MALKA211 Introduksjon til atferdsanalyse Emneplan

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student

• can describe and discuss the main distinctions between neoclassical economics, behavioral economics and behavior analysis
• can define behavioral economics and describe the origins
• can define the concepts of bounded and unbounded rationality
• can define the core concepts of discounting
• can define "beliefs, biases and heuristics" and describe typical heuristics
• can define core principles in game theory
• can describe and define the relations between nudging and prompting

Skills

The student

• can discuss the concept of rationality to the standard economic model and behavioral economics
• can discuss discounting in relation to the standard economic model and behavioral economics
• can discuss discounting in relation to behavior analysis
• can describe and discuss the concepts of rule-governed and contingency shaped behavior in the light of discounting.
• can discuss how "beliefs, biases and heuristics" affects choice behavior, and analyze these concepts in behavioral analytic terms
• can discuss game theory and how this affects choice behavior
• can discuss how nudging can affect choice behavior, and analyze nudging in behavioral analytic terms OK
• can discuss the concept of selection at the behavioral and cultural level in relation to micro- and macroeconomics
• can discuss the contribution of behavior analysis to behavioral economics
• can describe instances of cognitive biases and heuristics, and analyze them in behavioral terms

Competence

The student

• can present core principles of behavioral economics to others in a way that meets the requirements of professional scientific communication
• can present core principles of behavioral economics to the Public
• can discuss how behavior analysis can contribute to the field of behavioral economics
• can present evidence based research from behavioral economics, and discuss different methods and Applications
• can discuss how the field of behavioral economics can contribute to further understanding of choice behavior

Students submit three written assignments, each with maximum five pages including references, according to the deadlines in the course schedule.

Respondent and operant conditioning; reliability; sensation and perception; sensory modalities; observation and recording of behavior.

Exam content: Learning outcomes.

Form of examination: Individual written examination with invigilation, four hours.

Examiners: One internal and one external examiner.

Grading scale: A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade.

Examination support materials

None.

Behavioral economics; behavior analysis; bounded rationality; neoclassical economics; discounting; behavior and culture, beliefs, biases and heuristics.

Exam content: Learning outcomes

Form of examination: Individual written examination with invigilation, 4 hours

Examine: One internal and one external examiner

Grading scale: A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade

Examination support materials

None

Syllabus

Alloway, T., Graham, J., & Wilson, G. (2012). Sniffy: The virtual rat: Pro version 3.0 . Belmont, Calif.: Wadsworth.[Bare bruk av CD-ROM er pensum]

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis.Journal of Applied Behavior Analysis, 1 (1), 91-97. doi:10.1901/jaba.1968.1-91.[Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC1310980/pdf/jaba00083-0089.pdf]

Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still current dimensions of applied behavior analysis.Journal of Applied Behavior Analysis, 20 (4), 313-327. doi:10.1901/jaba.1987.20-313[Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC1286071/pdf/jaba00102-0014.pdf]

Bailey, J. S. & Burch, M. (2016). Ethics for behavior analysts (3rd ed.). New York: Routledge. [Kap. 1-13] [Also available as eBook: https://login.ezproxy.hioa.no/login?url=http://www.hioa.eblib.com/EBLWeb/patron?target=patron&extendedid=P_4456440_0 ]

Baldwin, J. D., & Baldwin, J. I. (2001). Behavior principles in everyday life (4th ed.). Englewood Cliffs, NJ: Prentice Hall. [Kap. 1-9]

Catania, A. C. (2013). Learning (5th ed.). New York, NY: Sloan Publishing. [Kap. 1-4]

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill. [Kap. 1-24 og kap. 29] [Also available as eBook: https://www-dawsonera-com.ezproxy.hioa.no/abstract/9781292036397 ]

Delprato, D. J. (2002). Countercontrol in behavior analysis. The Behavior Analyst, 25 (2), 191-200. [Go to full text:http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2731607/pdf/behavan00008-0065.pdf]

Fisher, C. B. (2012). Decoding the ethics code: A practical guide for psychologists (3rd ed.). Los Angeles: Sage.[Kap. 1-2]

Grant, L. & Evans, A. (1994). Principles of behavior analysis . New York, NY: Harper Collins College.[Kap. 1]

Sidman, M. (2004). The analysis of human behavior in context. The Behavior Analyst , 27 (2), 189-195. [Go to full text:http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2755400/pdf/behavan00004-0059.pdf]

Watson, D. L., & Tharp, R. G. (2014). Self-directed behavior: Self-modification for personal adjustment (10th ed.). Belmont, Calif.: Wadsworth/Cengage Learning.[Kap. 1-5] [Also available as eBook: https://www-dawsonera-com.ezproxy.hioa.no/abstract/9781473711389]

(Literature list last updated: 2016-09-28 in the APA 6th style /lb, libr. Kjeller)