HUMAN LEARNING
PSYED 2127/EDUC 2007
FALL, 2016
Instructor: Dr. Roger Klein
Office: Posvar Hall 5945
Office Hours: TH 11:00 ---noon, or by appointment
Email: rklein@ pitt.edu
Note: When emailing please put HUMAN LEARNING in subject box.
Text:None
Course Overview: The purpose of this course is to introduce students to a variety of theories, research methods, applications, and interventions in the field of learning. We will explore, often through the use of real-world events and experiences how different researchers contribute to our understanding of learning, by studying their work in biology, behaviorism, communications, information processing, cognitive, and social-cognitive psychology. Students will be evaluated in terms of 2 papers (60%), 2 homework assignments (30%),and class participation (10%).
DateTopic
Sept. 1stPavlovian (Classical Conditioning) Psychology: Real world applications.
Videos: Watson, phobias,Hurricane Katrina and race.
Sept. 8th Pavlov (II): Hillary Clinton & Donald Trump.
Social-Cognitive Theory (I), Modeling and the General Aggression Model.
Videos: **Reducing pain at the Doctor’s Office (Lindsey Cohen),**Fear Conditioning (Michael Fanselow), ESPN, Jackass.
Sept. 15thSocial-Cognitive II. Culture and Psychology I.
Videos: **Snake phobia (Ost), Nightline: Strasburger vs. Ferguson,***Virtual Reality Exposure Therapy.
Videos: APA 2016 Opening address. Dr. Jonathan Haidt. Minutes 43:16 to -52:55. Available online
Sept. 22nd
HOMEWORK I DUE (15% of grade)
Culture and Psychology II.Body & mind (Psycho-neuro-immunology, or PNI)
Videos: **The Myth of the Model Minority (Miller), **Health and Stress (S. Cohen), PBS: Unnatural Causes: Is Inequality Making us Sick?**Volunteering, Social Contacts and Blood Pressure (Sneed & S. Cohen).
Note: If you are an American/Western student take the IAT race age test online prior to Sept. 29thclass. The URL is
Click on “proceed” at the bottom of the page and various test options will appear. If you are a non-Western International student take the age test--- and if the Black-White race test is not appropriate for you, take an alternate IAT that is more applicable to your culture.
Sept. 29thSocial Cognitive III: The Implicit Association Test: Research and Applications
Videos: **IAT(Banaji), 20/20: Sex and Race, **Reducing Racial Prejudice
Oct. 6th
HOMEWORK 2DUE (15%)---Note there are two options for Homework 2.
Operant Conditioning: History, theory and applications
Videos: Killing in the military, Pigeon rescuers
Oct. 13thOperant Conditioning: Single subject research design (teacher friendly research designs you can use)
Oct. 20th
Paper 1 due (30%) The Cognitive Revolution I: Strengths, Issues and Problems
PRIOR to class Watch CNN video online discussing a constructivist approach
Oct. 27thThe Cognitive Revolution II: Strengths, Issues and Problems
Videos: Crisis in schools, PBS- Making schools work, **Social-Emotional Learning, (Elias).
Nov. 3rd
Biology and Learning I: Science and applications
Videos: ***Interpreting Faces.Amnesia, Amazing Brain, Paralyzed man, **Emotional Learning.
Nov. 10thBiology and Learning II: Practical applications and critique
Videos:Omega III, Issues with Omega III, Then Came Baby, Nightline.
***Decoding the Brain
Nov.17thTwin Research: History of the learning/biology controversy.
Videos: Evolutionary Psychology, **Twin Research,
Nov. 24th Thanksgiving Holiday
Dec. 1st Information Processing and learning from broadcast and social media I
Videos: WPXI,
Dec. 8thInformation Processing and learning from broadcast and social media II
Videos: ***Friends, Bonding and Social Media, ***Media Neuroscience
Dec. 15th
Paper 2 Due (30%) Future Issues in Learning.
Videos: **Facial Analysis
NOTE:Cell phone and laptop policy will be discussed in class.
Videos:
** Two DVD’s entitled Research in Action Videos Vol. 1 & 2, produced by Roger Klein, are on reserve at Hillman. There are 55 videos on these 2 DVD’s.
