The course "Learning and Behaviour" is taught in the second quarter of the first year of the Degree in Psychology. It is a basic and mandatory subject closely related to the rest of the basic psychological processes, such as memory, attention, perception, emotion, motivation, thought and language.



The aim of the course is to enable the student to acquire knowledge and skills on the various learning modalities. In approaching the contents, a predominantly basic perspective is adopted, analysing demonstrations and theories from the experimental study of learning. In addition, a comparative perspective is adopted, studying human learning in relation to learning in other species and in artificial systems. This general approach is complemented by a more applied approach in which the aim is for the student to be able to identify mechanisms and effects of learning in situations likely to be encountered in his/her future practice as a psychologist.



Currently, this course is part of a teaching innovation project entitled "Promotion of scientific, creative and autonomous disposition in Psychology students through eclecticism in teaching methodologies" (IKD i³ 23-24, LORATU modality), promoted by the Vice-rectorate for Innovation, Social Commitment and Cultural Action. The main objective of this project is the identification of teaching methodologies that promote critical thinking and improve students' abstraction and inductive analysis skills.



A more complete teaching guide for the subject (the so-called "Student Guide") can be accessed through the e-Gela platform.

Knowledge

RCO1. To Know and understand the basic laws of the different psychological processes.

RCO4. To know the functions, characteristics and limitations of the different theoretical models of psychology.

RCO6. To know the bases of the scientific method and the main strategies of research and data analysis.

RCO7. To know and understand the different experimental and non-experimental research designs, the procedures for the formulation and testing of hypotheses, data analysis and interpretation of results.



Competencies

RC1. To be able to apply their knowledge to their work or vocation in a professional manner and demonstrate it through the elaboration and defense of arguments and the resolution of problems within their area of study.

RC2. To be able to gather and interpret relevant data within their area of study in order to make judgments that include a reflection on social, scientific or ethical issues.

RC3. To be able to transmit information, ideas, problems and solutions to both specialized and non-specialized audiences.

RC4. To be able to identify and integrate the elements that constitute the psychological substrate of the human being.



Skills linked to the degree

RHT1. Be able to apply the theoretical knowledge of Psychology to situations and phenomena of everyday life.

RHT2. Be able to describe and measure variables (individual and group) and cognitive, emotional, psychobiological, behavioral and psychosocial interaction processes, as well as to interpret them by selecting and administering appropriate instruments.



Broad Spectrum Skills

RHE1. Be able to communicate appropriately, orally and in writing.

RHE2. Be able to identify differences, problems and needs.

RHE3. Be able to solve problems and make effective decisions.

RHE5. Be able to search, manage, analyze and critically synthesize information from specialized sources of information and documentation.

RHE6. Be able to prepare oral and written technical reports.

RHE7. Be able to relate and communicate effectively at a personal, professional and scientific level and be able to work both individually and in uni- and multidisciplinary teams, assuming responsibilities and assessing their performance critically.

RHE 8. Be able to learn autonomously and value the importance of lifelong learning, in order to maintain updated the skills and knowledge necessary for the proper exercise of the profession and contribute to knowledge.







As the subject is developed within the framework of the aforementioned IKD-i3 project, special emphasis will be placed on the promotion of the following transversal competences (taken from the UPV-EHU catalog, 2019):



-Autonomy and self-regulation (promoting that students become aware of, and optimize, their metacognitive cognitive processes when learning and making decisions).

-Social Engagement (promoting students' empathetic and responsible actions in the face of challenges of different kinds).

-Information Management and Digital Citizenship (ensuring that students acquire a critical, reliable and responsible handling of scientific information).

-Innovation and Entrepreneurship (promoting students to optimize their innovative and creative capacity).

-Critical Thinking (favoring the capacity for analysis, questioning, and awareness of the value of reasoned judgments).



The pursuit of these transversal competencies orient the subject towards the achievement of the following Sustainable Development Goals (SDGs, Agenda 2030, UN):



O4, Quality education.

