Degree | Type | Year |
---|---|---|
2502443 Psychology | OB | 2 |
You can view this information at the end of this document.
There are no prior prerequisites. However, it is recommendable that students should revise the contents from previous courses on psychological processes, undertaken during the previous year.
This subject belongs to the group of Psychological Processes Courses (Motivation and Emotion, Memory, Attention and Perception, and Thought and Language). Contents provide students with the main features and research strategies used in this field of knowledge.
The primary aims of this subject are:
a) To make students aware of the fundamental aspects of the psychological processes related to learning and conditioning.
b) To enable students to address questions about learning, as well as to identify learning phenomena in human and animals both on laboratory and natural settings.
This course gives students the framework required to follow subsequent courses addressed to professional practice such as "Cognitive-Behavioural Therapy in Adults" and “Cognitive-Behavioural Therapy in Children and Adolescents”.
Introduction.
- Inherited behaviours.
- Reflexes.
- Definition of learning.
- Learning and execution.
- Learning and other causes of behaviour change.
- Types of learning.
Block I: Non-associative learning: Habituation and sensitisation
- Concept, properties and variables of habituation.
- Concept, properties and variables of sensitisation.
Block II: Associative learning I: Classical conditioning
- Paradigm and terms of classical conditioning.
- Basic phenomena of classical conditioning: acquisition, extinction, generalisation.
- Methodology for the study of classical conditioning.
- Quantification of the strenght of CR.
- Procedures for temporal presentation of stimuli.
- Experimental control.
- Experimental procedures.
- Classicla inhibitory conditioning.
- Variables involved in acquisition of classical conditioning.
- Other phenomena in classical conditioning (sensory preconditioning, second-order conditioning, counterconditioning, compound conditioning)
Block III: Associative learning II: Operant conditioning
- Introduction.
- Basic procedures of operant conditioning.
- Procedures, measures and variables of positive reinforcement.
- Schedules of reinforcement.
- Extinction of positively reinforced responses.
- Theoretical analysis of positive reinforcement.
- Procedures, measures and variables of negative reinforcement (escape and avoidance).
- Theoretical analysis of negative reinforcement.
- Extinction of discriminated avoidance behaviour.
- Punishment procedures, measures, and variables.
- Paradoxical and emotional effects of punishment.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Laboratory and practical classes | 10 | 0.4 | 1, 2, 3, 4, 7, 5, 6 |
Lectures | 28.5 | 1.14 | 1, 2, 4, 5 |
Seminar | 6 | 0.24 | 1, 2, 4, 5 |
Type: Supervised | |||
Moodle exercises | 11 | 0.44 | 2, 4, 5, 6 |
Simulation of classic and instrumental conditioning phenomena with Sniffy software | 10 | 0.4 | 1, 3, 6 |
Type: Autonomous | |||
Reading and study of manuals | 81.5 | 3.26 | 4, 5 |
Directed Activities (30%):
Supervised Activities (15%):
Autonomous Activities (55%):
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1. Written Report: Practice 1. | 4% | 0 | 0 | 1, 2, 3, 4, 7, 6 |
EV2. Written Report: Practice 2 | 4% | 0 | 0 | 1, 2, 3, 7, 5, 6 |
EV3. Written Report: Practice 3 | 4% | 0 | 0 | 1, 2, 3, 7, 5, 6 |
EV4. Written Report: Practice 4 | 4% | 0 | 0 | 1, 2, 3, 7, 5, 6 |
EV5. Written Report: Practice 5 | 4% | 0 | 0 | 1, 2, 3, 7, 5, 6 |
EV6. Written examination 1 | 40% | 1.5 | 0.06 | 1, 2, 3, 4, 5 |
EV7. Written examination 2 | 40% | 1.5 | 0.06 | 1, 2, 3, 4, 5 |
The subject competences will be assessed through different procedures (Table 1):
- Ev1: Report on the results of Practice 1. The report is a group report (4 persons). It will be presented in person, in writing and on paper, at the end of the practice session (consult the schedule of sessions established for each group). It is necessary to attend the practical session in order to be able to present the report. It has a weight of 4%.
- Ev2: Report on the results of Practice 2. The report is a group report (4 people). It will be presented in person, in writing and on paper, at the end of the practice session (consult the schedule of sessions established for each group). It is necessary to attend the practical session in order to be able to present the report. It has a weight of 4%.
- Ev3: Report on the results of Practice 3. The report is individual. It will be presented at the end of the practice session (consult the schedule of sessions established for each group). It is necessary to attend the practical session in order to present the report. It has a weight of 4%.
- Ev4: Report on the results of Practice 4. The report is individual. It will be presented at the end of the practice session (consult the schedule of sessions established for each group). It is necessary to attend the practical session in order to be able to present the report. It has a weight of 4%.
- Ev5: Report on the results of Practice 5. The report is individual. It will be presented at the end of the practice session (consult the schedule of sessions established for each group). It is necessary to attend the practical session in order to be able to present the report. It has a weight of 4%.
