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Books on the topic 'Human conditional learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Adaptive learning and the human condition. Pearson, 2013.

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2

Britzman, Deborah P. A psychoanalyst in the classroom: The human condition of education. State University of New York Press, 2015.

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3

Associative learning and conditioning theory: Human and non-human applications. Oxford University Press, 2011.

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4

Ape language: From conditioned response to symbol. Columbia University Press, 1986.

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5

Savage-Rumbaugh, E. Sue. Ape language: From conditioned response to symbol. Oxford University Press, 1986.

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6

Savage-Rumbaugh, E. Sue. Ape language: From conditioned response to symbol. Columbia University Press, 1986.

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7

Lieberman, David A. Learning: Behavior and cognition. Wadsworth Pub. Co., 1990.

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8

Barry, Schwartz. Psychology of learning and behavior. 4th ed. Norton, 1995.

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9

Barry, Schwartz. Psychology of learning and behavior. 3rd ed. Norton, 1989.

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10

Barry, Schwartz. Psychology of learning and behavior. 5th ed. W.W. Norton, 2002.

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11

Torlone, Francesca, and Marios Vryonides, eds. Innovative learning models for prisoners. Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6655-924-5.

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Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a compl

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12

Black, Brian C. Amazonia: A global simulation in cooperative learning. Reidmore Books, 1993.

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13

Black, Brian C. Amazonia: A global simulation in cooperative learning. Reidmore Books, 1993.

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14

Beyond skill: Institutions, organisations and human capability. Palgrave Macmillan, 2010.

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15

Conference on Human and Civil Rights in Education (23rd 1985 Washington, D.C.). Children, families, and public schools: Building community alliances for learning : the National Education Association's Twenty-third Annual Conference on Human and Civil Rights in Education, February 22-24, 1985. National Education Association, Human and Civil Rights, 1985.

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16

Irena, Zareva, and Matev Mati︠u︡ (Mati︠u︡ Vŭlchev), eds. Sŭkhranenie i razvitie na choveshkii︠a︡ kapital v obrazovanieto i naukata v Bŭlgarii︠a︡. Akademichno izdatelstvo "Prof. Marin Drinov", 2012.

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17

The learning, wit, and wisdom of Shakespeare's Renaissance women. Edwin Mellen Press, 1997.

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18

Social role valorization: The English experience. Whiting & Birch, 1999.

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19

Early modern Jewry: A new cultural history. Princeton University Press, 2010.

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20

Levy, Jeffrey C. Adaptive Learning and the Human Condition. Taylor & Francis Group, 2012.

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21

Levy, Jeffrey C. Adaptive Learning and the Human Condition. Pearson Education, Limited, 2012.

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22

Levy, Jeffrey C. Adaptive Learning and the Human Condition. Routledge, 2015. http://dx.doi.org/10.4324/9781315665160.

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23

Levy, Jeffrey C. Adaptive Learning and the Human Condition. Pearson Education, Limited, 2012.

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24

Passingham, Richard E. Understanding the Prefrontal Cortex. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198844570.001.0001.

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The primate prefrontal cortex sits at the top of the sensory, motor, and outcome processing hierarchies of the neocortex. It transforms sensory inputs into motor outputs, determining the response that is appropriate given the current context and desired outcome. This transformation involves conditional rules. The dorsal prefrontal cortex supports the learning of behavioural sequences, where the next action is conditional on the previous one. The ventral prefrontal cortex supports associations between objects, where the choice of one object is conditional on the presence of another object. Howe

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25

Handbook of Learning and Cognitive Processes: Approaches to Human Learning and Motivation. Taylor & Francis Group, 2014.

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26

Estes, William K. Handbook of Learning and Cognitive Processes: Approaches to Human Learning and Motivation. Taylor & Francis Group, 2016.

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27

Lieberman, David A. Learning: Behavior and Cognition. 2nd ed. Wadsworth Publishing Company, 1990.

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28

Grant, Gordon, Peter Goward, Paul Ramcharan, and Malcolm Richardson. Learning Disability. Open University Press, 2005.

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29

(Editor), Gordon Grant, Peter Goward (Editor), Malcolm Richardson (Editor), and Paul Ramcharan (Editor), eds. Learning Disability. Open University Press, 2005.

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30

Estes, William K. Handbook of Learning and Cognitive Processes: Human Information Processing. Taylor & Francis Group, 2016.

