Psyf 500 master syllabus agosto08

MASTER SYLLABUS PSYF-500

CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS

MASTER SYLLABUSPSYF-500: THEORIES OF LEARNING AND MOTIVATION

CREDITS: 3 CONTACT HOURS: 45

COURSE DESCRIPTION

This is a required core course. This course presents contemporary and classical theories of learning and motivation. Relevant research in this area of study will be discussed. Implications of studies in the field of learning and motivation for psychological interventions will be stressed.

PRE-REQUISITESNONE

COURSE OBJECTIVE

2.5 Acquire general knowledge of the foundations of Psychology

GENERAL COMPETENCIES

2.5.1 . Demonstrate knowledge of the different theoretical perspectives in the field of psychology

TASKS/ACTIVITIES

1. Essays comparing the different learning and motivational theories

2. Group discussions and debates about the different learning and motivational theories

REQUIRED TEXT BOOKS

Driscoll, M.P. (2005). Psychology of Learning for Instruction (3era ed.). Boston: Pearson – Allyn and Bacon.

ISBN-10: 0205578438ISBN-13: 978-0205578436

Deckers, L. (2005). Motivation: Biological, psychological, and environmental. Boston: Allyn & Bacon.

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ISBN-10: 0-205-61081-1ISBN-13: 978-0-205-61081-5

Supplementary books

Navas Robleto, J.J. (1998). Conceptos y teorías del aprendizaje. San Juan: Publicaciones Puertorriqueñas.

ISBN-0-929441-86-9

Schwartz, B., Wasserman, E.A., & Robbins, S.J. (2001). Psychology of Learning and Behavior (5ta. ed.). W.W. New York: Norton & Co.

ISBN-10: 0393975916ISBN-13: 978-0393975918

Additional readings

Call CIRC LB 1051 .T53 Author Thorndike , Edward L. (Edward Lee), 1874-1949. ; Columbia

University.; Teachers College.; Institute of Psychological Research.

Title The fundamentals of learning [by] Edward L. Thorndike [and the staff of the Division of Psychology of the Institute of Educational Research of Teachers College, Columbia University]

Publisher New York, AMS Press [1971] ISBN/ISSN 0404064299

Call CIRC BF 54 .B22 Author Bandura , Albert, 1925- comp Title Psychological modeling; conflicting theories. Publisher Chicago, Aldine Atherton [1971] ISBN/ISSN 0202250792 0202250806 (pbk)

Call CIRC BF 723 .C5 B73 1980 Author Bruner, Jerome Seymour. Title Investigaciones sobre el desarrollo cognitivo / J.S. Bruner;

traducido del ingles por Antonio Maldonado.

Publisher Madrid : Pablo del Rio, 1980. ISBN/ISSN 84-7430-068-1

Call CIRC BF311 .L8713 Author Luria, A. R. Title Cognitive development : Its cultural and social foundations / by

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http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Luria,+A.+R.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=1925-&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Bandura,+Albert,&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Institute+of+Psychological+Research.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Institute+of+Psychological+Research.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Teachers+College.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Columbia+University.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Columbia+University.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=1874-1949.&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=(Edward+Lee),&l1=3&jw=1

http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Thorndike,+Edward+L.&l1=3&jw=1


A.R. Luria. ISBN/ISSN 0674137310

Ardila, R. (1977). Psicología del aprendizaje. México D.F.: Siglo Veintiuno Editores, S.A.Cap. 8 Ubicación en la UCA: Circulación BF318A75

Weiner, B. (1972). Theories of motivation: From mechanism to cognition. U.S.A.: Rand McNally College Publishing Co. Cap. 1Ubicación en la UCA: Circulación BF683.W35

ITINERARY OF CLASS UNITS

Unit 1: Theories of learning and motivation and basic elements of the learning process.

Unit 2: Biological bases of learning and memoryUnit 3: Connectionism theories of I. Pavlov and E. L. ThorndikeUnit 4: Operant conditions of B. F. SkinnerUnit 5: Contiguity interpretations of Learning: J.B. Watson & R.

GuthrieUnit 6: Cognitive theories of learning: E.C. Tolman, J. Piaget, &

Cognitive Information Processing ModelUnit 7: Observational learning of A. Bandura and Gestalt TheoryUnit 8: Constructivism/Integrationist theories: L. Vygotsky & J.

