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The learning and behavioral theories of personality are specifically structured to be tested, unlike the psychoanalytic theories. In fact, the theories themselves emerged from experiments in classical conditioning, instrumental conditioning, and cognitive learning. Learning and behavioral theories of personality are based on certain important assumptions and practices, viz.: (1) One shared assumption is that many of the behaviors that make up personality are conditioned, or learned. This means that many such behaviors originate somewhere in the learning history of the individual, often as early as childhood. (2) A second assumption is that current conditions in the individual's environment help maintain these behavior. Thus, learning theories seek to understand people's behavior by studying their learning history, their current environment, or both. Learning and behavioral theorists also believe in testing their theories. Their major propositions are generally stated in ways designed to be clear so that others can know how to test them. Learning and conditioning i.e. classical, instrumental and cognitive conditioning - are highly relevant to personality and its development. Dollard and Miller used animal experiments to develop and test Freudian notions (as for example, conflict and repression), thus advancing early social theory. Bandura and Walters extended social theory into the domain of observational learning. Skinner's radical behaviorism uses instrumental conditioning principles to explain the ways in which environmental conditions influence people's behavior. The Behavioral Theory of Personality Development is also called as the learning theory of personality development because it relies on the insights from learning theory. Although there are wide differences in emphasis among behaviorists, there is less contradiction and conflict among the different positions. According to behavioral theory of personality development, all human behavior is learned and is learned by the various principles of learning and conditioning. Even abnormal behavior is learned in much the same way as normal behavior is learned. The three most important varieties of learning include classical conditioning, operant conditioning and modelling. Behavioral theory also emphasizes that consequences of an individual's action is most important. If a behavior has rewarding consequences, it is strengthened. If a behavior has negative or unrewarding consequences, behavior is weakened. Adjustment according to this view is a matter of learning and reinforcement. However, social learning theorists emphasize that reinforcement is essential for performance of a response or behavior and not for learning. In the past decade, cognitive perspective has been integrated into the behavioral view of personality development. There is no unified cognitive theory of personality, all the different cognitive theories emphasize in one way or the other the cognitive (i.e. thought processes) dimension of emotional growth and integrate it with theory of personality.
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Learning and Behavioral Theories of Human Personality (Assumption)
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Learning And Behavioral Theories Of Human Personality (Assumption)

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              The learning and behavioral theories of personality are specifically structured to be tested, unlike the psychoanalytic theories. In fact, the theories themselves emerged from experiments in classical conditioning, instrumental conditioning, and cognitive learning.
             
              Learning and behavioral theories of personality are based on certain important assumptions and practices, viz. :
             
              (1) One shared assumption is that many of the behaviors that make up personality are conditioned, or learned. This means that many such behaviors originate somewhere in the learning history of the individual, often as early as childhood.
             
              (2) A second assumption is that current conditions in the individual's environment help maintain these behavior.
             
              Thus, learning theories seek to understand people's behavior by studying their learning history, their current environment, or both.
             
              Learning and behavioral theorists also believe in testing their theories. Their major propositions are generally stated in ways designed to be clear so that others can know how to test them.
             
              Learning and conditioning i. e. classical, instrumental and cognitive conditioning - are highly relevant to personality and its development.
             
              Dollard and Miller used animal experiments to develop and test Freudian notions (as for example, conflict and repression), thus advancing early social theory.
             
              Bandura and Walters extended social theory into the domain of observational learning. Skinner's radical behaviorism uses instrumental conditioning principles to explain the ways in which environmental conditions influence people's behavior.
             
              The Behavioral Theory of Personality Development is also called as the learning theory of personality development because it relies on the insights from learning theory.
             
              Although there are wide differences in emphasis among behaviorists, there is less contradiction and conflict among the different positions.
             
              According to behavioral theory of personality development, all human behavior is learned and is learned by the various principles of learning and conditioning. Even abnormal behavior is learned in much the same way as normal behavior is learned. The three most important varieties of learning include classical conditioning, operant conditioning and modelling.
             
              Behavioral theory also emphasizes that consequences of an individual's action is most important. If a behavior has rewarding consequences, it is strengthened. If a behavior has negative or unrewarding consequences, behavior is weakened.
             
              Adjustment according to this view is a matter of learning and reinforcement. However, social learning theorists emphasize that reinforcement is essential for performance of a response or behavior and not for learning.
             
              In the past decade, cognitive perspective has been integrated into the behavioral view of personality development. There is no unified cognitive theory of personality, all the different cognitive theories emphasize in one way or the other the cognitive (i. e. thought processes) dimension of emotional growth and integrate it with theory of personality.
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