11.2.8

Social Approach to Gender Development

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Social Learning Theory Explanation of Gender Development

The social learning approach summarises how we learn by two simple concepts: observing behaviour and then imitating the behaviour. The social learning theory has also been used to explain how gender develops.

Modelling and mimicking

Modelling and mimicking

  • Social learning is the concept whereby children learn behaviours through modelling.
  • They observe behaviours from a role model, then mimic those behaviours.
  • This is especially true when children identify and relate to their role models.
  • For example, a boy modelling the behaviour of his father as they are of the same gender.
Passive and active learning

Passive and active learning

  • There are two main sorts of learning: passive and active.
    • Passive learning is when the behaviours and actions are watched and copied.
    • Active learning is when the behaviours are reinforced through rewards and discouraged through punishments.
Passive learning

Passive learning

  • Children will tend to identify with their parent or caregiver of their own gender. So they are more likely to mimic and copy the behaviours of their same gender parent.
  • For example, boys will mimic behaviours of their father
  • The copying of the behaviour is passive if they are not rewarded or discouraged for copying those behaviours.
Active learning

Active learning

  • But the learning will become active if the parents/caregivers reward their children for exhibiting correct gendered behaviours or punish them for showing incorrect behaviours.
  • For example, a boy might be punished for playing with dolls and encouraged to play with trucks.
  • Eventually, the children will adopt gender typical behaviour, i.e. boys behaving/acting like boys and girls behaving/acting like girls.

Parental Reinforcement of Gender Development

Parents react differently to children of different genders. This most likely will reinforce gender typical behaviour. There are three studies that examined this concept.

__Rubin et al. (1974)__

Rubin et al. (1974)

  • Rubin et al. (1974) conducted a study that examined how fathers describe their infants.
  • They were more likely to describe their daughters as “beautiful” and “soft” whereas they describe their sons as “strong” and “firm”.
__Culp et al. (1983)__

Culp et al. (1983)

  • A study by Culp et al. (1983) compared how women treated babies who were dressed in gendered clothing.
  • They were given no other information about the baby.
  • The women tended to smile more at the boy babies but talk more to the girl babies.
__Hron-Stewart (1988)__

Hron-Stewart (1988)

  • A final study looked at how quick adults were to comfort a crying/upset child.
  • The adults were faster to comfort the crying baby girls and slower to comfort the boys.
  • This was because they expected the baby boys to be stronger or braver.
  • The same study (Hron-Stewart, 1988) found that mothers were less likely to help their sons complete a task and more likely to help their daughters.

Children's Peers and Gender Development

Peers also react differently to their own peers, depending on their genders. Three studies researched the role of children’s peers on gender development.

__Lamb and Roopnarine (1979)__

Lamb and Roopnarine (1979)

  • Lamb and Roopnarine (1979) found that children in a nursery setting encouraged gender typical behaviour while criticising gender non-typical behaviour.
  • They found that boys were more likely to reinforce gender typical behaviour than girls.
__Maccoby and Jacklin (1987)__

Maccoby and Jacklin (1987)

  • Another study by Maccoby and Jacklin (1987) discovered that toddlers as young as three years old had preference to play with children of their own gender.
    • I.e. girls tended to play with other girls; boys with other boys.
__Maccoby (1990)__

Maccoby (1990)

  • Later, Maccoby (1990) found that children sorted themselves by gender when organising their own play activities.
Jump to other topics
1

Social Influence

1.1

Social Influence

1.1.1(2026 Exams) Conformity1.1.2(2027 Exams) Conformity1.1.3(2027 Exams) Jenness' Conformity Study1.1.4Asch (1951)1.1.5Sherif (1935)1.1.6(2026 Exams) Conformity to Social Roles1.1.7(2027 Exams) Conformity to Social Roles1.1.8(2026 Exams) BBC Prison Study1.1.9(2026 Exams) End of Topic Test - Conformity1.1.10(2027 Exams) End of Topic Test - Conformity1.1.11Obedience1.1.12Analysing Milgram's Experiment1.1.13Agentic State & Legitimate Authority1.1.14Variables of Obedience1.1.15Resistance to Social Influence1.1.16(2026 Exams) Minority Influence & Social Change1.1.17(2027 Exams) Minority Influence & Social Change1.1.18Minority Influence & Social Impact Theory1.1.19End of Topic Test - Social Influences1.1.20Exam-Style Question - Conformity1.1.21Top Grade AO2/AO3 - Social Influence
2

