Learning Objectives:
 

LO 4-1: Identify the principles and techniques of classical and operant conditioning.

LO 4-2: Discuss ways that individuals experience social learning and its advantages.

LO 4-3: Explain the principles of Piaget’s and Vygotsky’s theories of cognitive development.

LO 4-4: Explain what active learning is, how it can be achieved, and how it impacts adjustment.

Learning Objective: 4-3

Pass, S. (2004). Parallel Paths to Constructivism: Jean Piaget and Lev Vygotsky. Greenwich, Conn: Information Age Publishing.
Description: This book outlines the main concepts in Piaget’s and Vygotsky’s theories.

Learning Objective: 4-2

Garrett, M. T. (2014). Youth and Adversity: Psychology and Influences of Child and Adolescent Resilience and Coping. Hauppauge, New York: Nova Science Publishers, Inc.
Description: This book discusses research on adaptation in the face of adversity, including research within the social learning theoretical framework.

Articles that should be Available via Your Library

Learning Objective: 4-1 and 4-2

Gaines, T., Barry, L. M., & Cautilli, J. (2008). A new view: Behavioral coaching for prevention of delinquency and recidivism implications for public policy. The Journal Of Behavior Analysis Of Offender And Victim Treatment And Prevention, 1(4), 14-28. doi:10.1037/h0100453
Description: This paper discusses how behavioral and social-behavioral techniques can be utilized to facilitate the adoption of healthier behaviors for at-risk youth.

Learning Objective: 4-4

Moreno, R., & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal Of Educational Psychology, 92(4), 724-733. doi:10.1037/0022-0663.92.4.724
Description: This article explains that personalized feedback/messages, within the context of an active learning environment, results in greater retention and transfer of material.