BrunerUnit 9: Midterm ExamUnit 10: Introductory aspects for the study of motivation

Unit 11: Motivational aspects in the psychoanalytic theory of S. Freud Unit 12: Motivational aspects in field theory by K. LewinUnit 13: Motivation and self-regulation: Maslow’s motivational

hierarchy and Keller’s motivational theoryUnit 14: Final Exam

COURSE CONTACT HOURS

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Professors who teach the course must divide the contact hours the following way:

1. Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5 hours each class).

2. For the remaining hours (5 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, writing essays, analysis of videos selected by the professor, debates or individual projects pertaining to topics discussed in class.

METHODOLOGY

Teaching methodology for this course can include, among others: conferences by the professor and group discussions. EDUCATIONAL TECHNIQUES

The techniques could include: PowerPoint presentations and discussion.

EVALUATION

1. Class attendance and punctuality are required to approved the course 2. Submitting of required tasks3. Two tests of 100 percent (mid-term and final) must be approved 4. Active participation in class5. The professor could required quizzes for reading check

ATTENDANCE POLICY

Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class.

AMERICANS WITH DISABILITIES ACT (ADA)

Students that need special accommodations should request them directly to the professor during the first week of class.

COURSE UNITS

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UNIT 1: THEORIES OF LEARNING AND MOTIVATION AND BASIC ELEMENTS OF THE LEARNING PROCESS

Upon successful completion of this unit, students will understand the different theories of learning and motivation.

LEARNING OBJECTIVES:

Upon successful completion of this unit, students will be able to:

1. Identify the material that will be discussed in the course.2. Discuss the importance of learning in the evolution of the species and

human survival.3. Identify terminology in learning.4. Define the meaning of learning and memory from psychological and

biological points of view.5. Define learning and discuss its principal components.6. Explain the advantages of laboratory and experimental studies in the

psychology of learning.7. Present the different interpretations of the theories: cognitive,

reinforcement, social learning and mechanistic theories.

ASSIGNED READINGS:

Driscoll, M.P. (2005) Chapter 1-Introduction to Theories of Learning and Instruction Chapter 8-Biological Bases of Learning and Memory

UNIT 2: BIOLOGICAL BASES OF LEARNING AND MEMORY

Upon successful completion of this unit, students will understand the biological bases of learning and memory.



1. Understand the basic concepts of evolution and behavior.2. Discuss the neurophysiology of learning.3. Present the basic principles in cognitive psychology and learning.4. Present how learning is influenced by human biological aspects.

ASSIGNED READINGS:

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Driscoll, M.P. (2005) Chapter 8-Biological Bases of Learning and Memory Chapter 9-Motivation and Self-Regulation in Learning

UNIT 3: CONNECTIONISM THEORIES OF I. PAVLOV AND E. L. THORNDIKE

Upon successful completion of this unit, students will be able to explain classical conditions of I. Pavlov and connectionism theory by E.L. Thorndike.


Upon successful completion of this unit, students will be able to.

1. Discuss the original experiment, terminology and central processes in classical conditioning of I. Pavlov.

2. Explain the principles of learning including: extinction, generalization, discrimination, and spontaneous recovery.

3. Explain the reinforcement principles of learning and the process of higher-order conditioning.

4. Present diverse practical implications for psychological interventions.5. Explain Thorndike’s basic experiment about learning and principal

concepts and explanations of Thorndike’s theories before and after 1930 (laws of exercise and effect).

ASSIGNED READINGS:

Driscoll, M.P. (2005) Chapter 1-Introduction to Theories of Learning and Instruction

Navas, J. (1998) Chapter 2- Classic Conditioning Chapter 5 - Connectionism

Thorndike E. L. (1971). The fundamentals of learning. New York, AMS Press

UNIT 4: OPERANT CONDITIONS OF B. F. SKINNER

Upon successful completion of this unit, students will be able to discuss B. F. Skinner’s theory about operant conditioning.



1. Describe operant conditioning in terms of its characteristics and fundamental position within learning.

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2. Discuss and analyze positive and negative reinforcement.3. Discuss the concept of reinforcement and its importance in operant

conditioning.4. Analyze and discuss relevant experiments.5. Explain the concepts of extinction, generalization and discriminatory

stimulus.6. Skinner’s operant view of motivation7. Discuss the practical implications of Skinner’s theory.

