professional emails. As such, please be professional in your emails. Please include a greeting with some version of my name, please sign the email with your own name (however you prefer to be addressed), and please ensure the content is professional (e.g., no “text speak”). I will do the same when responding to your emails. This simple act displays respect between us both in our online interactions.
Before emailing me a question, please check to see if the information you need is in the syllabus (e.g., how do I get the notes if I missed class, what is the format of the final exam, etc.). Please DO NOT send emails during class time. These emails will be immediately deleted, not read, and not responded to.
This is because you are supposed to be attentive during class time. Please wait until after class time to send me an email.
Student Accessibility Services
If you are registered with SAS you must let me know during the first week of the term. Eligible students have both rights and responsibilities with regard to accessibility-related accommodations.
Consequently, scheduling exam accommodations in accordance with SAS deadlines and procedures is
essential. Please note adherence to procedures and deadlines is required for U of A to provide accommodations.
Failing to meet SAS regulations will likely result in SAS being unable to provide the necessary services required.
Should this happen, students are more than welcome to write their exams with their classmates during the allotted time in the assigned room.
Academic Integrity
“The University of Alberta is committed to the highest standards of academic integrity and honesty.
Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.” Ignorance is not a viable defense.
“All forms of dishonesty are unacceptable at the University. Any offense will be reported to the Senior Associate Dean of Science who will determine the disciplinary action to be taken. Cheating, plagiarism, and misrepresentation of facts are serious offenses. Anyone who engages in these practices will receive at minimum a grade of zero for the exam or assignment in question and no opportunity will be given to replace the grade or redistribute the weight. As well, in the Faculty of Science the sanction for cheating on any examination will include a disciplinary failing grade (no exceptions) and senior students should expect a period of suspension or expulsion from the University of Alberta.”
Plagiarism and Cheating
All students should consult the Student Conduct and Accountability website:
(http://www.osja.ualberta.ca/en.aspx) regarding definitions of plagiarism and its consequences. An instructor or coordinator who is convinced that a student has plagiarized or cheated is obliged, out of consideration of fairness to other students, to report the case to the Associate Dean of the Faculty.
Learning and Working Environment
The Faculty of Science is committed to ensuring that all students, faculty, and staff are able to work and study in an environment that is safe and free from discrimination and harassment. We do not tolerate behaviour that undermines this environment. The faculty urges any individual who feels that this policy is being violated to:
1. Discuss the matter with the person whose behaviour is causing concern; or
2. If that discussion is unsatisfactory, or if direct discussion with the person is inappropriate or threatening, discuss the matter with the Associate Chair or Chair of the Psychology Department.
For additional resources or assistance regarding this policy, please contact the ombudservice at: http://www.ombudservice.ualberta.ca/.
Student Success Centre
Students who require additional help in developing strategies for better time management, study skills, or examination skills should contact the Student Success Centre (2-300 Students’ Union Building).
Recordings
“Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).” This includes uploading course content to third party websites.
Policy about course outlines can be found here:
(http://calendar.ualberta.ca/content.php?catoid=6&navoid=806&hl="syllabus"&returnto=search - Evaluation_Procedures_and_Grading_System).
Disclaimer: Any typographical errors in this Course Outline are subject to change and will be announced in class. The date of the final examination is set by the Registrar and takes precedence over the final
examination date reported in this syllabus.
Copyright: Dr. Michele K. Moscicki, Department of Psychology, Faculty of Science, University of Alberta (2018).