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Books on the topic 'Operant learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Staveley-Taylor, Helen. Classical and operant conditioning. Films for the Humanities & Sciences, 2004.

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2

Rumbaugh, Duane M. Respondents, operants, and emergents: Toward an integrated perspective on behavior. National Aeronautics and Space Administration, 1997.

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3

Robert, Kreitner, and Luthans Fred, eds. Organizational behavior modification and beyond: An operant and social learning approach. Scott, Foresman, 1985.

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4

John, Lutz. Introduction to learning & memory. Brooks/Cole Pub. Co., 1994.

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5

Lutz, John. Introduction to learning & memory. Brooks-Cole, 1994.

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6

B, Klein Stephen, and Mowrer Robert R. 1956-, eds. Contemporary learning theories. L. Erlbaum Associates, 1989.

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7

B, Klein Stephen, and Mowrer Robert R. 1956-, eds. Contemporary learning theories. L. Erlbaum Associates, 1989.

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8

B, Klein Stephen, and Mowrer Robert R. 1956-, eds. Contemporary learning theories. L. Erlbaum, 1989.

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9

Hammerl, Marianne. Effekte signalisierter Verstärkung: Ein experimenteller Beitrag zu den Grundlagen der Lernpsychologie. Roderer, 1991.

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10

Anne, Rehfeldt Ruth, and Barnes-Holmes Yvonne, eds. Derived relational responding: Applications for learners with autism and other developmental disabilities. New Harbinger Publications, 2009.

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11

Ko, Chong-hwan. Op'era ro paeunŭn yŏksa wa munhwa: History and culture from learning opera. P'urŭn Sasangsa, 2010.

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12

Berlioz ed Enea in opera e in Italia, la musica di Berlioz in Italia e l'eroe di Virgilio in scena (Conference) (2019 Bologna, Italy). Berlioz e Virgilio in opera e in Italia: Berlioz sotto le Alpi e musiche sopra l'Eneide : atti del convegno di studi, Bologna, R. Accademia Filarmonica, 5 ottobre 2019. Pàtron editore, 2021.

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13

Calico, Joy Haslam. Brecht at the opera. University of California Press, 2008.

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14

Zimbardo, Philip G. Discovering psychology: Disc 7, programs 25-26. Annenberg Media, 2001.

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15

Mastroianni, George R. Learning and Conditioning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190638238.003.0006.

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Chapter 6 argues that when considering potential causative factors for the development of genocidal behavior, there is a middle ground between cultural and historical factors that operate over a very long time-scale and situational factors that impact behavior in a very short time. This middle ground is inhabited by basic mechanisms of learning and conditioning, such as nonassociative learning, classical and operant conditioning, and observational learning. These mechanisms are constant but subtle forces shaping our thinking and behavior. The Nazi regime used its coercive power and control ove

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16

Pavchinski, Peter. The effects of operant procedures and cognitive behavior modification on learning disabled students' math skills. 1988.

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17

Contemporary Learning Theories. Taylor & Francis Group, 1989.

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18

Conditioning and associative learning. Clarendon, 1985.

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19

Doré, François, and Pierre Mercier. Les fondements de l'apprentissage et de la cognition. Gaëtan Morin, 1999.

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20

Herreros, Ivan. Learning and control. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0026.

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This chapter discusses basic concepts from control theory and machine learning to facilitate a formal understanding of animal learning and motor control. It first distinguishes between feedback and feed-forward control strategies, and later introduces the classification of machine learning applications into supervised, unsupervised, and reinforcement learning problems. Next, it links these concepts with their counterparts in the domain of the psychology of animal learning, highlighting the analogies between supervised learning and classical conditioning, reinforcement learning and operant cond

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21

Simonton, Dean Keith. Spontaneity in Evolution, Learning, Creativity, and Free Will. Edited by Kalina Christoff and Kieran C. R. Fox. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190464745.013.21.

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This chapter proposes that spontaneous variation has a central role in biological evolution, operant conditioning, creative thinking, and personal agency. But to support these advantageous outcomes, this spontaneity must be joined with some selection process or procedure that decides which alleles, behaviors, ideas, or choices are most adaptive or useful. The argument begins with spontaneous variations in evolutionary theory, and then turns to operant conditioning, with emphasis on the origins of spontaneous behaviors. That analysis leads directly to a discussion that introduces a three-parame

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22

Wyatt, Tristram D. 4. Learning and animal culture. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198712152.003.0004.

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Learning is an animal’s capacity to change behaviour, as the result of individual experience, so that it is better adapted to the animal’s physical and social environments. Learning helps to fine-tune behaviour in flexible ways that would be difficult to encode genetically. It is an inherent property of nervous systems in even the simplest animals. Memory is an animal’s capacity to retain learned information to influence future behaviour. ‘Learning and animal culture’ discusses both classical and operant conditioning; innate responses that do not require learning; social learning, which across

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23

(Editor), Stephen B. Klein, and Robert R. Mowrer (Editor), eds. Contemporary Learning Theories: Volume II: Instrumental Conditioning Theory and the Impact of Biological Constraints on Learning. Lawrence Erlbaum, 1989.

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24

(Editor), Stephen B. Klein, Robert R. Mowrer (Editor), and Robert W. Mowrer (Editor), eds. Contemporary Learning Theories: Volume II: Instrumental Conditioning Theory and the Impact of Biological Constraints on Learning. Lawrence Erlbaum, 1989.

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25

Vlaeyen, Johan W. S. Learning and Conditioning in Chronic Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0004.

