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Theories of Social Learning1. Drive Theory Neo-Hullian Theory Clark Hull2. Operant Learning Theory B.F. Skinner3. Cognitive Social Learning Theory Albert Bandura

Neo-Hullian TheoryDifference from psychoanalytic approach

1. Instincts played virtually no role in this theory2. The personality was no longer described as a system composed of an id, ego and

superego. (used the term habit)Habit well-learned associations between various stimuli and responses that represent thesta ble aspects of ones characters

3. Development occurs continuously and is not at all stagelikePersonality-system of transition John Dollard and Neil Miller

4. Each individual was said to develop a unique habit structure (or personality)because no two persons are never exposed to precisely the same set of sociallearning experiences

Dollard & Miller- viewed development as the changes in a childs behavior as a result of his orher experiencesCollection of habits (personality) the idea outcome of the learning experiences

Operant-Learning Approach B. F. Skinner- Majority of habits that children acquire are freely emitted responses or operants that are

either more or less probable as a function of their consequences- Behavior is motivated by external stimuli reinforcers or primitive events- rather than of

internal forces or drives- Radical behaviorism focuses exclusively on the external stimuli (reward and punishment)

Banduras Cognitive Social Learning Theory- Children can learn novel responses by merely observing the behavior of a model, making

representations to reproduce the models behavior at some future time - Cognitive learning children need not be reinforced or even respond in order to learn byobserving others

- Human development is best described as a continuous reciprocal interaction betweenchildren and their environment; the environment clearly affects the child, but the childsbehavior is thought to affect the environment as well

Cognitive-Development TheoryJean Piaget

Research MethodsHuman development research follows an organized set of principles to guide the research

process.1. Define the problem by focusing on specific variables that are carefully defined2. Formulates questions and or hypotheses concerning the problem and the relationship

among variables are established3. Select a representative sample to participate in the study4. Collect the data

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5. Statistically analyze the data.6. Choose the statistical techniques as quantitative tool to assist in understanding the info7. Summarize the findings8. Report

3 data collection methods1. Descriptive studies2. Manipulative experiments3. Naturalistic experimentsDescriptive Studies information is gathered on subjects without manipulating them in any wayManipulative and Naturatilistic- an experiment is performed before the info is gathered

Four time-variable designs1. One time2. One-group3. Longitudinal studies4. Cross-sectional studies5. Sequential studies

Self-report studies ask people their opinion of themselves Interviews Person-person meetings or conversations Questionnaires devices that consist of a list of questions to be answered Observational studies-counting the numb and types of their behaviors Case studies presents data on an individual or individuals in great detail in order

to make generalizations about a particular age group