Part 1: A Science of Adaptive Learning Chapter 1: Science, Psychology, and Adaptive Learning Chapter 2: Adaptive Learning Research Methods Part 2: Predictive Learning Chapter 3: Predictive Learning: Basic Principles and Phenomena Chapter 4: Predictive Learning: Basic Variables and Theoretical Issues Chapter 5: Predictive Learning: Applications Part 3: Control Learning Chapter 6: Control Learning: Basic Principles and Phenomena Chapter 7: Control Learning: Basic Variables and Theoretical Issues Chapter 8: Control Learning: Applications Chapter 9: Schedules of Reward and Maintenance of Learned Behavior Part 4: The Human Condition Chapter 10: Personality, Socialization, and Culture Chapter 11: Becoming Human and Transforming the Human Condition Chapter 12: Becoming Human through Indirect Social Learning Chapter 13: Individual and Cultural Self-Actualization Chapter 14: Self-Actualization through Self-Control FULL TABLE OF CONTENTS: Part 1: A Science of Adaptive Learning Chapter 1. Science, Psychology, and Adaptive Learning The Human Condition Explanation and Empiricism The Scientific Method Early History of Psychology Psychology Today Scientific Explanation in Psychology Where Does Psychology Look for Explanations? Definitions of Learning Direct and Indirect Learning Summary Key Terms Chapter 2. Adaptive Learning Research Methods Internal and External Validity Non-Experimental Research Methods Experimental Research Methods Adaptive Learning Research Methods and External Validity Summary Key Terms Part 2. Predictive Learning Chapter 3. Predictive Learning: Basic Principles and Phenomena Pavlov's classical conditioning paradigm Measurement Procedures Basic predictive learning phenomena Predictive learning schema with excitatory and inhibitory stimuli Summary Key Terms Chapter 4. Predictive Learning: Basic Variables and Theoretical Issues Variables influencing predictive learning Theoretical Issues Summary Key Terms Chapter 5. Predictive Learning: Applications Basic and applied science Direct classical conditioning of emotions Indirect classical conditioning of emotions Desensitization and sensitization procedures Classical conditioning of word meaning Classical conditioning of attitudes Classical conditioning of drug tolerance Summary Key Terms Part 3. Control Learning Chapter 6. Control Learning: Basic Principles and Phenomena Thorndike and Skinner Apparatuses used to study control learning Skinner's contingency schema Adaptive learning overview of predictive and control learning Learned and unlearned appetitive and aversive stimuli Discriminative stimuli and warning stimuli Stimulus-response chains Basic control learning phenomena Species specific characteristics and control learning Other basic control learning phenomena Summary Key Terms Chapter 7. Control Learning: Basic Variables and Theoretical Issues Variables influencing control learning Theoretical issues Summary Key Terms Chapter 8: Control Learning: Applications Speech and Language (verbal symbolic behavior) Parenting Treating behavioral problems with non-verbal individuals Treating behavioral problems with verbal individuals Empirically validated therapeutic techniques Using technology to facilitate control learning Relapse prevention Summary Key Terms Chapter 9. Schedules of Reward and Maintenance of Learned Behavior Skinnerian methodology Skinner's schema of intermittent schedules of reinforcement Why do ratio schedules produce higher response rates than interval schedules? Maintenance of learned behavior Differential reinforcement schedules as alternatives to punishment Extinction as an alternative to punishment Non-contingent reinforcement as an alternative to punishment Summary Key Terms Part 4. The Human Condition Chapter 10. Personality, Socialization, and Culture Multiple schedules, personality, and culture Stimulus control, baseball, and the human condition Measuring stimulus control in the laboratory Determinants of stimulus control test patterns The peak shift and Spence's model of discrimination learning Attention theory and discrimination learning Summary Key Terms Chapter 11. Becoming Human and Transforming the Human Condition Concept learning Learning to learn Basic research in problem-solving The general problem-solving process Tools, technology, and the human condition The phonetic alphabet and Arabic numbering system Summary Key Terms Chapter 12. Becoming Human through Indirect Social Learning Observational learning Speech and language Preparing for school and the 3 Rs Summary Key Terms Chapter 13. Individual and Cultural Self-Actualization The Nukak's physiological needs The Nukak's shelter and safety needs The Nukak's love and interpersonal needs The Nukak's esteem needs The Nukak's self-actualization needs Our physiological needs Our shelter and safety needs Our love and interpersonal needs Developmental tasks and stages for the Nukak and us Our esteem needs Our self-actualization needs Bridges, globalization, and the human condition Summary Key Terms Chapter 14. Self-Actualization through Self-Control Concurrent schedules and the matching law Self-control - magnitude and delay of reinforcement Matching, impulsiveness, and adaptive learning Determinism and Freedom Lightning, sharks, and human predators Will Power and Self-Control Self-Control as Problem Solving Improving the human condition through humanistic ecology Summary Key Terms

"The text has a focus on adaptive learning which not only underscores the relationship between operant and classical learning but highlights our individual ability to operate on and control our own environments and, thus, our own learning. Students should find this premise enormously interesting and relatable" - Margherita Rossi, Broome Community College "I am interested! The approach appears to be unique in its focus on the adaptive function of learning, something I always emphasize in my course. I may be especially interested in this text for my graduate course in Learning, as my students are PsyD candidates. The strengths are the evolutionary emphasis and the writing style. I really liked his careful discussion of the Tolman experiment because I think it would help students understand the importance of each aspect of the design." - Cora Sherburne, IUP "I'm intrigued by the Levy's approach to "modernizing" the teaching of basic learning processes. I have been teaching this course for a very long time and little has been done, successfully, to deviate from the traditional approach. Levy's attempt to bring respondent and operant learning together rather than to clarify their distinctions might just work." - Kris Biondolillo, Arkansas State University "It takes a different approach to the coverage of behavior theory in psychology by including topics that are typically not found in most textbooks (e.g., emphasis on adaptation to the environment, social learning and culture, human applications of principles of learning)." - Peter Butera, Niagara University "The goal of the text is to bridge the gap between science and practice. My reading of the contents suggests that it goes a long way toward meeting its goal. The author seems to have arranged the text by introducing a problem with basic-science findings and then showing their relevance to applied concerns." - Daniel Cerutti, California State University East Bay