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.

2025 10

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  • Term Mode
  • ACU Term 1Online Unscheduled

Prerequisites

PSYC500 Introduction to Psychology: Science and Practice

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.

Describe the methodological paradigms that underpi...

Learning Outcome 01

Describe the methodological paradigms that underpin the study of classical and operant conditioning processes, including comparative psychology approaches
Relevant Graduate Capabilities: GC1, GC3, GC9

Compare and contrast different theoretical models ...

Learning Outcome 02

Compare and contrast different theoretical models in the topic areas, and critically analyse the empirical evidence that supports or refutes the models
Relevant Graduate Capabilities: GC1, GC3, GC9

Critically analyse findings from basic and applied...

Learning Outcome 03

Critically analyse findings from basic and applied research in the areas of behaviour analysis and behaviour modification
Relevant Graduate Capabilities: GC1, GC3, GC7, GC9

Analyse behaviour in its context by identifying th...

Learning Outcome 04

Analyse behaviour in its context by identifying the stimuli that controls behaviours and the consequences that maintain those behaviours
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC11

Apply knowledge of behaviour modification interven...

Learning Outcome 05

Apply knowledge of behaviour modification interventions and articulate the operationalisation and measurement of the target behaviour and associated ethical issues
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC11

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

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

Assessment Task 1 - Online Quizzes The weekly qui...

Assessment Task 1 - Online Quizzes

The weekly quizzes are designed to assess student understanding and application of the content of the unit.

Weighting

15%

Learning Outcomes LO1, LO2, LO3, LO4

Assessment Task 2 - Behaviour Change Portfolio Th...

Assessment Task 2 - Behaviour Change Portfolio

The portfolio provides students with an opportunity to demonstrate understanding, consolidation and application of the content covered in the unit. As part of the portfolio students will analyse behaviour in its context. Students will then design, implement and measure an ethical intervention to change the behaviour using the learning principles addressed in the unit.

Weighting

40%

Learning Outcomes LO4, LO5

Assessment Task 3 - Final Exam The exam provides ...

Assessment Task 3 - Final Exam

The exam provides students with the opportunity to demonstrate understanding, consolidation and application of the content covered in the unit.

Weighting

45%

Learning Outcomes LO1, LO2, LO3, LO4, LO5

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.   

Representative texts and references

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.

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