*** Two DVD’s with four videos on each and a hand written label with my name are also on reserve at Hillman.
Grading:No material may be introduced that comes from sources outside of this class OR the Internet (unless assigned), and ALL writing must be in your own words. You are graded based upon two papers (60%), two homework assignments (30%) and class participation (10%).
Homework 1: (15%)
Due Sept: 22nd
- Listen to audio of Dr. Jonathan Haidt (3-15-2016): Alarming Political Correctness on Campus (with Sam Harris), retrieved 8-25-2016 from:
- Read Wall Street Journal article by Haidt and Jussim (5-06-2016): Hard truths about race on campus. This will be emailed to the class.
- Read critique by Carter and Murdock-Perriera (5-12-2016): Half-truths about race on campus. Retrieved 8-25-2016 from
- Read Wall Street Journal opinion piece: Free speech is the basis for a true education, by Zimmer (8-26-2016). Retrieved 8-26-2016 from
Then:
In 4 typed, double-spaced pages summarize/analyze the main arguments, critique all positions, and include your personal assessment/conclusions. Personal opinion not longer than 1 page.
Homework 2: (15%)
Due Oct. 6th
You can do EITHER ONE of the following (A OR B):
A. After taking the IAT for race--in a 4 page typed, double-spaced paper—summarize, critique, comment on (personal opinion not longer than 1 page), on each of the following articles:
- Kersting, K.(2005). Not biased? Monitor on Psychology, March, pg. 64
- Plant, E. & Peruche, B. (2005).The consequences of race for police officers' responses to criminal suspects.
Psychological Science16(3),180-183. - Eberhardt, J.L. et al. (2006). Looking deathworthy: Perceived stereotypicality of Black defendants predicts capital-sentencing outcomes. Psychological Science 17, 383-386.
- James, L., Klinger, D., & Villa, B. (2014). Racial and ethnic bias in decisions to shoot seen through a stronger lens: Experimental results from high-fidelity laboratory simulations. Retrieved 7-21-2015 from
OR
B. In a 4 page, typed, double-spaced paper review, summarize, critique, and personally comment on (personal opinion not longer than 1 page) the following 2 articles:
a. Hong, H.-Y., & Lin-Siegler, X. (2011, November 7). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0026224. Retrieved 1-5-12 from
b. Lin, X.,& Branford, J. Personal background knowledgeinfluences cross-cultural understanding.Teachers College Record, 112, 1729-1757. Retrieved 1-05-12 from
Paper 1: (30%)
Due: Oct. 20th
In 8 pages:Review, analyze, critique, and provide your personal opinion (2pg. limit) on the following materials:
- Video: ***Virtual Reality Exposure Therapy: Dr. Skip Rizzo (shown in class and available at Hillman)
2. Readings/Audio:
Rizzo, A. et al (2013). Virtual reality applications to address the wounds of war. Psychiatric Annals, 43, 123-138. Retreived 9-30-2015 from
Spiegel, A. (2013). If your shrink is a “bot” how do you respond? NPR, May 20, 2013. Retrieved 10-28-2015 from
Paper 2: (30%)
Due: Dec. 15th
In 8 pages: Review, analyze, critique, and provide your personal opinion (2pg. limit) on the following materials:
VIDEO:
CNN News Report on Reggio Emilia Italy Early Childhood Schools in the US. Retrieved 9-30-2015 from
READINGS:
1.Cunningham, G., K. (2008). University of North Carolina education schools: Helping or hindering potential teachers? Pope Center Series on Higher Education. Retrieved 9-30-2015 from
2.Clark, R., E., Kirschner, P.,A., & Sweller, J. (2012). Putting students on the path to learning. American Educator, Spring, 6-11.
3.Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75-86.
4.Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42, 109-113.
5.WNET EDUCATION (2004). Concept to classroom: Workshop: Constructivism as a paradigm for teaching and learning. Retrieved 10-3-2015 from
Note: Be sure to read the WNET materials FIRST if you are less familiar with constructivist philosophy, and feel free to use any videos shown in class, or any material from lecture/discussions as part of your paper.
Academic Integrity. Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.
Disability Services. If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.
Statement on Classroom Recording. To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.
1