Memory

2.1

Memory

2.1.1Multi-Store Model of Memory2.1.2Short-Term vs Long-Term Memory2.1.3(2026 Exam) Long-Term Memory2.1.4Support for the Multi-Store Model of Memory2.1.5Duration Studies2.1.6Capacity Studies2.1.7Coding Studies2.1.8The Working Memory Model2.1.9The Working Memory Model 22.1.10Support for the Working Memory Model2.1.11Explanations for Forgetting2.1.12Studies on Interference2.1.13Cue-Dependent Forgetting2.1.14Eye Witness Testimony - Loftus & Palmer2.1.15Eye Witness Testimony - Loftus2.1.16Eyewitness Testimony - Post-Event Discussion2.1.17Eyewitness Testimony - Age & Anxiety2.1.18Cognitive Interview2.1.19Cognitive Interview - Geiselman & Fisher2.1.20End of Topic Test - Memory2.1.21Exam-Style Question - Memory2.1.22(2026 Exam) A-A* (AO3/4) - Memory
3

Attachment

3.1

Attachment

3.1.1(2026 Exams) Caregiver-Infant Interaction3.1.2(2026 Exams) Condon & Sander (1974)3.1.3(2026 Exams) Schaffer & Emerson (1964)3.1.4(2026 Exams) Multiple Attachments3.1.5(2026 Exams) Studies on the Role of the Father3.1.6(2027 Exams) The Concept of Attachment3.1.7Animal Studies of Attachment3.1.8Explanations of Attachment3.1.9Attachment Types - Strange Situation3.1.10Cultural Differences in Attachment3.1.11Disruption of Attachment3.1.12Disruption of Attachment - Privation3.1.13Overcoming the Effects of Disruption3.1.14(2026 Exam) The Effects of Institutionalisation3.1.15(2027 Exam) The Effects of Institutionalisation3.1.16Early Attachment3.1.17Critical Period of Attachment3.1.18(2026 Exam) End of Topic Test - Attachment3.1.19(2027 Exam) End of Topic Test - Attachment3.1.20(2026 Exams) Exam-Style Question - Attachment3.1.21(2027 Exams) Exam-Style Question - Attachment3.1.22Top Grade AO2/AO3 - Attachment
4

(2026 Exams) Psychopathology

4.1

Psychopathology

4.1.1Abnormality4.1.2Abnormality 24.1.3Phobias, Depression & OCD4.1.4Phobias: Behavioural Approach4.1.5Evaluation of Behavioural Explanations of Phobias4.1.6Depression: Cognitive Approach4.1.7OCD: Biological Approach4.1.8Evidence for the Biological Approach4.1.9End of Topic Test - Psychopathy4.1.10Exam-Style Question - Phobias4.1.11Top Grade AO2/AO3 - Psychopathology4.1.12Diagnostic Misconceptions - Phobia vs Fear4.1.13Diagnostic Misconceptions - Depression & Self-Harm4.1.14Diagnostic Misconceptions - Desensitisation
5

(2027 Exams) Clinical Psychology & Mental Health

5.1

Clinical Psychology & Mental Health

5.1.1Deviation from Social Norms5.1.2Deviation from Social Norms 25.1.3Phobias, Depression & OCD5.1.4Phobias: Behavioural Approach5.1.5Evaluation of Behavioural Explanations of Phobias5.1.6Depression: Cognitive Approach5.1.7OCD: Biological Approach5.1.8Evidence for the Biological Approach5.1.9End of Topic Test - Psychopathy5.1.10Exam-Style Question - Phobias5.1.11Top Grade AO2/AO3 - Psychopathology5.1.12Diagnostic Misconceptions - Phobia vs Fear5.1.13Diagnostic Misconceptions - Depression & Self-Harm5.1.14Diagnostic Misconceptions - Desensitisation
6

Approaches in Psychology

6.1

Approaches in Psychology

6.1.1(2026 Exams) Psychology as a Science6.1.2(2026 Exams) Origins of Psychology6.1.3(2026 Exams) Problems with Introspection6.1.4The Behaviourist Approach - Classical Conditioning6.1.5Pavlov's Experiment6.1.6Little Albert Study6.1.7The Behaviourist Approach - Operant Conditioning6.1.8(2026 Exams) Social Learning Theory6.1.9(2026 Exam) The Cognitive Approach 16.1.10(2026 Exams)The Cognitive Approach 26.1.11(2026 Exams) The Biological Approach6.1.12(2027 Exams) Social Learning Theory6.1.13(2027 Exams) The Cognitive Approach 16.1.14(2027 Exams)The Cognitive Approach 26.1.15(2027 Exams) The Biological Approach6.1.16(2027 Exam) The Biological Approach 26.1.17Gottesman (1991) - Twin Studies6.1.18Brain Scanning6.1.19Structure of Personality & Little Hans6.1.20The Psychodynamic Approach (A2 only)6.1.21(2026 Exams) Humanistic Psychology (A2 only)6.1.22(2027 Exams) Humanistic Psychology (A2 only)6.1.23Aronoff (1957) (A2 Only)6.1.24(2026 Exam) Rogers' Client-Centred Therapy A2 only6.1.25(2026 Exam) Exam-Style Question - Approaches6.1.26(2026 Exam) End of Topic Test - Approaches6.1.27(2027 Exam) End of Topic Test - Approaches
6.2

