EDF5794 · Experimental analysis of learning and behaviour

Overview

In this unit you will explore the role that the experimental analysis of behaviour has and continues to play in the development of influential theories and principles of learning and behaviour and engage in practical experiences that will inform a practitioner-researcher model of behaviour analytic practice. The purpose of this unit is to equip you with an understanding of the methods used in an experimental analysis of learning, skills in reading and interpreting experimental research findings, the ability to design and conduct basic experiments, as well effectively report your findings. You will actively engage with published research and practically apply your learning by designing, conducting, and reporting on your own experimental analysis of learning principles to address a question of personal interest.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. define the experimental analysis of learning and behaviour
2. identify and describe different purposes for experimental research
3. describe the rationale, applications, and key features of research designs used within the experimental analysis of behaviour
4. define behavioural economics and describe key findings relating to choice, decision-making, and self-control
5. design a valid experiment to explore a question of personal interest
6. complete a brief research report on an experiment that has been conducted.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, plus 33 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 45 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode.

Student experience, not official rules. Nothing here changes what the Handbook says.