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Learning and Memory


									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:
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
      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.

       Demonstrate an ability to analyze everyday situations in terms of the above
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
    (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

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.


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.

   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

   (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
   Week 16     Final Exam (list date and time)


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