Universidad de Jaén

1.- Definition of learning

• Learning and behaivior
• General considerations about learning

2.- Learning about a single stimulus

• Habituation.
• Sensitization.
• Theories and Mechanism of habituation and sensitization.
• Principles of regulation and complex emotions.

3.- Learning about the relationships among stimuli

• Principles about classical conditioning.
• Basic effects and conditions.
• Contents of learning in classical conditioning.
• Conditionign in humans.

4.- Theories of classical conditioning and applications.

• Associative models of learning.
• Applications: phobic behavior, drug addiction, psychoneuroimmunology.

5.- Learning about relationships between responses and outcomes

• Historical perspective and definitions.
• Phenomena and principles of instrumental conditioning.
• Conditions and contents of instrumental learning.
• Reinforcement schedules.
• Choice behavior.

6.- Theories of performance and instrumental learning

• Law of effect.
• Drive reduction Theory.
• Consummatory response hypothesis.
• Differential probability theory.
• Response deprivation hypothesis.
• Behavioral regulation theory.
• Reinforcement and punisment.
• Theories about instrumental learning.

7.- Change of behavior, extinction and interference

• Extinction and interference.
• Mechanisms of information recovery after interference.
• Inhibitory associations and effect of partial reinforcement extinction.

8.- Social learning

• Social learning in animals.
• Social learning in humans.
• Social learning theories.

The activities and the methods applied to develop such activities are oriented to the student reaching the learning outcomes linked to the competences trained in the course, and in the learning module in which the course is inserted: R03, R04, R05, and R06. The course is structured around activities in large group (3 hours per week), activities in small group (1 hour every fortnight) and group tutorials  (1 hour every fitnight). Through these activities the student:

a)   Will acquire and understand the knowledge that defines and articulates psychology as a scientific discipline within the study of the processes of conditioning and learning (R03).

b)   Will study and analyze the different theoretical models that apply to learning and conditioning, its fundaments, differences, and limitations (R05).

c)    Will learn to emit grounded judgments about social, scientific, or ethical problems (R04) related to learning and conditioning

d)   Project oriented methodology developed in small groups activities allow the student to apply the knowledge acquired during large group activities to resolution of real problems such as animal training (R06).

The different evaluation tests described in the evaluation section allow verifying the level of performance reached by each student in reaching the above learning outcomes.  

1.  Activities in large groups: Three weekly hours of lectures in which the contents of the course will be explained. Attendance and regular work is required. During class, different theoretical-practical activities will be programmed with the goal of facilitating the assimilation of the theoretical contents of the course by the student. These activities will require the assistance, implication, and autonomous work of the students. Periodically, some classes will be devoted to global tutoring (112.5 total hours of student work).

2. Activities in small groups: One hour every other week.

Virtual training of Sniffy. In general, all students have to conduct a virtual training of Sniffy: This is a computer software that simulates behavior of a laboratory rat, and allows for its training by manipulating reinforcing contingencies and using the principles of psychology of learning (Alloway, T.; Wilson, G. y Graham, J. (2006). Sniffy. La rata virtual. Madrid. Thomson). Students will work following the instructions of the software and possible doubts will be solved during instructor office hours. Virtual training will be evaluated in a continued way in practical classes throughout the semester.

3.- Tutoring. In order to solve questions about the subject, several sessions of group tutorials will be scheduled.

To follow the course the student should assist to the classes and sign up in the virtual learning platform, in which she/he will find all the information concerning the course: Presentations, self-evaluation questions, group and work-team related information, deadlines, etc. To follow the information about the course the student must consult the information in the platform regularly.

Supervision and report handling deadlines are mandatory. Missing any deadline will negatively affect the activity evaluation.

Similarly, attending to class is mandatory. Missing classes will affect the final evaluation of the course.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

The final goal of the evaluation system is to verify that the students have acquired the learning outcomes that are expected from the course. Academic performance will be evaluated through a series of written exams (R03, R04, and R05), and on the other hand the realization of animal training exercises about Sniffy, the virtual rat (R06).  In such evaluation students should show that:

a)   They have acquired and understood the knowledge that defines and articulates psychology as a scientific discipline within the study of the processes of conditioning and learning (R03).

b)   They are able to analyze the different theoretical models that apply to learning and conditioning, its fundaments, differences, and limitations (R05).

c)    They have learned to emit grounded judgments about social, scientific, or ethical problems (R04) related to learning and conditioning

d)   They know how to apply the knowledge acquired during large group activities to resolution of a real problem (R06).

Evaluation in January (Convocatoria Ordinaria I):

Grade obtained in each evaluable aspect of the course will be calculated using the following formulae:

A) Participation and active involvement of the student in the class (10%) : Involvement grade (IG) will be evaluated through attendance recordings and performance of programmed activities.

B) Class contents (70%) : They will be evaluated through a final test (FG).

C). Performance on programmed activities. (20%): Performance in  virtual training (Sniffy) will be evaluated through one or several tests exam (Sniffy), establishing the Activities Grade (AG).

At the end of the semester, the student will count with a total grades (TG):

TG = [(IG*1) + (FG*7) + (AG*2)] / 10

For each official exam students may use up to 5 receipts of their participation on research conducted within the Psychology Department. Each receipt will involve an increase of 0.1 points in the final grade (TG).

Extraordinary evaluations (July and October)

1) For those students that decide to take the final exam in June-July (convocatoria extraordinaria II), IG and AG grades will be the ones obtained in the current year; for those taking the final exam in September-October (Convocatoria extraordinaria I) the grades obtained in the previous year will be used.

2) With the above exception, the grades obtained will be valid only during the year in course.

3) In those cases in which the student does not have IG and/or AG grades, and wish to opt to the maximum grade in the extraordinary evaluations he/she should take the following:

1. S/he should send a written request to the lecturer to perform the evaluation tests corresponding to IG, AG or both, 7 days before the date of the celebration of the extraordinary exam.
2. S/he will have to perform the activities selected by the lecturer. The tests will be of equivalent difficulty to the tests performed by the students during the regular classes.