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Note to all psychology instructors: Substantial divisional and departmental communication occurs by e-mail. See the CHSS communications secretary to place your e-mail address on the CHSS list serve AND the psychology faculty list serve. Master Syllabus Psy 260: Learning and Memory Instructor: Office Hours: Office: Term: Phone Number: Section: Email: Course Description Prerequisite: Psychology 105. If a student does not meet the prerequisite for the course, he or she may be dropped form the class at any time during the term. This course is designed to provide an overview of how information is acquired, stored, and retrieved. We well cover some of the basic assumptions underlying research on learning and memory, introduce distinctions between behavioral and cognitive approaches, cover principles of classical and operant conditioning, associative and cognitive processes of reinforcement, principles of memory processes including working memory, long-term memory, retrieval of information from memory and the role of concepts in learning and memory. Course Objectives Upon completion of the course students will: Be familiar with the experimental procedures used to study processes in classical and operant conditioning, such as acquisition, extinction, conditioned inhibition, stimulus generalization, stimulus discrimination, schedules of reinforcement, punishment, and avoidance conditioning. Demonstrate an ability to analyze everyday situations in terms of the above concepts. Understand major controversies that have motivated research in classical and operant conditioning. Be familiar with basic procedures and findings in the study of concept learning, demonstrating an understanding of how concept learning differs from rote learning, and how concept learning has been addressed by hypothesis theory, prototype theory, and neural network models. Trace the research shift from associative interpretation of memory to the emphasis on cognitive processes. Be familiar with experimental procedures used to study sensory memory, short- term memory, working memory, long-term memory, episodic and semantic memory systems, the effect of emotion on memory function, causes of forgetting, memory reconstruction. 1 Demonstrate an ability to analyze everyday situations in terms of the above concepts Text Terry, W.S. (2006). Learning and Memory: Basic Principles, Processes, and Procedures 3rd ed. Boston: Allyn & Bacon. Course Requirements . Required of all instructors 1. Cover the chapters in the text. 2. Final exam policy: It is a CHSS policy that all courses have final examinations. 3. Attendance policy: Students enrolled for credit or audit are expected to attend all class sessions. Students with excessive absences (15% of total class hours) may be dropped from the class. B. Instructors may choose any method in order to cover the assigned material: lectures oral/written projects outside readings films homework assignments research papers field trips book reports journal articles quizzes exams (any type) journals online assignments service learning (experiential education) For further information, see service learning website. COURSE GRADING PROCEDURES (Make sure that you indicate clearly how the activities of the course ultimately relate to the overall course grade.) Student grades are based on the following department grading scale: A = 90 –100%, B = 80 – 89%, C = 70 – 79%, D = 60 – 69%, F = Below 60%. Also include how the percentage figures are derived. If assignments are weighted by percentage of final total, list these (example: 1 research project @ 30%, 2 quizzes @ 10% each=20%, Final Exam @ 50%). You may also list points for each assignment, and the overall point distributions for each grade (example: Each exam is 100 points; A=90 – 100% [450 – 500 points]). If participation is part of the course grade, the method for evaluating participation must be explained clearly. If attendance is figured into your grading policy, indicate specifically how that figure is to be derived. 2 *NOTE* Within the grading section, faculty must include a grading alternative to determine the final grade in case of closure during finals week. Two options have been created in the event CNM closes during finals week. Either “A” or “B” must be selected by individual faculty and included in the syllabus. A) Final grades for students will be calculated based on all work assessed up to that point in the course. B) CHSS finals scheduled for that day will be rescheduled to the first non-exam day available, at the same time and the same location as originally scheduled. If closures occur for more than one day during finals week, finals cancelled on subsequent days will be rescheduled for the next available day; again at the same time and location originally scheduled. If rescheduling of a final exam is impossible due to a lengthy closing during finals week, final grades for students will be calculated on the work assessed up to that point. SCHEDULE OF ASSIGNMENTS BY WEEK Note to Instructors: Your syllabus should provide a listing week by week of course activities throughout the term including assigned readings, exams, etc. Date Topic Chapter (ALL CHAPTERS FROM THE BOOK ARE REQUIRED) (You may cover the Chapters in any order you choose, but a specific, week by week schedule of class activities with dates and reading assignments should be provided in this section) Week 1 Week 2 Week 3 …etc. Week 16 Final Exam (list date and time) 3
"Learning and Memory"