Module Code: |
H8LT |
Long Title
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Psychology of Learning and Behaviour Analysis
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Title
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Psychology of Learning and Behaviour Analysis
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Module Level: |
LEVEL 7 |
EQF Level: |
6 |
EHEA Level: |
First Cycle |
Module Coordinator: |
Rebecca Maguire |
Module Author: |
April Hargreaves |
Departments: |
School of Business
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Exhibit an in-depth knowledge of the assumptions, concepts and principles of the key psychological theories of learning. |
LO2 |
Reflect on the applications of each theory of learning in understanding human behaviour in different contexts. |
LO3 |
Have the ability to compare and contrast theoretical approaches in their ability to explain various aspects of learning and behaviour. |
LO4 |
Describe and evaluate how the principles of both classical and operant conditioning can be used to explain and modify behaviour in a range of social and clinical settings. |
LO5 |
Critically appraise the interaction between research, theory and practice within fields such as behaviour analysis and education. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
Introduction and Overview
• Defining learning: critical considerations
• Historical approaches to learning
• Current views of learning and behaviour
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Classical conditioning
• Variations in contiguity
• Extinction and spontaneous recovery
• Higher order conditioning
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Applications of classical conditioning
• Interventions using classical conditioning (e.g. flooding, systematic desensitisation)
• Aversion therapy
• Development and treatment of phobias
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Operant conditioning
• Four behavioural contingencies
• Shaping behaviour
• Differential reinforcement
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Applications of operant conditioning
• Use of reinforcement in applied settings
• ABA designs
• Token economies
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Schedules of reinforcement
• Interval vs. ratio schedules
• Fixed vs. variable schedules
• Extinguishing behaviour
• Intermittent reinforcement in applied settings
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Aversive contigencies
• Negative reinforcement (escape vs. avoidance conditioning)
• Positive vs. negative punishment
• Is punishment ever necessary? An investigation in applied fields
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Evolutionary influences on learning
• Biological influences on conditioning
• Evolutionary and sociobiological theories of learning
• Neurobiology of learning
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Cognitive theories
• Transition from behaviourism to cognitivism
• Tolman’s purposive behaviourism
• Gestalt theory of learning
• Cognitive information approach (recap from cognitive psychology): Models of memory and applications for learning
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Constructivism and social constructivism
• Cognitive developmental theories: Piaget and Bruner
• Situated cognition: Vygotsky’s sociocultural theory
• Anthropological perspectives on learning
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Motivation and self-regulation
• Theories of motivation
• Social cognitive theory
• Self-regulation
• Applications for learning
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Assessment Breakdown | % |
Coursework | 40.00% |
End of Module Assessment | 60.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Essays (0120) |
% of total: |
20 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,4 |
Non-Marked: |
No |
Assessment Description: Students will be required to submit a practical lab report which will be based on operant conditioning of “Sniffy” the virtual rat. As part of this exercise, students will be required to condition and subsequently extinguish an aspect of Sniffy’s behaviour and evaluate results in the context of previous research. |
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Assessment Type: |
Assignment (0350) |
% of total: |
20 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,5 |
Non-Marked: |
No |
Assessment Description: Students will be required to submit a short written assignment whereby they will be asked to reflect on how various learning theories may inform student behaviour in an educational setting. This will take the form of an advice leaflet to new third level students regarding how best to approach their learning in college. |
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End of Module Assessment |
Assessment Type: |
Terminal Exam |
% of total: |
60 |
Assessment Date: |
End-of-Semester |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: End-of-Semester Final Examination |
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Full Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
No Description |
3 |
Every Week |
3.00 |
Tutorial |
No Description |
1 |
Every Week |
1.00 |
Independent Learning |
No Description |
153 |
Once per semester |
12.75 |
Total Weekly Contact Hours |
4.00 |
Module Resources
Recommended Book Resources |
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Guy R. Lefrancois. (2012), Theories of Human Learning, Wadsworth Publishing, p.442, [ISBN: 9781111829742].
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Pierce, D.W. & Chesney, C.D.. (2013), Behavior Analysis and Learning, 5th. [ISBN: 9781848726].
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Olson, M.H. & Hergenhahn, B.R.H.. (2013), An Introduction to Theories of Learning, 9th. [ISBN: 0205921108].
| Supplementary Book Resources |
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Brookfield, S. (2009), On being taught. In P. Jarvis (Ed.), The Routledge international handbook of lifelong learning., Oxford: Routledge..
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Driscoll, M.. (2005), Psychology of Learning for Instruction, 3rd. Allyn & Bacon..
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Gredler M.E.. (2001), Learning and Instruction Theory into Practice, Prentice Hall.
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Chance. (2014), Learning and Behaviour, [ISBN: 1111832773].
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Michael P. Domjan. (2013), The Principles of Learning and Behavior, Wadsworth Publishing, p.663, [ISBN: 0495601993].
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Jim Gould. (2010), Learning Theory and Classroom Practice in the Lifelong Learning Sector, Learning Matters, p.143, [ISBN: 1844451917].
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Knud Illeris. (2007), How we learn, Routledge, London, [ISBN: 0415438470].
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edited by Knud Illeris. (2009), Contemporary theories of learning, Routledge, Abingdon, Oxon, [ISBN: 0415473446].
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Julian C. Leslie. (1996), Principles of Behavioural Analysis, Psychology Press, p.340, [ISBN: 3718659026].
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Julian C. Leslie. (2002), Essential behaviour analysis, Arnold, London [etc], [ISBN: 034076273X].
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Mazur, J.E.. (2014), Learning and Behavior, 7th. Pearson, [ISBN: 1292022744].
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Russell A. Powell, Diane G. Symbaluk, P. Lynne Honey. (2013), Introduction to Learning and Behavior, Wadsworth Publishing, [ISBN: 0495595284].
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Carol S. Dweck. (2000), Self-theories, Psychology Press, Philadelphia, PA, [ISBN: 9781841690247].
| This module does not have any article/paper resources |
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This module does not have any other resources |
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