Psyf 500 master syllabus agosto08
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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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MASTER SYLLABUS PSYF-500
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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MASTER SYLLABUS PSYF-500
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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MASTER SYLLABUS PSYF-500
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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MASTER SYLLABUS PSYF-500
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
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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MASTER SYLLABUS PSYF-500
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.
LEARNING OBJECTIVES:
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
1. Describe operant conditioning in terms of its characteristics and fundamental position within learning.
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MASTER SYLLABUS PSYF-500
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
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to.
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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MASTER SYLLABUS PSYF-500
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to.
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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MASTER SYLLABUS PSYF-500
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
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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MASTER SYLLABUS PSYF-500
Upon successful completion of this unit, students will understand the basic concepts concerning motivation
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to.
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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MASTER SYLLABUS PSYF-500
Upon successful completions of this unit, students will be able to discuss Lewin’s motivational theory.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to:
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.
LEARNING OBJECTIVES:
Upon successful completion of this unit, students will be able to.
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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MASTER SYLLABUS PSYF-500
This will included the discussed class material and the assigned readings.
REFERENCES
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MASTER SYLLABUS PSYF-500
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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MASTER SYLLABUS PSYF-500
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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MASTER SYLLABUS PSYF-500
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
Entrego el trabajo el
día acordado con un
atraso de menos de una hora
Entrego el trabajo el
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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