<p><strong>Praise for the first edition</strong></p><p><i>"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" <b>- </b></i>Margherita Rossi, Broome Community College</p><p><i>"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." </i><b>- Cora Sherburne, IUP</b></p><p><i>"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." <b>- </b></i>Kris Biondolillo, Arkansas State University</p><p><i>"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)." <b>- </b></i>Peter Butera, Niagara University</p><p><em> <br /></em></p><p><em>"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." </em></p><em><strong>- Daniel Cerutti, California State University East Bay</strong></em>

<p><strong>Praise for the first edition</strong> </p><p><i>"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" <b>- </b></i>Margherita Rossi, Broome Community College</p><p><i>"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." </i><b>- Cora Sherburne, IUP</b></p><p><i>"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." <b>- </b></i>Kris Biondolillo, Arkansas State University</p><p><i>"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)." <b>- </b></i>Peter Butera, Niagara University</p><p><em> <br /></em></p><p><em>"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." </em></p><em><strong>- Daniel Cerutti, California State University East Bay</strong></em>