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This chapter highlights the ways that individuals learn to adapt to changes due to painful experiences. Learning is the observable change in behavior due to events in the internal and external environment, and it includes non-associative (habituation and sensitization) and associative learning (Pavlovian and operant conditioning). Once acquired, new knowledge representations remain stored in memory and may generalize to perceptually or functionally similar events. Moreover, these processes are not just a consequence of pain; they may also modulate the perception of pain. In contrast to the rap

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26

Törneke, Niklas, and Jonas Ramnero. ABCs of Human Behavior: Behavioral Principles for the Practicing Clinician. Context Press, 2008.

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27

Törneke, Niklas, and Jonas Ramnero. ABCs of Human Behavior: Behavioral Principles for the Practicing Clinician. New Harbinger Publications, 2008.

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28

Bernhardt, Victoria, and Connie Hebert. Response to Intervention and Continuous School Improvement: Using Data, Vision and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System. Taylor & Francis Group, 2014.

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29

Bernhardt, Victoria, and Connie Hebert. Response to Intervention and Continuous School Improvement: Using Data, Vision and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System. Taylor & Francis Group, 2014.

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30

Bernhardt, Victoria, and Connie Hebert. Response to Intervention and Continuous School Improvement: Using Data, Vision and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System. Taylor & Francis Group, 2014.

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31

Bernhardt, Victoria, and Connie Hebert. Response to Intervention and Continuous School Improvement: Using Data, Vision and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System. Taylor & Francis Group, 2014.

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32

Willibey, Holli. Theory Workbook #2: Skinner's Operant Conditioning Theory and the Basics of Training a Simple Target Behavior, Using the Hollitown Learning Theory; How Do We Shape / Adjust Non-Reflexive Behavior? Independently Published, 2019.

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33

ABCs of Human Behavior: Behavioral Principles for the Practicing Clinician (Context / Nhp). New Harbinger Publications, 2008.

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34

Elik, Nezihe. Teacher- and student-related influences on teachers' attitudes toward children with attention deficit hyperactivity disorder (ADHD). 2002.

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35

Plotkin, Fred. Opera 101: A Complete Guide to Learning and Loving Opera. Hachette Books, 2013.

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36

Plotkin, Fred. Opera 101: A Complete Guide To Learning And Loving Opera. Blackstone Audiobooks, 2004.

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37

Plotkin, Fred. Opera 101: A Complete Guide To Learning And Loving Opera, Library Edition. 3rd ed. Blackstone Audiobooks, 2004.

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38

Cassin, Stephanie E., and Neil A. Rector. Psychological Models of Obsessive Compulsive and Spectrum Disorders. Edited by Gail Steketee. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376210.013.0041.

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The current chapter provides an overview of psychoanalytic and behavioral theories of obsessive compulsive disorder and related conditions (i.e., hoarding, hypochondriasis, body dysmorphic disorder, trichotillomania, and tic disorders), and reviews the empirical support for these psychological theories. While Freud correctly ascribed compulsive rituals to an anxiety-reducing role, the more fundamental tenets of his drive model of obsessional development, and the subsequent focus on the role of defense mechanisms, have remained largely untested. In contrast, behavioral theories of obsessive com

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39

Wagner without fear: Learning to love--and even enjoy--opera's most demanding genius. Vintage Books, 1998.

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40

Manase, Ndakaitei. Exploring Experiences of University Students with Learning Disabilities. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350351967.

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This book examines the experiences of students with learning disabilities in South African higher education, exploring the different factors that shape students’ university engagements. Students’ experiences, gathered through semi-structured interviews, are analysed within the Capability Approach to assess the way social arrangements influence students with learning disabilities’ academic engagements. The book then discusses the ways universities can foster opportunities that contribute to students’ multi-dimensional achievements for their academic and general wellbeing. The book exposes inequ

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41

World of learning. Europa, 1992.

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42

Miyazawa Kenji: Asakusa opera, jazu, revyū no jidai. Ronsōsha, 2021.

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43

Donarudo Kīn no opera e yōkoso!: Warera ga jinsei no yorokobi. Bungei Shunjū, 2019.

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44

Soderstrom, Nicholas C., Carole L. Yue, and Elizabeth Ligon Bjork. Metamemory and Education. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.6.

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Metamemory refers to one’s knowledge and understanding of how learning and memory operate, as well as the interplay between the monitoring and controlling of one’s own memory and learning. This chapter reviews and evaluates the current state of metamemory research—basic, applied, and survey—with respect to its educational implications. Among the relevant aspects of metamemory discussed are the growing number of findings that, although people’s beliefs and ongoing assessments of their own learning can be sometimes quite accurate, they can also be very much at odds with their actual learning and

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45

Learning the World. Orbit, 2005.

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46

Learning the World. ORBIT (LITT), 2006.

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47

Learning the World. Little, Brown Book Group Limited, 2012.

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48

McGraw-Hill. Glencoe Accounting: 1st Year Course, Electronic Learning Center Student CD-ROM Package. Glencoe/McGraw-Hill, 1999.

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49

McGraw-Hill. Glencoe Accounting: 1st Year Course, Electronic Learning Center Student CD-ROM Package. 4th ed. Glencoe/McGraw-Hill, 1999.

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50

Stark, Alastair. Policy Refiners and Street-Level Lesson Learners. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0007.

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This chapter explores agents who are influential in terms of inquiry lesson-learning but have not been examined before in inquiry literature. The key argument is that two types of agent—policy refiners and street-level bureaucrats—are important when it comes to the effectiveness of post-crisis lesson-learning. As they travel down from the central government level, street-level actors champion, reinterpret, and reject inquiry lessons, often because those lessons do not consider local capacities. Policy refiners, however, operate at the central level in the form of taskforces, implementation rev

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