The curricular unit of Learning Psychology has as general goal the introduction to the mechanisms and factors in learning. It has as specific goals: 1) to know the several conceptualizations of learning; 2) to understand the mechanisms of simple human behavior, behavior elicitation and simple learning mechanisms; 3) to understand the process of learning thorough classical conditioning; 4) to understand the process of learning through operant conditioning; 5) to know the processes and effects related to the several types of reward schemes, reinforcement theories and biological substrates; 6) to know the different processes of extinction and stimulus control; 7) to understand the processes of avoidance and escape and their relation to punishment; 8) to know the effects of choice and self-control in learning; 9) to understand the processes of learning by observation; 10) to know the biological correlates of learning; 11) to know the cognitivist and constructivist approaches to learning.
1) Introduction to Learning Psychology and definitions of learning;
2) Elicited behaviors, simple learning mechanisms, classical conditioning;
3) Classical conditioning: Basic phenomena, extensions, specificity and additional phenomena;
4) Classical conditioning: underlying processes and applications;
5) Operant conditioning: process, the four types of contingency, reinforcement types, Shaping;
6) Reinforcement schemes and reinforcement theories; neuronal reinforcement system, learning and addiction;
7) Extinction and stimulus control;
8) Escape, avoidance, punishment and non-contingent punishment;
9) Choice, correspondence, self-control and gratification;
10) Learning by observation;
11) Biological predispositions in learning: preparedness, associated behavior and activity anorexia;
12) Cognitivist and constructivist approaches to learning.
The curricular unit is targeted at the resolution of problems and the development of project work. There are presentation phases, assisted by projection methods. There are theoretical-practical sessions, developed in small groups, about specific thematic, which aim at consolidating the program contents, and the corresponding conclusions are object of analysis and class-wide discussion at the end of the session. The learning activities also include the planification and implementation of a research project withing the thematic of the course.
The evaluation values the reflexive dimension of the self-learning processes, including mandatorily:
1) the continuous performance of students in tasks developed within class (5%);
2) the implementation of project work, in group (15%); and
4) the results of two written tests (80%).
Powell, R. A., Honey, P. L., & Symbaluk, D. G. (2013). Introduction to learning and behavior (4th ed.). Wadsworth Cenage Learning.
Machado, A., & Silva, F. J. (2004). The psychology of learning: A student handbook. Pearson Education.
Dale H. Schunk (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Stephen Walker (1976). Learning and reinforcement. Methuen & Co Ltd.
Michael Domjan (2015). Principles of learning and behavior (7th ed.). Cenage Learning.
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