An approach to changing behaviour which starts from behaviourist assumptions but takes into account a person's social context. Developed in the 1960s as a reaction to the extreme mechanism of the behaviourist approach and a response to the insights of cognitive development theory.

the idea that some forms of social learning are so important they produce changes which are sufficiently enduring to be considered a stable part of our personality is an important one in the psychology of individual differences. Critics would argue that social learning theory tends to underplay the importance of genetic and biological differences.

A theory that proposes that social behavior is primarily learned by observing and imitating the actions of others, and secondarily by being directly rewarded and punished for our own actions.

The theory that behavior is learned through the observation of others as well as through the direct experience of rewards and punishments.

A theoretical approach to socialization and personality that is midway between radical behaviorism and cognitive approaches to learning. It stresses learning by observing others who serve as models and who show the child whether a response he already knows should or should not be performed.

Vygotsky's theory of development that emphasizes the social nature of learning through language. Vygostky believed that cognitive development in children depends on social interactions during a finite length of time he termed the Zone of Proximal Development.

Theoretical approach emphasizing the importance of learning through observation and imitation of behaviors modeled by others.