Comparison of Approaches (A2 only)

6.2.1Psychodynamic Approach6.2.2Cognitive Approach6.2.3Biological Approach6.2.4Behavioural Approach6.2.5End of Topic Test - Comparison of Approaches
7

Biopsychology

7.1

Biopsychology

7.1.1Nervous System Divisions7.1.2Neuron Structure & Function7.1.3Neurotransmitters7.1.4Endocrine System Function7.1.5Fight or Flight Response7.1.6The Brain (A2 only)7.1.7Localisation of Brain Function (A2 only)7.1.8(2026 Exam) Studying the Brain (A2 only)7.1.9(2026 Exam) CIMT (A2 Only) & Postmortem7.1.10(2027 Exam) Studying the Brain (A2 only)7.1.11(2027 Exam) CIMT (A2 Only) & Postmortem7.1.12(2026 Exams) Biological Rhythms (A2 only)7.1.13(2026 Exams) Studies on Biological Rhythms (A2)7.1.14Top Grade AO2/AO3 - Biopsychology7.1.15Diagnostic Misconceptions - Plasticity & Recovery7.1.16Diagnostic Misconceptions - Endogenous Pacemakers7.1.17(2026 Exams) End of Topic Test - Biopsychology7.1.18(2027 Exams) End of Topic Test - Biopsychology
8

Research Methods

8.1

Research Methods

8.1.1Experimental Method8.1.2Observational Techniques8.1.3Covert, Overt & Controlled Observation8.1.4Self-Report Techniques8.1.5Correlations8.1.6Exam-Style Question - Research Methods8.1.7Diagnostic Misconceptions - Sign Test8.1.8Diagnostic Misconceptions - Content & Thematic8.1.9Diagnostic Misconceptions - Valid vs Reliable8.1.10Diagnostic Misconceptions - Confounding Variable8.1.11End of Topic Test - Research Methods
8.2

Scientific Processes

8.2.1(2026 Exam) Aims, Hypotheses & Sampling8.2.2(2027 Exam) Aims, Hypotheses & Sampling8.2.3Pilot Studies & Design8.2.4Questionnaires8.2.5(2026 Exam) Variables & Control8.2.6(2027 Exam) Variables & Control8.2.7Demand Characteristics & Investigator Effects8.2.8Ethics8.2.9Limitations of Ethical Guidelines8.2.10Consent & Protection from Harm Studies8.2.11Peer Review & The Economy8.2.12(2026 Exams) Validity (A2 only)8.2.13(2026 Exams) Reliability (A2 only)8.2.14(2027 Exams) Validity (A2 only)8.2.15(2027 Exams) Reliability (A2 only)8.2.16Features of Science (A2 only)8.2.17Paradigms & Falsifiability (A2 only)8.2.18Scientific Report (A2 only)8.2.19Scientific Report 2 (A2 only)8.2.20(2026 Exams) End of Topic Test - Scientific8.2.21(2027 Exams) End of Topic Test - Scientific
8.3

Data Handling & Analysis

8.3.1Types of Data8.3.2Descriptive Statistics8.3.3Correlation8.3.4Evaluation of Descriptive Statistics8.3.5Presentation & Display of Data8.3.6Levels of Measurement (A2 only)8.3.7(2026 Exams) Content Analysis (A2 only)8.3.8(2027 Exams) Coding in Content Analysis (A2 only)8.3.9Case Studies (A2 only)8.3.10(2026 Exams) Thematic Analysis (A2 only)8.3.11(2026 Exams) End of Topic Test - Data Handling8.3.12(2027 Exams) End of Topic Test - Data Handling
8.4

Inferential Testing

8.4.1Introduction to Inferential Testing8.4.2Sign Test8.4.3Piaget Conservation Experiment8.4.4Non-Parametric Tests
9

Issues & Debates in Psychology (A2 only)

9.1

Issues & Debates in Psychology (A2 only)

