Psychological Theories of Learning and Motivation
PSYC 226
Fall 2021
| Section:
01
|
| Crosslisting:
NS&B 238 |
The goals of this course are to help students develop practical, evidence-based skills for effective classroom learning, understand and appreciate research on the neuroscience of learning and motivation across species, and apply theories of learning and motivation to understanding human behavior. Course objectives for achieving these goals include: implementing evidence-based practices; dispelling myths about learning; explaining mechanisms of memory consolidation and factors that modulate it; distinguishing between and identifying components of operant and classical conditioning; and explaining how each theory of motivation can be used to understand why people behave in certain ways. |
|
| Credit: 1 |
Gen Ed Area Dept:
NSM PSYC |
| Course Format: Lecture / Discussion | Grading Mode: |
| Level: UGRD |
Prerequisites: PSYC105 OR NS&B213 |
|
Fulfills a Requirement for: (EDST-MN)(EDST)(NS&B)(PSYC) |
|
Past Enrollment Probability: Not Available |
| SECTION 01 |
Major Readings: Wesleyan RJ Julia Bookstore
Readings will be short summaries of evidence on theories of learning and motivation and articles describing learning and motivation research. A few examples are below:
How to study: Paul, A. M. (2013, Jan. 09). Highlighting is a waste of time: The best and worst learning techniques. Time. https://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best-and-worst-learning-techniques/
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest. https://www.psychologicalscience.org/publications/journals/pspi/learning-techniques.html
Social learning: Cornell, H. N., Marzluff, J. M., & Pecoraro, S. (2012). Social learning spreads knowledge about dangerous humans among American crows. Proceedings of the Royal Society B: Biological Sciences, 279(1728), 499-508. https://royalsocietypublishing.org/doi/pdf/10.1098/rspb.2011.0957
Stereotype threat in learning: Taylor, V. J., & Walton, G. M. (2011). Stereotype threat undermines academic learning. Personality and social psychology bulletin, 37(8), 1055-1067. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1072.9469&rep=rep1&type=pdf
Operant conditioning: McLeod, S. A. (2018, Jan, 21). Skinner - operant conditioning. Simply psychology. https://www.simplypsychology.org/operant-conditioning.html
POSSIBLE READINGS:
Intrinsic vs. Extrinsic motivation: Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In Intrinsic and extrinsic motivation (pp. 13-54). Academic Press. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
Classical conditioning: Clark, R. E. (2004). The classical origins of Pavlov's conditioning. Integrative Physiological & Behavioral Science, 39(4), 279-294. https://files.transtutors.com/cdn/uploadassignments/2346225_2_clark.pdf
The role of observational learning in operant conditioning: Tomasello, M., Davis-Dasilva, M., Camak, L., & Bard, K. (1987). Observational learning of tool-use by young chimpanzees. Human evolution, 2(2), 175-183. https://link.springer.com/article/10.1007%2FBF02436405
Enriched environment and developmental disorders: Ball, N. J., Mercado III, E., & Orduña, I. (2019). Enriched environments as a potential treatment for developmental disorders: A critical assessment. Frontiers in psychology, 10, 466. https://www.sciencedirect.com/science/article/abs/pii/S1074742709000793
Intrinsic vs. Extrinsic motivation: Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In Intrinsic and extrinsic motivation (pp. 13-54). Academic Press. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
Cultural differences in hierarchy of motives: Raymond, M. A., Mittelstaedt, J., Hopkins, C. D., (2003). When is a hierarchy not a hierarchy? Factors associated with different perceptions of needs with implications for standardization - Adaptation decisions in Korea. The Journal of Marketing Theory and Practice, 11(4), 12-25. DOI:10.1080/10696679.2003.11658505
|
Examinations and Assignments:
4 exams, Reading checks, In-Class Activities, Writing reflections. |
Additional Requirements and/or Comments:
This is a column 1 breadth requirement course towards the Psychology Major. First-Year students may be considered during drop/add if seats are available. |
| Instructor(s): Sullivan,Grace Anne Times: .M.W.F. 09:50AM-10:40AM; Location: DWNY113; |
| Total Enrollment Limit: 40 | | SR major: 10 | JR major: 16 | | |
| Seats Available: 1 | GRAD: X | SR non-major: X | JR non-major: X | SO: 10 | FR: 4 |
| Drop/Add Enrollment Requests | | | | | |
| Total Submitted Requests: 1 | 1st Ranked: 0 | 2nd Ranked: 0 | 3rd Ranked: 0 | 4th Ranked: 0 | Unranked: 1 |
|
|