ASSIGNED READINGS:

Driscoll, M.P. (2005) Chapter 2-Radical Behaviorism

Navas, J. (1998) Chapter 6-Operant Conditioning

UNIT 5: CONTIGUITY INTERPRETATIONS OF LEARNING: J.B. WATSON & R. GUTHRIE

Upon successful completion of this unit, students will know the behaviorism theory of John B. Watson and interpretation of learning according to R. Guthrie



1. Describe the fundamental principles of behaviorism according to Watson and learning according to Guthrie.

2. Explain the principles of recency and frequency as elements that reinforce learning.

3. Explain the practical implications and applications of the concepts developed by Watson and Guthrie.

4. Explain the fundamental principle of learning according to Guthrie.5. Explain learning as a process of “all or nothing” and Guthrie’s

techniques used to eliminate habits.6. Discuss Guthrie’s theory concerning the process of punishment,

extinction, generalization, and discrimination.

ASSIGNED READINGS:

Driscoll, M.P. (2005) Chapter 2-Radical Behaviorism

Navas, J. (1998) Chapter 3- John B. Watson

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Chapter 4 – Edwin Guthrie

UNIT 6: THE COGNITIVE THEORIES OF LEARNING: E.C. TOLMAN, J. PIAGET, & COGNITIVE INFORMATION PROCESSING MODEL

Upon successful completion of this unit, students will be able to analyze and discuss the Tolman’s, and Piagetian theories of learning as well as the Cognitive Information Processing Model.



1. Discuss the Tolman’s and Piagetian position with regards to learning.2. Understand and explain Tolman’s terms: docility, disruption and

reinforcer devaluation.3. Present Tolman’s purposive behaviorism and its implications in

learning.4. Analyze and discuss Piaget’s concepts: assimilation, accommodation,

and equilibration.5. Discuss the practical implications of the Cognitive Information

Processing Model.6. Discuss and analyze relevant experiments.7. Analyze and discuss practical implications concerning these theories.

ASSIGNED READINGS:

Driscoll, M.P. (2005) Chapter 3-Cognitive Information Processing Chapter 6-Cognitive and Knowledge Development

UNIT 7: OBSERVATIONAL LEARNING OF A. BANDURA AND GESTALT THEORY

Upon successful completion of this unit, students will be able to understand Bandura’s theory about learning by modeling.



1. Discuss the concept of learning by modeling and/or imitation.2. Analyze and discuss the concept of vicarious learning, reinforcement,

punishment and vicarious extinction.3. Discuss the principal psychological processes in social learning.4. Discuss the practical implications of modeling.

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5. Describe the origins and principal exponents of the Gestalt field.6. Explain the meaning of the concept Gestalt, “insight”.7. Explain the Gestalt’s laws in learning.

ASSIGNED READINGS:

Driscoll, M.P. (2005) Chapter 9-Motivation and Self-Regulation in Learning

Navas, J. (1998) Chapter 8-Social/ Observational Learning

Bandura, A, (1971). Psychological modeling; conflicting theories. Chicago: Aldine Atherton

UNIT 8: CONSTRUCTIVISM/INTEGRATIONIST THEORIES: L. VIGOTSKY AND J. BRUNNER

Upon successful completion of this unit, students will understand the concepts in theses theories and its applications to psychology.



1. Explain the concept of constructivism/integrationist.2. Understand and explain Brunner’s three modes of representation.3. Present applications to Brunner’s concept of learning by discovery.4. Understand and explain Vygotsky’s developmental method.5. Present and explain the social origins of higher mental processes

according to Vygotsky.6. Discuss similarities and differences among Brunner and Vigotsky’s

theories of cognitive development.

ASSIGNED READINGS:

Driscoll, M.P. (2005). Chapter 7-Interactional Theories of Cognitive Development

UNIT 9: MIDTERM EXAM

This will included the discussed class material and the assigned readings.

UNIT 10: INTRODUCTORY CONCEPTS FOR THE STUDY OF MOTIVATION

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http://athena.sju.albizu.edu/athcgi/athweb.pl?a=sr&ci=CC&st=std&k1=Bandura,+Albert,&l1=3&jw=1


Upon successful completion of this unit, students will understand the basic concepts concerning motivation



1. Explain the concept of motivation.2. Define motivation.3. Present the principal characteristics of motivated behavior.4. Compare and contract the similarities and differences of learning and

motivation.5. Compare mechanistic versus cognitive views in the psychology of

motivation.

ASSIGNED READINGS:

Deckers, L. (2005) Chapter 1-Introduction to Motivation and Emotion Chapter 2-The History of Motivation and Emotion Chapter 10-Extrinsic and Intrinsic Motivation

UNIT 11: MOTIVATIONALCONCEPTS IN THE PSYCHOANALYTIC THEORY OF S. FREUD

Upon successful completions of this unit, students will be able to discuss and compare motivational concepts in the psychoanalytic theory of S. Freud.



1. Analyze and discuss the general view of the evolution of thinking and Freud’s theory and his proposed hypothesis of motivation in the psychoanalytic theory.

