A cognitive-social learning model of social-skill training

Gary W. Ladd, Jacquelyn Mize

Research output: Contribution to journalArticle

134 Scopus citations

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 1 1983
Externally publishedYes

Keywords

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

ASJC Scopus subject areas

  • Psychology(all)

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