PY2111 - Learning and Behaviour
| Credit points: | 03 |
| Year: | 2011 |
| Student Contribution Band: | Band 1 |
| Administered by: | School of Arts & Social Sciences |
The purpose of this subject is to introduce students to the key theories and research in the psychology of learning. It primarily covers classic and contemporary models of learning based on associative principles (classical and instrumental conditioning). It will present practical applications of these basic principles in areas such as drug addiction, mental health and education. It also tracks the historical development of learning theories and presents their major contributions to the discipline.
Learning Outcomes
- ability to critically think about and discuss classic and contemporary issues and debates in learning and behaviour;
- acquire familiarity and experience with American Psychological Association writing and stylistic conventions;
- familiarise students with current theoretical and empirical approaches to the study of learning and behaviour;
- provide students with the necessary skills to apply learning theory and research methodology to real world problems.
| Assumed Knowledge: | To undertake this subject, students must have successfully completed 12 credit points (four subjects) of level 1 study at tertiary level |
| Prerequisites: | PY1101 or PY1102 |
| Inadmissible Subject Combinations: | PY2102 |
Availabilities | |
| Townsville, Internal, Study Period 1 | |
| Census Date 24-Mar-2011 | |
| Coord/Lect: | Dr Anne Swinbourne. |
| Contact hours: |
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| Assessment: | end of semester exam (40%); quizzes or tests (30%); assignments (30%). |
| Cairns, Internal, Study Period 1 | |
| Census Date 24-Mar-2011 | |
| Coord/Lect: | Dr David Cottrell. |
| Contact hours: |
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| Assessment: | end of semester exam (40%); quizzes or tests (30%); assignments (30%). |
| JCU Singapore, Internal, Study Period 52 | |
| Census Date 21-Jul-2011 | |
| Coordinator: | Dr David Cottrell |
| Lecturer: | Ms Lidia Suarez. |
| Contact hours: |
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| Assessment: | end of semester exam (40%); quizzes or tests (30%); assignments (30%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.