Dr. Kenneth M. Steele

310F Smith-Wright

Office hours: 1:00 - 2:30 MWF, and by appointment

Phone: 262-8961

email: [email protected]

Textbook: Powell, R. A., Honey, P. L., & Symbaluk, D. G. (2017). Introduction to Learning and Behavior (5th ed.)

Assigned readings and exercises on web site, http://www.appstate.edu/~steelekm

Description of the course:

This course is a survey of early and modern work on classical conditioning and operant conditioning. The course is divided roughly into four portions. The first quarter will cover the basic procedures to produce and talk about classical conditioning effects. The second quarter will cover interpretations and explanations of classical conditioning effects. The third quarter will cover basic procedures and terminology of operant conditioning. And the fourth quarter will cover modern theory and research in operant conditioning. A list of topics and assigned readings is found on the final pages of this syllabus.

Structure of the classes:

Most of the material I will use in class is contained on my web site. Go to http://www.appstate.edu/~steelekm and click on the link to this class. The "Topics" link will take you to the in-class material. Each cell contains a variety of links. Some links are central to the topic and some links are there because they prove useful should certain questions pop up in class. Some links are there because I am experimenting with different ways of presenting material. The important point is that you should not treat the links as a Powerpoint slide show, to be viewed from from first to last for an equal amount of time. You will learn in class which are the important links to understand.

Notice that some cells have dates attached to them. This is a sign that I plan to cover that topic in class. Other cells lack a date. This is a sign that the material may be there to answer possible questions in class or that I am not sure we will have time to cover that topic in class. Also, topics within a class are often separated by dashes. This indicates a change in subtopic. Don't worry. You will know exactly what material for which you will be responsible.

I use the chalkboard to present material often. One reason is that I can develop diagrams that would be difficult to present as a PPT. A second reason is that I want you to develop an extensive series of notes so that you will be prepared for the exams.

Tests, grades, and your busy schedule:

There will be four multiple-choice tests during the term. I will post a study guide and there will be a question and answer period preceding each test. Come prepared and use it to your advantage. The percent correct for each test will be averaged across the four tests to compute your final grade. Your test grades will be posted on the topics page using a personal code.

There will an additional optional comprehensive examination given at the end of the term. This is the make-up exam if you miss one of the four regular tests. It will count as a single exam. Notice that you can only make up one missed exam. So examine the test dates and make sure that you will not have a series of conflicts.

If you have taken all four tests during the semester then you may take an optional comprehensive exam at the end of the term. In this case, your final grade will be computed from the four highest grades. The lowest score is simply dropped into a deep hole, never to be seen again.

Also notice that there is an "Application" assignment due around each test date. The purpose of the assignment is to give you additional experience in applying conditioning concepts to everyday life. These should be relatively easy and fun. You will receive 1/2 point on your final grade for each assignment completed successfully. These assignments will be graded on a "pass or fail, may repeat" system. A major purpose of the assignment is to help you identify when you do or do not understand a concept.

The final letter grade will be assigned on a 10-point scale (100-90, A; 89-80, B; 79-70, C; 69-60, D; below 60, F). Pluses and minuses will be assigned for averages that are 2 points from a higher or a lower grade (e.g., C+ for a 78 or 79, C- for a 70 or 71).

Finally, remember that your grade is a measure of your performance and not whether I like you, how smart you are, how busy you were during the semester, etc., etc.

Attendance, classroom behavior, and life:

I will call attendance for the first few sessions so that I can connect names with faces. I don�t record daily attendance because I assume that you are adults, and will only miss class when absolutely necessary. However if you skip class then you will likely do miserably or fail tests. This is no joke. I make up the tests based on what happened in class. I test in detail on what I think the class should know. If you skip class and fail tests then I will have no sympathy for you.

I will record attendance some variable number of times. If you are there 3/4 of the time or more then you will get a Woody Allen Award of a point on your final grade. (Woody Allen said, "Ninety percent of success is just showing up on time.")

Please, Please, Please ask questions. Don�t let the moment of confusion pass by. Don�t worry about the rest of the class, your job is to make sure that you understand.