Psy 402-01 Theories of Learning

PSY 402-01 -- THEORIES OF LEARNING Class Project

The following out-of-class assignment is intended to provide practical experience applying the principles of learning in order to change behavior. The assignment involves the following steps:

1. Select a behavior 2. Analyze it 3. Develop a learning plan 4. Implement the plan and record behavior 5. Decide whether learning has occurred and why (or why not) 6. Write up a description of steps 1-5

As part of Step 3, you will turn in a brief explanation of your plan and I will review it and return it to you. Step 6 is the part that you will be graded upon. Your grade will not be based on whether you succeed in changing your behavior, but upon how well you understand and apply the principles of learning discussed in your text.

Step 1 -- Select a Behavior

The behavior may be either a habitual response that you wish to change, or a new behavior that you wish to acquire. It may be a problem behavior or it may be a neutral or even positive behavior. Please do not select any behavior that you would consider too personal to discuss in your paper. It is also best not to select any behavior that is related to a complex personal, physical or psychological problem (changing these would be outside the scope of what can be accomplished in a class). When you write your plan and again when you write your paper, it should begin with a clear statement of what the behavior is that you wish to change (or acquire).

Step 2 -- Analyze It

This step might be slightly different depending on whether you wish to acquire a behavior, or to eliminate or modify an existing one. First, decide which type(s) of learning are involved, and how they fit in. For an existing behavior, was it acquired through classical or operant conditioning, or a combination of the two? If classical conditioning was involved, identify the conditioned and unconditioned stimuli, and describe the conditioned response. Explain why the behavior has not been extinguished already. If operant conditioning was involved, identify the stimulus, the response, and the reinforcer(s). Are any secondary cues or secondary reinforcers involved? For operant conditioning, identify the type of schedule of reinforcement. (It may be important to use a log to complete this step, as described on page 115 of your text.) For a new behavior, decide how such a behavior might be acquired. Identify any competing or incompatible behaviors you are already engaging in, and what sustains them. In other words, figure out why you are not already performing the desired behavior. If you are changing an existing behavior, measure it for a while to see how frequently it occurs. Be sure to save your records because you will need them later in order to compare your results with what you were doing before you implemented your plan. Step 3 -- Develop a Learning Plan

Now that you understand the behavior, write a draft of the plan you will use to change it. Again, your plan will be different depending upon whether you are acquiring a new behavior or changing an existing one. To change behavior, consider the factors that affect extinction. Also consider the factors that affect acquisition of an alternative behavior, or shaping of a desired response. Consider the type(s) of reinforcers you will use, if operant behavior is involved, and select a schedule of reinforcement. Pages 89-96 of the text may be especially useful here. If you are concerned with classical conditioning, see pages 46-64 and 69-77. You will need to decide upon some way to measure your behavior in order to know whether progress has occurred. Be as specific as you can about exactly what you will do to change (or acquire) the behavior, and what you will measure to record changes.

Step 4 -- Implement the Plan and Measure Behavior

Once your plan has been approved, go ahead and implement your plan and record your behavior. You should be systematic about both and try to stick to your plan as much as possible within the context of your daily life. It is important to consider these realities when you develop your plan so that it will be achievable when you actually try it out. Keep written records of your behavior (these will be needed when writing your paper). You may wish to graph your recorded behavior. You may do this by hand using graph paper, or by computer.

Step 5 -- Evaluate the Results

Did your plan work as intended? Does your behavior show the same kinds of results as are described in your text? If yes, summarize the results and explain in what ways they confirm the theories described in the book. If no, summarize the results and note the differences between what was expected and what occurred. What was unusual in your results? Try to explain why things did not turn out the way you expected. (For example, were you able to follow your plan consistently? Is the behavior more complex than it seemed? Is more time needed to achieve a larger change? and so on.)

Step 6 -- Write your Paper

The result of these steps will be a written paper that briefly describes what happened in steps 1-5 above and summarizes your reaction to the whole experience. This need not be lengthy or elaborate, but should provide enough information so that I can understand what you did and why, and what happened as a result. The paper should be organized using headings that correspond to each of the steps and tell the story of how you conducted the assignment. You should provide enough detail so that I can understand what you did, but there is no need to go into extensive detail. (It may be helpful for you to read each other’s draft papers to see whether there is enough said to let someone unfamiliar with your project understand it, though this is optional.) You may attach actual logs of recorded data, graphs or charts, or summarize it in text or a table, but some reference to data is required. Throughout the paper, use the terminology introduced in the text (e.g., stimulus, response, reinforcers, extinction, and so on), not everyday language, to answer the questions required to complete each of the steps. (Write the paper the way Skinner would.) Paper Format

Papers must be typed or output using a computer printer. It is not necessary to use APA style. I prefer double spaced papers because it allows space to write comments. Length does not matter, but you should not need to use more than 10 pages to complete this assignment, and many may be able to do it in 3-5 pages. There is no need to be creative or to use stylistic devices like those taught in English classes. You also do not need to repeat material that is already in the text, though you may wish to refer to it (use page numbers). Be concise, specific, and to the point. Assume that I know the requirements of the paper and just jump right into the subject.

Basis for Grading

It does not matter whether you were successful in changing your behavior or not, and this will not be used in determining your grade on this assignment. The factors used in grading are:

1. Did you follow instructions? 2. Is the project complete (were each of the steps done and are they all described in the paper)? 3. Was the paper written using the terminology of learning theory? 4. How well were the principles of learning applied in each of the steps? 5. Were the draft plan and final paper turned in on time (see syllabus for due dates)?

Making up data is a serious violation of ethics in psychological research. If you get behind and run out of time, it is better to use less data and write your paper using that, than to make up data. Data that is clearly false (made up) will be treated as a violation of academic honesty. If you are having serious problems completing this assignment, please see me as soon as possible before the due date. If you discontinue your learning plan midway through, use the incomplete data. You are encouraged to work together as you go through the steps, but each individual is expected to turn in an independent assignment, and each paper must be written by the person turning it in.

IMPORTANT:

1. Please DO NOT use punishment in any phase of your learning plan. 2. All learning principles are to be applied to yourself, not to any other person or animal. 3. Your learning plan must be approved by the professor before you begin to implement it. 4. You are expected to engage in behaviors that will not endanger the health or welfare of any animal or person, including yourself. This assignment is conceived of as a classroom learning experience and no benefit is to be expected from it other than education. 5. You may discontinue your learning plan at any time, with no impact upon your grade. If you stop the implementation of your plan, you are still expected to complete the assignment and your paper must explain your reasons for discontinuing the plan.