- Ev6: Exam 1. In the first evaluation period there will be a theory exam (including the Domjan reference manual and the contents of Seminar 1) with a format of 30 multiple-choice questions and duration of 1h, on the topics taught up to week 9. This exam will be corrected for the effect of chance (each wrong answer subtracts 0.33 from the total number of correct answers). It has a weight of 40%.
- Ev7: Exam 2. In the second evaluation period there will be a theory exam (including the Domjan reference manual and the contents of Seminars 2 and 3) with a format of 30 multiple-choice questions and duration of 1 hour, on the topics taught between weeks 10 and 18. This exam will be corrected for the effect of chance (each wrong answer subtracts 0.33 from the total number of correct answers). It has a weight of 40%.
Table 1. Summary with the characteristics of the different Learning Evidence
Code |
Designation |
Weight |
Format (Oral, written or both) |
Autorship (individual, collective or both) |
Via (Attended, virtual or both) |
EV1 |
Report Practice 1 |
4% |
Written |
Group |
Attended |
EV2 |
Report Practice 2 |
4% |
Written |
Group |
Attended |
EV3 |
Report Practice 3 |
4% |
Written |
Individual |
Attended |
EV4 |
Report Practice 4 |
4% |
Written |
Individual |
Attended |
EV5 |
Report Practice 5 |
4% |
Written |
Individual |
Attended |
EV6 |
Examination 1 (contents given until week 9) |
40% |
Written |
Individual |
Attended |
EV7 |
Examination 2 (contents given between weeks 10 and 18) |
40% |
Written |
Individual |
Attended |
Model responses of EV6 and 7 will be not published. The results will be published on the virtual campus within a maximum period of 10 working days after their completion.
Studentswho havesubmitted evidence of learning with a weight equal to or higher than 4 points (40%), may not be recorded as "Not assessable".
In order to pass the course, the student must obtain a minimum overall grade of 5 points. The overall grade is the direct sum of the grades obtained in all the learning evidences (Ev1+Ev2+Ev3+Ev4+Ev5+Ev6+Ev7) and has a maximum value of 10 points.
Students with an overall grade equal to or higher than 3.5 and lower than 5 points and who have taken evidences with a weight equal to or higher than 2/3 of the overall grade will have the possibility of taking a final recovery assessment during the recovery period on the date established by the Faculty (and published on the website).
EXAMPLE 1: A student has taken only evidences 1, 2 and 6 and has obtained an overall grade of 0.4 + 0.4 + 2.8 = 3.6. In this case, he/she is NOT eligible for the recovery assessment because, despite having an overall grade higher than 3.5, the weight of the evidences he/she has taken is 0.4 + 0.4 + 4 = 5.8, which is less than 2/3 of the overall grade (6.6).
EXAMPLE 2: A student has taken only the evidences 1, 6 and 7 and has obtained an overall mark of 0.3 + 1.5 + 1.8 = 3.6. In this case, he/she IS eligible for the recovery assessment because he/she has an overall grade of more than 3.5 and the weight of the evidences he/she has taken is 0.4 + 4 + 4 + 4 = 8.4, which is more than 2/3 of the overall mark (6.6).
The recovery assessment will consist of a recovery of Ev6 and/or Ev7, exclusively. The grades obtained in Ev1, Ev2, Ev3, Ev4 and Ev5, corresponding to the practices, are excluded from the recovery test and will remain unchanged.
The student may decide at the time of the recovery assessment to retake only Ev6, only Ev7, or both. The grade(s) obtained in this recovery assessment will in any case replace the grade(s) previously obtained and the overall grade willberecalculated.
EXAMPLE 1: A student has obtained, before the recovery assessment, the following overall grade: 0.1+0.1+0.1+0+0+0+1.8+1.8 = 3.9. In therecovery assessment he/she only takes Ev6 and obtains a mark of 2.2. The final overall grade will be: 0.1+0.1+0.1+0+0+0+2.2+1.8 = 4.3.
EXAMPLE 2: A student has obtained, before the recovery assessment, the following overall grade: 0.1+0.1+0.1+0+0+0+1.8+1.8 = 3.9. In the recovery assessment, he/she takes Ev6 and Ev7, obtaining, respectively, marks of 2.2 and 2.5. The final overall grade will be: 0.1+0.1+0.1+0+0+2.2+2.5=5.
EXAMPLE 3: A student has obtained, before the recovery assessment, the following overall grade: 0.1+0.1+0.1+0+0+0+2.2+2.3 = 4.8. In the recovery assessment he/she takes Ev6 andEv7, obtaining, respectively, marks of 2.4 and 2.1. The final overall grade will be: 0.1+0.1+0.1+0+0+0+0+1.9+2.2=4.3.
Students who do not enrol for the first time in the subject will be assessed with the same activities as those who enrol for the first time. A synthesis test is not contemplated.
Students who choose the single assessment option waive the continuous assessment and will be assessed on all the contents of the subject in a single assessment event, which will take place on the same day and in the same place as Ev7.