9.1.1Culture Bias9.1.2Sub-Culture Bias9.1.3Gender Bias9.1.4Ethnocentrism9.1.5Cross Cultural Research9.1.6Free Will & Determinism9.1.7Comparison of Free Will & Determinism9.1.8Reductionism & Holism9.1.9Reductionist & Holistic Approaches9.1.10Nature-Nurture Debate9.1.11Interactionist Approach9.1.12Nature-Nurture Methods9.1.13Nature-Nurture Approaches9.1.14Idiographic & Nomothetic Approaches9.1.15Socially Sensitive Research9.1.16End of Topic Test - Issues and Debates
10

Option 1: Relationships (A2 only)

10.1

Relationships: Sexual Relationships (A2 only)

10.1.1(2026 Exams) Sexual Selection10.1.2(2026 Exams) Intersexual & Intrasexual10.1.3(2026 Exams) Evaluation of Sexual Selection10.1.4Factors Affecting Attraction: Self-Disclosure10.1.5Evaluation of Self-Disclosure Theory10.1.6Factors Affecting Attraction: Physical Attributes10.1.7Matching Hypothesis Studies10.1.8Factors Affecting Physical Attraction10.1.9Factors Affecting Attraction: Filter Theory 110.1.10Factors Affecting Attraction: Filter Theory 210.1.11Evaluation of Filter Theory10.1.12(2026 Exams) End of Topic Test - Relationships10.1.13(2027 Exams) End of Topic Test - Relationships
10.2

Relationships: Romantic Relationships (A2 only)

10.2.1Social Exchange Theory10.2.2Evaluation of Social Exchange Theory10.2.3Equity Theory10.2.4Evaluation of Equity Theory10.2.5Rusbult’s Investment Model10.2.6Evaluation of Rusbult's Investment Model10.2.7Relationship Breakdown10.2.8Studies on Relationship Breakdown10.2.9Evaluation of Relationship Breakdown10.2.10End of Topic Test - Romantic relationships
10.3

(2026 Exams) Relationships: Virtual (A2 only)

10.3.1Virtual Relationships in Social Media10.3.2Evaluation of Reduced Cues & Hyperpersonal10.3.3Self Disclosure in Computer Communication10.3.4Parasocial Relationships10.3.5Attachment Theory & Parasocial Relationships10.3.6Evaluation of Parasocial Relationship Theories10.3.7End of Topic Test - Virtual & Parasocial Realtions
10.4

(2027 Exams) Relationships: Online (A2 only)

10.4.1Online Relationships10.4.2Evaluation of Reduced Cues & Hyperpersonal10.4.3Self Disclosure in Online Relationships10.4.4Parasocial Relationships10.4.5Attachment Theory & Parasocial Relationships10.4.6Evaluation of Parasocial Relationship Theories10.4.7End of Topic Test - Online Relationships
11

Option 1: Gender (A2 only)

11.1

(2026 Exams) Gender (A2 only)

11.1.1Sex, Gender & Androgyny11.1.2Gender Identity Disorder11.1.3Biological & Social Explanations of GID11.1.4Biological Influences on Gender11.1.5Effects of Hormones on Gender11.1.6Kohlberg’s Theory of Gender Constancy11.1.7Evaluation of Kohlberg's Theory11.1.8Gender Schema Theory11.1.9Psychodynamic Approach to Gender Development 111.1.10Psychodynamic Approach to Gender Development 211.1.11Social Approach to Gender Development11.1.12Criticisms of Social Theory11.1.13Media Influence on Gender Development11.1.14Cross Cultural Research11.1.15Childcare & Gender Roles11.1.16End of Topic Test - Gender 111.1.17End of Topic Test - Gender 211.1.18End of Topic Test - Gender 3
11.2

(2027 Exams) Gender (A2 only)

11.2.1Biological Sex11.2.2The Role of Hormones in Biological Sex11.2.3Biological Explanations of Gender Development11.2.4Gender Identities & BSRI11.2.5Kohlberg’s Theory of Gender Constancy11.2.6Evaluation of Kohlberg's Theory11.2.7Gender Schema Theory11.2.8Social Approach to Gender Development11.2.9Criticisms of Social Theory11.2.10Media Influence on Gender Development11.2.11Gender Incongruence11.2.12End of Topic Test - Gender
12

Option 1: Cognition & Development (A2 only)

12.1

Cognition & Development (A2 only)

