A cognitive-social learning model of social-skill training

Gary Ladd, Jacquelyn Mize

Research output: Contribution to journalArticle

130 Citations (Scopus)

Abstract

Explores the purposes, methods, major findings, and future directions of social-skill training research with children from the perspective of a cognitive-social learning explanation of behavior change. Social-learning principles are used to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizing skill-training methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on children's social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence. (3 p ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)127-157
Number of pages31
JournalPsychological Review
Volume90
Issue number2
DOIs
StatePublished - Apr 1983
Externally publishedYes

Fingerprint

Empirical Research
Social Behavior
Child Behavior
Technology
Research
Social Learning
Social Skills
Learning Model
Direction compound
Empirical Evidence
Methodology
Research Training

Keywords

  • cognitive-social learning model & methodology for social skills training, children, literature review

ASJC Scopus subject areas

  • Psychology(all)
  • History and Philosophy of Science

Cite this

A cognitive-social learning model of social-skill training. / Ladd, Gary; Mize, Jacquelyn.

In: Psychological Review, Vol. 90, No. 2, 04.1983, p. 127-157.

Research output: Contribution to journalArticle

Ladd, Gary ; Mize, Jacquelyn. / A cognitive-social learning model of social-skill training. In: Psychological Review. 1983 ; Vol. 90, No. 2. pp. 127-157.
@article{4a4798fb79db4dada201f7f8b9ae3a75,
title = "A cognitive-social learning model of social-skill training",
abstract = "Explores the purposes, methods, major findings, and future directions of social-skill training research with children from the perspective of a cognitive-social learning explanation of behavior change. Social-learning principles are used to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizing skill-training methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on children's social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence. (3 p ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).",
keywords = "cognitive-social learning model & methodology for social skills training, children, literature review",
author = "Gary Ladd and Jacquelyn Mize",
year = "1983",
month = "4",
doi = "10.1037/0033-295X.90.2.127",
language = "English (US)",
volume = "90",
pages = "127--157",
journal = "Psychological Review",
issn = "0033-295X",
publisher = "American Psychological Association Inc.",
number = "2",

}

TY - JOUR

T1 - A cognitive-social learning model of social-skill training

AU - Ladd, Gary

AU - Mize, Jacquelyn

PY - 1983/4

Y1 - 1983/4

N2 - Explores the purposes, methods, major findings, and future directions of social-skill training research with children from the perspective of a cognitive-social learning explanation of behavior change. Social-learning principles are used to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizing skill-training methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on children's social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence. (3 p ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

AB - Explores the purposes, methods, major findings, and future directions of social-skill training research with children from the perspective of a cognitive-social learning explanation of behavior change. Social-learning principles are used to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizing skill-training methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on children's social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence. (3 p ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

KW - cognitive-social learning model & methodology for social skills training, children, literature review

UR - http://www.scopus.com/inward/record.url?scp=0020742295&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0020742295&partnerID=8YFLogxK

U2 - 10.1037/0033-295X.90.2.127

DO - 10.1037/0033-295X.90.2.127

M3 - Article

C2 - 6867217

AN - SCOPUS:0020742295

VL - 90

SP - 127

EP - 157

JO - Psychological Review

JF - Psychological Review

SN - 0033-295X

IS - 2

ER -