This assessment event will consist of two face-to-face exams (Exam 1 and Exam 2) which will follow the same format and will include the same contents as Ev6 and Ev7 of the continuous assessment (respectively). At the end of the two exams, and during this same assessment event, students who have taken the single assessment system will have to solve a total of 5 situations that will involve the planning and interpretation of experiments equivalent to those worked on in the practices carried out throughout the semester. Students will have to write and hand in a report corresponding to each of the 5 practices (which will include the same contents as inEv1-5) in the same classroom. Under no circumstances may the student consult any type of subject material during the preparation of these reports.
The total duration of this single evaluative face-to-face event will be approximately 3h40m (See Table 2).
The conditions for passing the subject, access to the recovery and the recovery assessment for students who take the single assessment will be the same as for students who follow the continuous assessment.
THE SINGLE EVALUATION IS REQUESTED TELEMATICALLY (E-FORM) IN THE SPECIFIC PERIOD (more information on the Faculty's website).
Table 2. Description of the activities, duration and dates for students taking the single assessment.
TABLE OF SINGLE ASSESSMENT ACTIVITIES |
|||
Description of the activities |
Weight |
Duration in hours (of the face-to-face event) |
Date of completion |
Ev6. Written Examination 1 (1h) |
40% |
3h40m |
Second assessmentperiod |
Ev7. Written Examination 2 (1h) |
40% |
||
Ev1-5. Resolution of situations that will involve the planning and interpretation of experiments equivalent to those carried out in the practices. (1h40min) |
20% |
THE DELIVERY OF THE TRANSLATION OF THE FACE-TO-FACE EVALUATION TESTS WILL TAKE PLACE IF THE REQUIREMENTS SET OUT IN ARTICLE 263 ARE FULFILLED AND THE APPLICATION IS MADE ON WEEK 4 TELEMATICALLY (E- FORM) (more information on the Faculty's website).
The Faculty's evaluation guidelines can be consulted at the following link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Essential bibliography (reference manual):
Domjan, M. (2010). Principios de aprendizaje y conducta. Sexta edición. México: Wadsworth, Cengage Learning (Original English version, 2010).
(Comprehensive manual covering a vast majority of learning and conditioning phenomena with many examples and illustrations. It can be considered a key text for a thorough understanding of the contents of the subject.)
The Humanities Library provided the following link from where the digital version of the 6th edition of Domjan's handbook can be consulted online: https://www.academia.edu/29486933/Principios_de_aprendizaje_y_conducta_Domjan_9th?auto=download
Complementary bibliography:
Cándido, A. (2000). Introducción a la psicología del aprendizaje asociativo. Madrid: Biblioteca Nueva.
(Summarised manual that explains the phenomena of learning from the description and analysis of the conditions, mechanisms and contents that regulate them. It places more emphasis on theoretical analysis than on the description of learning phenomena.)
Domjan, M. (2002). Bases del aprendizaje y el condicionamiento. Segunda edición. Jaén: Del Lunar (Original English version, 2000).
(Short manual describing the main phenomena of associative learning and giving a brief introduction to the theoretical aspects. It can be considered an abridged and introductory version of Domjan's manual indicated in the basic bibliography.)
Froufe, M. (2004). Aprendizaje asociativo. Principios y aplicaciones. Madrid: Thomson.
(Manual with similar characteristics to the previous one, although it follows different criteria when it comes toorganising the topics and basic concepts of learning.)
Alloway, T., Wilson, G. and Graham, J. (2006). Sniffy. La Rata Virtual. Pro Versión 2.0. Madrid: Thomson Editores (Original English Version, 2005).
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PLAB) Practical laboratories | 111 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 112 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 113 | Catalan/Spanish | first semester | morning-mixed |
(PLAB) Practical laboratories | 114 | Catalan/Spanish | first semester | morning-mixed |
(PLAB) Practical laboratories | 211 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 212 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 213 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 214 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 311 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 312 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 313 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 314 | Catalan/Spanish | first semester | morning-mixed |
(PLAB) Practical laboratories | 411 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 412 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 413 | Catalan/Spanish | first semester | morning-mixed |
(PLAB) Practical laboratories | 414 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 511 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 512 | Catalan | first semester | morning-mixed |
(PLAB) Practical laboratories | 513 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 111 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 112 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 113 | Spanish | first semester | morning-mixed |
(SEM) Seminars | 114 | Spanish | first semester | morning-mixed |
(SEM) Seminars | 211 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 212 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 213 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 214 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 311 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 312 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 313 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 314 | Spanish | first semester | morning-mixed |
(SEM) Seminars | 411 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 412 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 413 | Spanish | first semester | morning-mixed |
(SEM) Seminars | 414 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 511 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 512 | Catalan | first semester | morning-mixed |
(SEM) Seminars | 513 | Catalan | first semester | morning-mixed |
(TE) Theory | 1 | Catalan | first semester | morning-mixed |
(TE) Theory | 2 | Catalan | first semester | morning-mixed |
(TE) Theory | 3 | Spanish | first semester | morning-mixed |
(TE) Theory | 4 | Spanish | first semester | morning-mixed |
(TE) Theory | 5 | Catalan | first semester | morning-mixed |