Adaptive Learning and the Human Condition presents the basic principles of classical (Pavlovian) and instrumental (Skinnerian) conditioning in a more coherent and expansive manner than is the case in other textbooks. Learning is defined as an adaptive process through which individuals acquire the ability to predict, and where possible, control the environment. This overarching definition enables integration of traditional Pavlovian and Skinnerian principles and terminology and makes explicit why treatment of the learning process is essentially limited to these two historical research paradigms. Pavlov developed a methodology for studying animals under circumstances where they could predict, but not control, sequences of environmental events. Skinner studied animals under circumstances where their behavior had an effect upon environmental events. Observational learning and symbolic communication (i.e., spoken or written language) are incorporated as indirect learning processes through which individuals can acquire the ability to predict or control. This treatment creates a perspective within which it is possible to consider the fundamental nature of the learning process in understanding the human condition and in addressing significant individual and social concerns. Examples of applications and issues not included in similar textbooks include: The role of classical and instrumental conditioning in language acquisition The administration of rewards and punishers in Baumrind’s parental styles as related to Kohlberg’s stages of moral development Stone-Age hunter-gatherer and technologically-advanced cultures: How did we get from there to here? Self-control and self-actualization While covering traditional technical and theoretical issues, the book is written in a clear, engaging style. The narrative builds across chapters, culminating in the treatment of applications and societal concerns of import and interest to students and faculty alike. Upon completing this book, readers should be able to: explain the significance of human condition through adaptive learning; present the basic principles of classical and instrumental conditioning; and understand the significance of scientific research

Introductory Psychology and the Human Condition provides an engaging, cohesive, and practical treatment of traditional psychological principles and theories. The book uses Maslow’s human needs hierarchy and Bronfenbrenner’s ecological theory of development as organizational schemas for considering how cultures have evolved to address human needs. It relates major psychological processes including biology, perception, motivation, learning, and cognition to lifespan and personality development in nomadic hunter-gatherer and technologically enhanced cultures. Human history is described as a feedback loop in which inventions and technologies result in the need for individuals and cultures to adapt to changing environmental and social conditions. By applying interdisciplinary perspectives of the humanities, social and natural sciences, and helping professions to the human condition, it offers a meaningful lens through which to study and interpret core psychological concepts. Chapters are supported by self-understanding and self-control exercises that help students place their lives within a cultural and historical context and apply the principles of psychology to themselves. Offering an engaging overview of the essential elements of an introductory psychology course in an accessible and approachable style, Introductory Psychology and the Human Condition is core reading for introductory students and will appeal also to a general audience interested in psychology.

Adaptive Learning and the Human Condition provides a coherent and comprehensive introduction to the basic principles of classical (Pavlovian) and instrumental (Skinnerian) conditioning. When combined with observational learning and language, they are responsible for human accomplishment from the Stone Age to the digital age. This edition has been thoroughly updated throughout, relating adaptive learning principles to clinical applications as well as non-traditional topics such as parenting, moral development, and the helping professions. Defining learning as an adaptive process enables students to understand the need to review the basic animal research literature in classical and operant conditioning and consider how it applies to human beings in our everyday lives. Divided into four parts, this book covers historical research into psychology and adaptive learning, principles of adaptive learning (prediction and control), adaptive learning and the human condition, and behavior modification and the helping professions. The book showcases how an adaptive learning strategy can be practical, diagnostic, and prescriptive, making this an essential companion for psychology students and those enrolled in programs in professional schools and helping professions including psychiatry, special education, health psychology, and physical therapy.

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.

This book constitutes the refereed proceedings of the second International Conference on Hybrid Learning, ICHL 2009, held in Macau, China, in August 2009. The 38 revised full papers presented together with one keynote lecture were carefully reviewed and selected from 149 submissions. The papers are organized in topical sections on interactive hybrid learning systems, effective content development, pedagocical and psychological issues, outcome based teaching and learning, student prospects, improved flexibility of the learning process, computer supported collaborative learning, hybrid learning experiences, practices borderless education, digital library and content management, organizational framework and institutional policy, and learning theory.

Adaptive Learning and the Human Condition presents the basic principles of classical (Pavlovian) and instrumental (Skinnerian) conditioning in a more coherent and expansive manner than is the case in other textbooks. Learning is defined as an adaptive process through which individuals acquire the ability to predict, and where possible, control the environment. This overarching definition enables integration of traditional Pavlovian and Skinnerian principles and terminology and makes explicit why treatment of the learning process is essentially limited to these two historical research paradigms. Pavlov developed a methodology for studying animals under circumstances where they could predict, but not control, sequences of environmental events. Skinner studied animals under circumstances where their behavior had an effect upon environmental events. Observational learning and symbolic communication (i.e., spoken or written language) are incorporated as indirect learning processes through which individuals can acquire the ability to predict or control. This treatment creates a perspective within which it is possible to consider the fundamental nature of the learning process in understanding the human condition and in addressing significant individual and social concerns. Examples of applications and issues not included in similar textbooks include: The role of classical and instrumental conditioning in language acquisition The administration of rewards and punishers in Baumrind’s parental styles as related to Kohlberg’s stages of moral development Stone-Age hunter-gatherer and technologically-advanced cultures: How did we get from there to here? Self-control and self-actualization While covering traditional technical and theoretical issues, the book is written in a clear, engaging style. The narrative builds across chapters, culminating in the treatment of applications and societal concerns of import and interest to students and faculty alike. Upon completing this book, readers should be able to: explain the significance of human condition through adaptive learning; present the basic principles of classical and instrumental conditioning; and understand the significance of scientific research