PSYC505 - Psychology of Learning and Behaviour Analysis

Year

Credit points

Campus offering

Prerequisites

PSYC500 Introduction to Psychology: Science and Practice

Unit rationale, description and aim

Understanding the principles of learning and how these can be used to generate behaviour change enables students to improve their own lives. In undertaking this unit, students will develop knowledge that can be applied in a wide range of careers where teaching new behaviours or changing existing ones is important. This unit focuses on the contribution of models of learning to the understanding of behaviour change and thus extends the introduction to behaviourism presented in PSYC500. It spans topics from classical to operant conditioning, and includes modern approaches to the quantitative analysis of behaviour. The methodological paradigms and philosophical implications of behaviourism will be covered, with a strong emphasis on experimental approaches to the development of theories of behaviour. In addition, the unit will also cover applied behaviour analysis approaches to interventions in real world settings. The aim of this unit is to provide an in depth understanding of the topics, theories and methodological paradigms in the field of behaviourism, and their applications in real world settings and in behaviour modification.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include:

• Introduction to learning and behaviour
• Overview of philosophical and experimental approaches to the study of learning
• Habituation and sensitisation
• Classical conditioning: Basic principles, variables affecting classical conditioning, theories of associative learning (Rescorla-Wagner model, theories of effectiveness of the conditional stimulus)
• Operant conditioning: Basic principles of operant conditioning, schedules of reinforcement, avoidance and punishment
• Theories and research on operant conditioning
• Behavioural economics
• Stimulus control (absolute vs relational)
• Concept formation and stimulus equivalence
• Learning by observation
• Theories of choice behaviour (matching, melioration, optimisation, momentary maximisation)
• Self-control
• Applications including behaviour assessment, ethical considerations when planning interventions to increase and decrease behaviours and generalisation of behaviours to other settings

Learning and teaching strategy and rationale

Teaching and learning strategies utilised in this unit will support students in meeting the aims and achieving the learning outcomes relevant to this unit as well as to the broader course learning outcomes. This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline, and opportunities to practice and apply their learning in situations similar to their future professions. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous discussions, interact with peers through these discussion forums, and engage with online modules and readings via the online learning platform. Activities encourage students to bring their own examples to demonstrate understanding and application, and to engage constructively with their peers. Collaboration with peers in the online environment will support students in considering, discussing and debating the content of the unit. These learning and teaching strategies assist students in developing their knowledge and application, analysis, synthesis and evaluation of that knowledge in the field of behavioural psychology. Students will receive regular and timely feedback on their learning, which includes information on their progress.   

Assessment strategy and rationale

In order to pass this unit, students must complete and submit all assessment tasks. In addition to this, students must obtain an aggregate mark of at least 50% to pass the unit.

In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used. The online quizzes are designed to assess understanding and application of the unit content. Students will also complete a behaviour change portfolio which provides them with an opportunity to demonstrate understanding of the content covered in the unit, and to demonstrate their ability to apply their understanding to hypothetical and applied situations. The final examination provides students with an opportunity to demonstrate their understanding, consolidation and application of the content covered in the unit.

Overview of assessments

Representative texts and references

Chance, P. & Furlong, E. (2022). Learning and behavior (8th ed). Cengage Learning.

Domjan, M. (2020). The principles of learning and behavior (7th ed). Cengage Learning.

Symbaluk, D., Powell, R., & Honey, P. (2022) Introduction to learning and behavior (6th ed). Cengage Learning.