O5, Gender equality.

O8, Decent work and economic growth.

O10, Reduction of inequalities.



A person with the aforementioned transversal competencies (with a tendency to critical thinking, questioning, creative innovation, etc.) will more likely promote sustainable development, human rights, gender equality, promotion of a culture of peace and non-violence, etc. In addition, such competencies will promote entrepreneurship and effective coping with economic and social challenges.

I.-THEORETICAL PROGRAMME



1. Learning: An Initial Overview of what it is and how it relates to other basic psychological processes.

2. Learning about the repeated occurrence of a stimulus.

3. Learning about relationships between stimuli in the environment

4. Learning about relationships between behaviour and its consequences

5. Social learning

6. Learning and maladaptive behaviour





II.-PRACTICAL PROGRAMME

The practical sessions are developed in 3 different modalities or scenarios.



A) CLASSROOM PRACTICE (PA)

In the 15 PA sessions, two types of activities are developed: One series of sessions is dedicated to the student inductively and actively approaching the central elements (demonstrations and theories) of each subject. To this end, case and problem solving activities are carried out, both individually and in groups. The remaining series of sessions is oriented towards the acquisition of skills in the use of scientific information by the students. Various activities are carried out to identify and synthesise relevant scientific information, training on the basis of which a small research project is prepared/presented in poster format.



B) COMPUTER PRACTICE (PO)

In these sessions, active demonstrations of some of the learning phenomena discussed in the theoretical classes are carried out. These demonstrations are conducted by means of computer experiments. Students first assume the role of experimental subject, and then the role of researcher, to collect, analyse and interpret the behavioural data obtained.



C) WORKSHOPS (TA)

In these sessions, based on the results of periodic self-assessments (whose format is similar to that of the exam), teacher and students pose and resolve questions. Feedback is also given on progress in other subject tasks such as the development of the research project to be presented in poster format. On the other hand, the presentation and defence of the projects in poster format generated from the work in previous sessions is carried out. The dissemination and discussion of scientific information is encouraged in a group context similar to that of a congress.

The teaching methodology proposed is diverse and includes different activities to be taught in theoretical lectures and practical classes (computer practice, classroom practice and workshops).



In the lectures, the theoretical content of the subject is presented. A series of necessary readings will be identified in order to follow the lectures, the volume of which will be adjusted to the expected non-classroom workload according to the weight in credits of the subject. Students will also be provided with continuous self-assessment tools (basically tests in a format similar to that used in the exam) so that they can obtain feedback on their progress in the process of acquiring competences.



In the practical classes, dynamic activities will be proposed that help to promote the acquisition of skills that complement the acquisition of theoretical knowledge. The aim is for students to become familiar with scientific thinking and to acquire habits of reflective thinking in which they combine inductive and deductive reasoning, initially by means of guided instructions and gradually in an autonomous manner. The aim is for the student to become a scientist in the classroom and, on the basis of certain data illustrating phenomena (generated in active demonstrations in the classroom, taken from previous work or simulated), to apply the scientific method and propose testable hypotheses (their own and/or derived from the theories and models they are studying) as well as scenarios in which they can try to verify/falsify them. On the other hand, following the same general approach, in the practical classes the acquisition of skills in the communication of scientific information will be encouraged, especially the ability to analyse, synthesise, organise and express scientific information (written reports and/or posters).



Tutorials: appointments must be requested by e-mail for both face-to-face and virtual tutorials (through eGela and the virtual tool provided). 

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 60
  • Ejercicios prácticos, trabajos en equipo y/o individuales, y presentaciones orales. (%): 40

A) Cumulative Evaluation System.



The acquisition of THEORETICAL CONTENT is assessed at the end of the term on the official exam date. This will consist of a series of multiple choice questions whose format (and level of difficulty) will be previously trained in a series of periodic self-assessments. The mark obtained in these questions corresponds to 60% of the mark in the subject.