ASSIGNED READINGS:

Deckers, L. (2005) Chapter 2- History of Motivation and Emotion

UNIT 12: MOTIVATIONAL ASPECTS IN FIELD THEORY BY K. LEWIN

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Upon successful completions of this unit, students will be able to discuss Lewin’s motivational theory.



1. Explain the fundamental concepts of the theory of Lewin.2. Analyze and discuss the different applications of K. Lewin’s theory.3. Define the terms developed by Lewin in his field theory.4. Analyze and discuss the general view of the field theory.

ASSIGNED READINGS:

Deckers, L. (2005) Chapter 2- History of Motivation and Emotion Chapter 11-Goal motivation

UNIT 13: MOTIVATION AND SELF-REGULATION: MASLOW’S MOTIVATIONAL HIERARCHY AND KELLER’S MOTIVATIONAL THEORY

Upon successful completion of this unit, students will be able to understand the motivational theory of A. Maslow.



1. Explain the importance of the concept “needs” in the motivational theory of A. Maslow.2. Discuss and explain the hierarchy of needs in Maslow’s theory.3. Discuss and explain the implications of each one for human behavior.4. Analyze and discuss the relationship between maladjusted behavior

and the distortion in the satisfaction scale of needs in Maslow’s theory.5. Understand and mention de difference between “motivation” and

“meta-motivation” in Maslow’s theory.

ASSIGNED READINGS:

Deckers, L. (2005) Chapter 8- Drives, needs and awareness

UNIT 14: FINAL EXAM

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This will included the discussed class material and the assigned readings.

REFERENCES

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Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.

Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.

Cofer C. N. (2000). Motivación y Emoción. México, D.F: Editorial Limusa SA

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.

Maslow, A.H. (1976). Motivation and personality. (2nd Ed.). New York: Harper and Row.

Skinner, B.F. (1975). Acerca del Conductismo. Barcelona: Editorial Fontanella.

Weiner, B. (1992). Human Motivation: Metaphors, Theories and Research. California: Sage.

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EVALUATION CRITERIA FOR WRITTEN REPORT / ESSAYS, CONCEPTUALIZATIONS

COURSE: _____________ SEMESTER: __________________

Professor: ________________________

Name of student: ______________________________Theme of Oral Report: __________________________________________________________________Final Grade: _________ Total Points: _____/16

0No

aplica

1Pobre

2Regular

3Bueno

4Excelente

Puntuación

Uso de reglas de relación y puntuación

No aplica

Tiene muchos errores que

distraen considerablemente

o totalmente al lector

Tiene errores

ortográficos, de

acentuación o

conjugación de verbos. Los errores distraen al

lector

No tiene errores

ortográficos de

acentuación o de

conjugación de verbos o los errores

son mininos

No tiene errores

ortográficos, de

acentuación o de

conjugación de verbos

Responde la pregunta o tema del

trabajo

No aplica

Las ideas que se presentan tienen poca o ninguna relación con el

tema, están pobremente

definidas, no son claras ni se

presentan con objetividad.

Muchas ideas se repiten

Casi todas las ideas que se

presentan tienen

relación directa con el tema y se presentan

con bastante claridad y

objetividad. Estas no se repiten ni se

presentan

Todas las ideas que se presentan

tienen relación

directa con el tema. Las

ideas se presentan

con claridad y

objetividad. Estas no se repiten ni se

presentan

Presenta dominio del material y las ideas se presentan

con claridad y elocuencia

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lagunas lagunas.Expone opinión

respecto al tema de trabajo

No aplica

No expone su opinión o resulta

muy difícil separar su opinión de lo expuesto por

otros autores

Expone su opinión

respecto al tema aunque

algunos casos olvido expresarla

Expone claramente su opinión respecto al

tema de trabajo

Expone su opinión

respecto al trabajo y realiza un análisis crítico

(reflexión) sobre el

temaEntrega el trabajo a la hora y día indicados

No aplica

No entrego el trabajo a la hora y día indicado o lo

entrego con un día o mas de retraso

Entrego el trabajo el

día indicado con un

retraso de más de una

hora


día acordado con un

atraso de menos de una hora


día acordado y a la hora

estipulada

Puntuación Total

Puntuaciones: Porciento Obtenido: _______16 = 100%15 = 94%14 = 87%13 = 81%12 = 75%11 = 69%10 = 62%9 = 56%8 = 50%7 = 44%6 = 37%5 = 31%4 = 25%3 = 19%2 = 12%1 = 6%

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