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31

Handbook of Learning and Cognitive Processes: Human Information Processing. Taylor & Francis Group, 2014.

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32

Human Trafficking and Migrant Smuggling in Southeast Europe and Russia: Learning Criminal Entrepreneurship and Traditional Culture. Palgrave Macmillan, 2016.

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33

Barry, Schwartz. Psychology of Learning and Behavior, Fifth Edition. W. W. Norton & Company, 2001.

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34

Barry, Schwartz. Psychology of Learning and Behavior, Fifth Edition. W. W. Norton & Company, 2001.

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35

Davis, Howard. Human Rights Law Directions. 5th ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780198871347.001.0001.

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Without assuming prior legal knowledge, books in the Directions series introduce and guide readers through key points of law and legal debate. Self-test questions and exam questions help readers to engage fully with each subject and check their understanding as they progress. Human Rights Law Directions has been written expressly to guide you through your study of human rights law, and to explain clearly and concisely the key areas of this fascinating subject. Combining academic quality with innovative learning features and online support, this is an ideal text for those studying human rights

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36

Critical Realism Environmental Learning and Social-Ecological Change. Taylor & Francis Group, 2020.

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37

Critical Realism, Environmental Learning and Social-Ecological Change. Taylor & Francis Group, 2015.

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38

Haiti - Learning the Hard Way : The UN-OAS Human Rights Monitoring Operation in Haiti 1993-1994. Human Rights First, 1995.

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39

Lawyers Committee for Human Rights (U.S.), ed. Haiti: Learning the hard way : the UN/OAS human rights monitoring operation in Haiti 1993-1994. Lawyers Committee for Human Rights, 1995.

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40

Quentin, Wodon, and World Bank, eds. Attacking extreme poverty: Learning from the experience of the International Movement ATD Fourth World. World Bank, 2001.

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41

Estes, William K. Handbook of Learning and Cognitive Processes: Attention and Memory. Taylor & Francis Group, 2016.

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42

Handbook of Learning and Cognitive Processes: Attention and Memory. Taylor & Francis Group, 2014.

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43

Estes, William K. Handbook of Learning and Cognitive Processes: Conditioning and Behavior Theory. Taylor & Francis Group, 2016.

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44

Handbook of Learning and Cognitive Processes: Conditioning and Behavior Theory. Taylor & Francis Group, 2014.

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45

Weisner, Thomas S. Culture, Context, and the Integration of Qualitative and Quantitative Methods in the Study of Human Development. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0004.

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The cultural community a child grows up in is arguably the most important influence in a child’s development. Culture and context should be incorporated into every research program in human development in our field. Ecocultural theory links structural and environmental conditions to the cultural learning environments of children and the everyday routines and activities that shape behavior and the minds of children. To do this, we require strong mixed methods, designs, samples, and analytical approaches. The world certainly is not linear, additive, and decontextualized, although for analytical

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46

Beninger, Richard J. Life's rewards. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.001.0001.

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Life’s Rewards: Linking Dopamine, Incentive Learning, Schizophrenia, and the Mind explains how increased brain dopamine produces reward-related incentive learning, the acquisition by neutral stimuli of increased ability to elicit approach and other responses. Dopamine decreases may produce inverse incentive learning, the loss by stimuli of the ability to elicit approach and other responses. Incentive learning is gradually lost when dopamine receptors are blocked. The brain has multiple memory systems defined as “declarative” and “non-declarative;” incentive learning produces one form of non-de

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47

1946-, Grant Gordon, ed. Learning disability: A life cycle approach to valuing people. Open University Press, 2005.

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48

Estes, William K. Handbook of Learning and Cognitive Processes: Linguistic Functions in Cognitive Theory. Taylor & Francis Group, 2016.

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49

Handbook of Learning and Cognitive Processes: Linguistic Functions in Cognitive Theory. Taylor & Francis Group, 2014.

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50

Bruno, Michael A. Error and Uncertainty in Diagnostic Radiology. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190665395.001.0001.

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Diagnostic radiology is a medical specialty that is primarily devoted to the diagnostic process, centered on the interpretation of medical images. This book reviews the high level of uncertainty inherent to radiological interpretation and the overlap that exists between the uncertainty of the process and what might be considered “error.” There is also a great deal of variability inherent in the physical and technological aspects of the imaging process itself. The information in diagnostic images is subtly encoded, with a broad range of “normal” that usually overlaps the even broader range of “

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