On the other hand, throughout the four-month period, a series of learning evidences from the PRACTICAL ACTIVITIES are collected. From these evidences (short reports on the resolution of cases/problems and performance in the elaboration and presentation of the project in poster format) the mark corresponding to 40% of the grade in the subject is obtained. All deliverables must be submitted to the teaching team via the eGela platform on the dates indicated in class. In the evaluation of these activities, the level of acquisition of transversal competences (including spelling rules) will be taken into account.





Summary of the cumulative assessment = Theory (Maximum 6 points) + Practical (Maximum 4 points) = Maximum 10 points * * In order to pass the course, it is necessary to have a minimum of 10 points.



* In order to pass the course, it is ESSENTIAL to pass both sections of the course; that is to say, to obtain at least 3 out of 6 points in the THEORY section and at least 2 out of 4 points in the PRACTICAL section.





B) Final Assessment System.



Students may opt for this assessment system whether or not they have participated in the assessment of the practical contents of the cumulative (or continuous) system. It must be taken into account, however, that if this final assessment system is chosen, the marks obtained in the possible activities carried out in the cumulative (or continuous) assessment system will be waived.



Students who opt for this final assessment system will take the same theoretical content exam as students assessed through the cumulative (or continuous) assessment system. However, their exam will also include a series of additional sections/questions through which 40% of the mark for the subject corresponding to the acquisition of skills in the practical sessions will be assessed.





Summary of the final assessment = Theory (Maximum 6 points) + Practical sessions (Maximum 4 points) = Maximum 10 points * * In order to pass the course, it is necessary to have a minimum of 10 points.



* In order to pass the course, it is ESSENTIAL to pass both sections of the course; that is to say, to obtain at least 3 out of 6 points in the THEORY section and at least 2 out of 4 points in the PRACTICAL section.





C) Additional assessment rules: Waiving of the exam session



In either of the two assessment systems, failure to take the exam will be sufficient to waive the exam. 

1.- Students who do not pass the subject in the ordinary call, regardless of the assessment system they have chosen, will have the right to sit the exams and assessment activities in the extraordinary call.



2.- The assessment of the subject in the extraordinary call will be carried out exclusively through the final assessment system.



3.- The final assessment test of the extraordinary call will be similar, in terms of its structure, to the test of the same assessment system of the ordinary call. In the case of having passed one of the parts (Theory or Practical) of the subject in the previous ordinary call, the student will be able to keep that positive result and be evaluated only on the part of the subject not passed.

Notes and basic scientific bibliography specified by the lecturers in charge of the subject.

Basic bibliography

Bouton, M. E. (2007, 20013). Learning and behavior: a contemporary synthesis. Sunderland: Sinauer Associates, Inc.



Candido, A (2000). Introducción a la psicología del aprendizaje. Madrid: Biblioteca Nueva. 



Catania, A. C. (2013). Learning (5th Edition). Cornwall-on-Hudson, NY: Sloan.



Domjan, M., & Delamater, A. R. (2023). The essentials of conditioning and learning (5th ed.). American Psychological Association. https://doi.org/10.1037/0000363-000



Domjan, M. (2011). Principios de aprendizaje y conducta (Sexta edición). México: Cengage.



Domjan, M. (2010). Principios de aprendizaje y conducta (Quinta edición). España: Ediciones Paraninfo.



Domjan, M. eta BURKHARD, B. (1994). Ikaskuntza eta Jokabide Mekanismoak. EHUko argitalpen etxea. Bilbo.



Dickinson, A. (1984). Teorías actuales del aprendizaje animal. Madrid: Debate. 



Maldonado, A. (2015). Aprendizaje y pensamiento humano. Granada: Editorial de la Universidad de Granada. 



Malott, R. W. y Kohler, K. T. (2023). Principios de conducta (octava edición). ABA España.



Omrod, J. E. (2005). Aprendizaje humano (cuarta edición). Madrid: Pearson Prentice Hall.



Pellón, R. Miguéns, M., Orgaz, C., Ortega, N, y Pérez, V. (2014). Psicología del Aprendizaje. Madrid: UNED.



