Outline

Overview

This unit addresses the fundamental concepts and more important research findings related to contemporary theories of associative learning in animals and humans. It examines the application of such fundamental research to issues such as drug use and food choice. It is designed to foster skills in reading primary sources in this area, and provide the opportunity for hands-on experience in carrying out a research project.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	(PSYC2011 or PSYC2911 or PSYC2010 or PSYC2910 or PSYC2015 or PSYC2915) and PSYC2012
Corequisites ?	None
Prohibitions ?	PSYC3911
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Evan Livesey, evan.livesey@sydney.edu.au
Lecturer(s)	Robert Boakes, bob.boakes@sydney.edu.au
	Kirsten Barnes, kirsten.barnes@sydney.edu.au
	Justin Harris, justin.harris@sydney.edu.au
Tutor(s)	Justine Greenaway, justine.greenaway@sydney.edu.au
Tutor(s)	Julie Chow, julie.chow@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Final take home exam 48 hour take-home assessment	50%	Formal exam period	2.5+ hours
Outcomes assessed:
Tutorial quiz	Tutorial quiz 1 Open book quiz to be completed on Canvas	10%	Week 07 Closing date: 10 Apr 2020	30 minutes
Outcomes assessed:
Assignment	Research report See Canvas	30%	Week 10 Due date: 05 May 2020 at 23:59	2000 words
Outcomes assessed:
Tutorial quiz	Tutorial quiz 2 Open book quiz to be completed on Canvas	10%	Week 12 Closing date: 22 May 2020	30 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

Tutorial quizzes: The two assessable tutorial quizzes are not compulsory. If you do not complete all or some of these quizzes, you simply will not receive the marks associated with them.
Research report: The research report assignment is a compulsory assessment which means a serious attempt must be submitted before the closing date.
Final exam: The initial final exam is a compulsory assessment, but so long as you attempt it, no minimum performance is
required.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	This work shows excellent understanding of the topic and clear evidence of independent critical thought. It may contain blemishes, but these are compensated for by signs of high intellectual quality, especially clear, well-organised and forceful argument; reading and understanding beyond the set literature; and originality of approach.
Distinction	75 - 84	This work shows a very good understanding of the relevant content; the essay reflects independent thought; significantly it attempts to develop evaluative and critical arguments. Such arguments may be second-hand and/or they may be flawed, but a serious and sustained attempt at criticism has been made.
Credit	65 - 74	This work shows a clear understanding of the relevant material; it contains only small gaps or minor errors; reading has obviously gone beyond lecture material; there are signs of independent thought, and some attempt is made to evaluate arguments or develop critical arguments.
Pass	50 - 64	This work shows evidence of a satisfactory level of understanding of the relevant material; it may contain gaps, errors or other kinds of blemishes, but it is obvious that the student has read and digested material from lectures and/or set literature. The essay, however, is largely derivative – it simply reports the views of others - and little or no criticism or evaluation of arguments is attempted.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. There may be a significant amount of ‘parroting’ of material from lectures or tutorials or set reading, but this work shows little or no evidence of satisfactory understanding of the relevant content; it may contain either serious errors or major gaps in what is considered essential information.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to learning and behaviour; 2. Darwin and mental evolution	Lecture (2 hr)
Week 02	1. Comparative psychology and early behaviourism; 2. Early learning theory: Pavlov, Hull and Tolman	Lecture (2 hr)
Week 02	Introduction and laboratory Experiment 1	Tutorial (2 hr)
Week 03	1. Skinner’s operant psychology vs associative learning theory; 2. The content of conditioning	Lecture (2 hr)
Week 03	1. Laboratory Experiment 2 and 2. Experimental design discussion	Tutorial (2 hr)
Week 04	1. The conditions necessary for conditioning: contiguity; 2. The conditions necessary for conditioning: contingency	Lecture (2 hr)
Week 04	1. Using models of learning Pt 1 - Simple acquisition and extinction 2. Trial spacing and learning	Tutorial (2 hr)
Week 05	1. Theories of conditioning: variations in associability of the CS or US; 2. The Rescorla-Wagner model	Lecture (2 hr)
Week 05	Discussion of laboratory experiments 1 and 2	Tutorial (2 hr)
Week 06	1. The effects of non-reinforcement: extinction; 2. Conditioned inhibition – its role in extinction	Lecture (2 hr)
Week 06	1. Initial Report Discussion 2. Discussion of trial spacing	Tutorial (2 hr)
Week 07	1. Latent inhibition; 2. Perceptual learning and discrimination	Lecture (2 hr)
Week 08	1. Learning and attention; 2. Contingency learning and causal reasoning	Lecture (2 hr)
Week 08	Using models of learning Pt2 - Cue competition	Tutorial (2 hr)
Week 09	1. Conditioning and cognition 1; 2. Conditioning and cognition 2	Lecture (2 hr)
Week 09	Final report discussion	Tutorial (2 hr)
Week 10	1. Learning and drug use; 2. Pavlovian-to-instrumental transfer	Lecture (2 hr)
Week 10	Critical discussion: Conditioning and awareness	Tutorial (2 hr)
Week 11	1. The placebo effect 1; 2. The placebo effect 2	Lecture (2 hr)
Week 11	1. Testing effect demonstration 2. Drug use, tolerance & learning discussion	Tutorial (2 hr)
Week 12	1. Food aversion learning; 2. Flavour preference learning	Lecture (2 hr)
Week 12	1. Writing short-answer exam questions (including feedback on quiz 3) 2. Feedback and discussion on testing effect	Tutorial (2 hr)
Week 13	1. Social learning 1; 2. Social learning 2	Lecture (2 hr)

Attendance and class requirements

Due to the exceptional circumstances caused by the COVID-19 pandemic, attendance requirements for this unit of study have been amended. Where online tutorials/workshops/virtual laboratories have been scheduled, students should make every effort to attend and participate at the scheduled time. Penalties will not be applied if technical issues, etc. prevent attendance at a specific online class. In that case, students should discuss the problem with the coordinator, and attend another session, if available.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. gain an in-depth knowledge of the history of comparative psychology from Darwin to contemporary learning theory
LO2. understand contemporary learning theory and its application to the analysis of behavior in laboratory and applied settings
LO3. gain knowledge of basic conditioning phenomena and an understanding of the necessary and sufficient conditions to produce them
LO4. develop skills in designing, conducting, interpreting experimental research in associative learning
LO5. develop skills in critically evaluating research, theory, and their application
LO6. gain an understanding of how basic learning principles can be applied to clinical, health and other issues in human behavior.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Feedback from students suggested that one tutorial discussion topic from last year did not fit very well with the rest of the content taught across this unit of study. We have replaced this with two tutorial discussions that are better integrated with the lecture content.

Additional information

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PSYC3011: Learning and Behaviour

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect