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