Pineño, O., Vadillo, M.A. Y Matute, H. (2007) (Eds.). Psicología del aprendizaje. Badajoz: Abecedario.



Rasmussen, E. B., Casey, J. C., Pierce, W. D. & Cheney, C. D. (2023). Behavior analysis and learning: A biobehavioral approach (7th edition). New York: Routledge.



Vila J., Nieto, J. Y Rosas, J.M. (Eds.) (2003). Investigación contemporánea en aprendizaje asociativo. Jaén: del lunar.

In-depth bibliography

Aguado Aguilar, L. (Ed.) (1989). Cognición comparada. Madrid: Debate.
Bandura, A. y Walters, L. (1978). Aprendizaje social y desarrollo de la personalidad. Madrid: Alianza Universitaria.
Boakes, R.A. (1989). Historia de la psicología animal. De Darwin al conductismo. Madrid: Alianza Universitaria.
Hilgard, E.R. y Bower, G.H. (1975). Teorías del aprendizaje. México: Trillas.
Honig, W.K. (Ed.) (1975). Conducta operante. México: Trillas.
Hull, C.L. (1986) Principios de conducta. Madrid: Debate.
Hulse, S.H., Egeth, H. y Deese, J. (1982). Principios de aprendizaje. México: McGraw-Hill.
Kimble, C.A. (1969). Hilgard y Marquis, condicionamiento y aprendizaje. México: Trillas.
Leahey, T. H. y Harris, R. J. (1998). Aprendizaje y Cognición. Madrid: Prentice-Hall.
Pavlov, I.P. (1972). Reflejos condicionados e inhibiciones. Barcelona: Ediciones Península.
Pavlov, I.P. (1973). Actividad nerviosa superior. Obras escogidas. Barcelona: Fontanella.
Pelechano, V. (1980). Modelos básicos de aprendizaje. Valencia: Alfapl¿s.
Pellón, r. y Huidobro, A. (2004) (Coords.). Inteligencia y aprendizaje. Barcelona: Ariel.
Puente Ferreras, A. (2005). Cognición y aprendizaje. Pirámide.
Ribes Iñesta, E. (2002) (Ed.). Psicología del Aprendizaje. México: Manual Moderno.
Rosas Santos, J.M. (1998). Aprende condicionando. Jaén: del Lunar.
Rosas, J.M., García-Fernández, E. y Sánchez, F. (2005). Fundamentos del aprendizaje humano. Jaén: Del Lunar.
Schoenfeld, W.N. (1979). Teorías de los programas de reforzamiento. México: Trillas.
Skinner, B.F. (1974). Ciencia y conducta humana. Barcelona: Fontanella.
Skinner, B.F. (1976). La conducta de los organismos. Barcelona: Fontanella.

Journals

Annual Review of Psychology
Behavioral and Brain Sciences.
Behavior Research Methods
Behavioural Processes.
Comparative Cognition and Behavior Reviews.
Learning & Behaviour.
Learning and Individual Differences
Learnind and Memory
Learning and Motivation.
Journal of Experimental Psychology: General
Journal of Experimental Psychology: Animal Learning and Cognition.
International Journal of Comparative Psychologyopen access
Psychological Review.
Psychological Bulletin.
Psychonomic Bulletin and Review
Psicológica. Revista de Metodología y Psicología Experimental
Quarterly Journal of Experimental Psychology
Trends in Cognitive Sciences

In Euskera:
Elhuyar
Uztaro

Web addresses

Related Spanish scientific societies

Sociedad Española de Psicología Comparada (SEPC)
https://www.sepc.org.es/

Sociedad Española de Psicología Experimental (SEPEX)
http://www.sepex.net


Youtube videos:

https://www.youtube.com/@learningandbehaviorkeyconc126/featured

https://www.youtube.com/@societyforthequantitativea3891

https://www.youtube.com/playlist?list=PL6nYuhozr93K-Q9gV1k6Gin3gyJ24gcec