In-depth study of major theories of learning, including classical, operant, social, experiential and constructivist theories and their relationship to applied and theoretical psychology. Prerequisites: Six hours of PSYC courses and junior standing.
Prerequisite(s) / Corequisite(s):
Six hours of PSYC courses and junior standing.
Course Rotation for Day Program:
Offered even Spring.
Most current editions of the following:
Theories of Human Learning: What the Professor Said
By LeFrancois, G. R. (Wadsworth) Recommended
Introduction to the Theories of Learning
By Olson, M. and Hergenhahn, B. R. (Prentice Hall) Recommended
Learning Theories: An Educational Perspective
By Schunk, D. H. (Prentice Hall) Recommended
To identify, define and explain theories, principles and concepts of learning as they influence human behavior and adaptation.
To actively participate in an ongoing critical discourse on theories of learning.
To participate actively in laboratory activities related to learning.
To conduct archival research and produce a written report in APA style.
Explain historical influences on the scientific study of learning.
Describe general principles of learning as they relate to human adaptation.
Participate in seminar activities and discussion.
Differentiate between classical conditioning and operant conditioning.
Describe principles of social learning theory.
Describe principles of experiential and constructivist theories of learning.
Explain the functions of the nervous system in learning processes.
Differentiate between central and peripheral nervous system functions in learning.
Summarize the role that various learning theories play in education.
Students in this course are expected to conduct archival research, write a paper using APA style, and report their research findings to a forum of their peers
Historical foundations and overview of learning and cognition
Principles of classical conditioning
Principles of operant conditioning
Principles of social learning theory
Principles of experiential learning
Principles of constructivist learning
Research in learning theory
Role of learning theory in education
Biology and neuroscience of learning
Evolutionary approaches to understanding learning
Recommended maximum class size for this course: 20
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.