UNIVERSITY OF ZIMBABWE

Department of Psychology
BSc. Psychology (Hons)

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COURSE OUTLINE-2018: LEARNING PRINCIPLES (PSY 213)

Level: 2/1
Course units: 12
Lecturer: Dr. KC. Muchena
Office: 205 Commerce Building
Contact hours: 60 hours = (3x1hr lectures + 1hr tutorial) per week x 12 weeks
Lecture schedule: Tues 3-5 pm, Thurs 3-5pm
Lecture venue: NLG2

II Purpose of the Course

Animals and humans come “to know” through the process of learning, in addition to imprinting
and heredity (specialised learning). Learning is a relatively permanent change in potential
behaviour/ performance as a result of experience. Complex behavior patterns may also not be a
result of learning. They are genetically determined, they are instinctive e.g. nest building, bird
song, migration, honey bee dance, and mating. We refer to them as species- specific behaviours
(there is also a controversy whether species specific behavior is purely genetic and not partly
learnt). While many learning theorists would agree with this general definition of learning,
there is less consensus among theorists with regard to the processes underlying learning. In
fact, the learning process represents a major area of controversy among learning theorists, it is,
therefore, the how of learning (rather than the what) that divides learning theorists and
learning theories into several schools. This course focuses on the how of learning.

III Aims

The course on Learning Principles aims to:

 describe major theoretical perspectives on processes of learning

 explain the specific learning processes forwarded by various theorists
 evaluate experimental evidence that support specific principles
 conduct selected experiments that demonstrated principles of learning

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IV Course Objectives

The course has the following Objectives:

 To gain an appreciation of major theories that explain the processes of learning

 To identify strengths and shortfalls of the theories and experimental evidence available
to date
 To link theory and everyday learning experiences
Students should demonstrate the ability to design simple programs that result in change of
behaviour

V Course Content

1. Definition of learning

 Definition
 Outline of the history of learning theories
 Maturation and biological limitations

2. Overview of perspectives on learning

 Biological

 Cognitivism

 Behaviourism
 Social Cognitivism
 Gestalt

3. Theories of learning, experiments and criticisms

 Cognitive Learning Theories

1. Latent learning: Tolman’s experiments, Cognitive mapping
2. Wolfgang Kohler experiment
3. Other contributions on cognitive learning
 Classical learning:
1. Pavlov and his experiments
2. Defining concepts CS, US, UR and CR
3. Delayed conditioning
4. Trace conditioning
5. Temporal conditioning
6. Pseudo-conditioning
7. Higher order conditioning

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 8. Extinction and spontaneous recovery
9. Stimulus generalisation
10. Stimulus discrimination
11. Experimental neurosis
12. Classical conditioning in humans
13. Counter conditioning
14. Little Albert
15. Peter
 Operant Conditioning
1. Thorndike’s Law of Effect
2. Skinner’s Principle
3. Positive and Negative Reinforcement, Punishment
4. Extinction and spontaneous recovery
5. Stimulus Generalisation
6. Stimulus Discrimination
7. Schedules of Reinforcement (Basic and Complex)
8. Behavioural Analysis (ABC)
 Social Cognitive Learning Theories
1. Definition
2. Bandura
3. Observation and Modelling
 Demonstrations – Laboratory Experiments
 Critical issues

VI Methods of Teaching

The following teaching methods will be used:

 Lectures with or without PowerPoint for the presentation of theoretical materials

 Tutorials
 Videos showing classical experiments

Vll Continuous Assessment (Course Work)

(a) The continuous assessment consists of 1 assignment and 1 in class test. Coursework marks
constitute 30% of the final examination marks.

(b) End of Semester examination contribute 70% of the total mark.

VIII Recommended Readings

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 1. Klein, S.B. (2015) Learning principles and Applications. Sage Publications, Inc
2. Powel, R. A., Symbaluk, D.G. &Honey, P. L. (2009) Introduction to Learning and
Behaviour. ( 3rd Edition)Wadsworth Cengage Learning
3. Ansel A. (1989) Behaviourism, Neobehaviourism, and cognitivism in learning theory:
historical and contemporary perspectives Lawrence Eribaum Associates. New Jersey.
(UZ Library)

4. Ball RS (1977) “The Gessel Development Scedule: Arnold Gessel (1880-1961) Journal of
Abnormal Child Psychology 5(3):233-239 (UZ online)

5. Bandura A (1969) Principles of Behaviour modification New York. Holt, Rinehart and
Winston (UZ Library)

6. Brooks DW and Shell DF (2006) Working memory, motivation and teacher –initiated
learning Journal of Science Education and Technology 15(1): 17-30 (UZ e-journal)

7. Domjan M (1998) Principles of learning and behaviour Pacific Grove. California.

Broke/Cole Publications (UZ Library)

8. Francis NH and Christonis WA (2006) A brief analysis of Abraham Maslow’s original

writing of self-actualizing people: a study of psychological health Doctoral Forum.
National Journal of Publishing and Mentoring Doctoral Student Research 3(1): 1-7 (On-
line journal)

9. Friedman J (2003) The simplicity principle in human concept of learning Current

Directions in Psychological Science 12(6): 227-232 (UZ e-journal)

10. Hergenhanh BR and Oslon MH (1997) An Introduction to theories of learning Upper

Saddle River. Prentice Hall (UZ Library)

11. Jensen R (2006) Behaviourism, Latent Learning, and cognitive Maps: Needed revisions
in introductory psychology textbook Behavior Analyst 29 (2): 187-209 (UZ e-journal)

12. Kazdin A. (1994) Behaviour modification in applied settings. California. Brooks (UZ
Library)

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 13. Pavlov IP (1960) Conditioned reflexes: An Investigation into the physiological activity
of the cerebral cortex.Translated and edited by GV Anrep. New York Dover Publications
(UZ Library)

14. Salkind, NJ (2004) An Introduction to theories of human development A Thousand

Oaks. Sage Publication. California (UZ Library)

15. Schartz B. (1995) Psychology of learning and behaviour New York. Norton (UZ Library)

16. Skinner BF (1969) Contingencies and reinforcement: A theoretical analysis New York.
Appleton-Century-Crofts (UZ Library)

Sources of Knowledge
University of Zimbabwe Library
University of Zimbabwe eLearning site
Google eBooks
Various Academic material published on internet

IX Course Evaluation
The course will be evaluate by:
Students
Departmental Peers
External Examiner

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