12.1.1Piaget’s Theory of Cognitive Development 112.1.2Piaget's Theory of Cognitive Development 212.1.3Schema Accommodation Assimilation & Equilibration12.1.4Piaget & Inhelder’s Three Mountains Task (1956)12.1.5Conservation & Class Inclusion12.1.6Evaluation of Piaget12.1.7Vygotsky12.1.8Evaluation of Vygotsky12.1.9Baillargeon12.1.10Baillargeon's studies12.1.11Evaluation of Baillargeon12.1.12(2026 Exams) Sense of Self & Theory of Mind12.1.13(2027 Exams) Sense of Self & Theory of Mind12.1.14(2026 Exams) Baron-Cohen Studies12.1.15(2027 Exams) Baron-Cohen Studies12.1.16Selman’s Five Levels of Perspective Taking12.1.17Biological Basis of Social Cognition12.1.18Evaluation of Biological Basis of Social Cognition12.1.19(2026 Exams) Issues in Social Neuroscience12.1.20(2027 Exams) Issues in Social Neuroscience12.1.21Top Grade AO2/AO3 - Cognition & Development12.1.22End of Topic Test - Cognition & Development 112.1.23End of Topic Test - Cognition & Development 212.1.24(2026 Exams) End of Topic Test - Cognition 312.1.25(2027 Exams) End of Topic Test - Cognition 3
13

Option 2: Schizophrenia (A2 only)

13.1

Schizophrenia: Diagnosis (A2 only)

13.1.1(2026 Exam) Classification & Diagnosis13.1.2(2026 Exam) Symptoms of Schizophrenia13.1.3(2026 Exams) Reliability & Validity of Diagnosis13.1.4(2027 Exam) Symptoms of Schizophrenia13.1.5(2026 Exams) Gender & Cultural Bias13.1.6(2027 Exams) Issues in Diagnosis13.1.7Pinto (2017) & Copeland (1971)13.1.8(2026 Exams) End of Topic Test - Schizophrenia13.1.9(2027 Exams) End of Topic Test - Schizophrenia
13.2

Schizophrenia: Treatment (A2 only)

13.2.1Family-Based Psychological Explanations13.2.2Evaluation of Family-Based Explanations13.2.3Cognitive Explanations13.2.4Drug Therapies13.2.5Evaluation of Drug Therapies13.2.6Biological Explanations for Schizophrenia13.2.7Dopamine Hypothesis13.2.8(2026 Exams) Psychological Therapies 113.2.9(2027 Exams) Psychological Therapies 113.2.10(2026 Exams) Psychological Therapies 213.2.11(2027 Exams) Psychological Therapies 213.2.12Interactionist Approach - Diathesis-Stress Model13.2.13Interactionist Approach - Triggers & Treatment13.2.14Evaluation of the Interactionist Approach13.2.15(2026 Exams) Evaluation of Psychological Therapies13.2.16(2027 Exams) Evaluation of Psychological Therapies13.2.17Diagnostic Misconceptions - CBT & CBTp13.2.18End of Topic Test - Treatments 113.2.19(2026 Exams) End of Topic Test - Treatments 213.2.20(2027 Exams) End of Topic Test - Treatments 2
14

Option 2: Eating Behaviour (A2 only)

14.1

Eating Behaviour (A2 only)

14.1.1Explanations for Food Preferences14.1.2Birch et al (1987) & Lowe et al (2004)14.1.3Control of Eating Behaviours14.1.4Control of Eating Behaviour: Leptin14.1.5Biological Explanations for Anorexia Nervosa14.1.6Psychological Explanations: Family Systems Theory14.1.7Psychological Explanations: Social Learning Theory14.1.8Psychological Explanations: Cognitive Theory14.1.9Biological Explanations for Obesity14.1.10Biological Explanations: Studies14.1.11(2026 Exams) Psychological Explanations14.1.12(2027 Exams) Psychological Explanations14.1.13(2026 Exams) Psychological Explanations: Studies14.1.14(2027 Exams) Psychological Explanations: Studies14.1.15End of Topic Test - Eating Behaviour
15

Option 2: Stress (A2 only)

15.1

Stress (A2 only)

15.1.1Physiology of Stress15.1.2Role of Stress in Illness15.1.3Role of Stress in Illness: Studies15.1.4Social Readjustment Rating Scales15.1.5Hassles & Uplifts Scales15.1.6Stress, Workload & Control15.1.7Stress Level Studies15.1.8Physiological Measures of Stress15.1.9Individual Differences15.1.10Stress & Gender15.1.11(2026 Exams) Drug Therapy & Biofeedback for Stress15.1.12(2027 Exams) Drug Therapy & Biofeedback for Stress15.1.13Stress Inoculation Therapy15.1.14Social Support & Stress15.1.15End of Topic Test - Stress 115.1.16(2026 Exams) End of Topic Test - Stress 215.1.17(2027 Exams) End of Topic Test - Stress 2
16

Option 3: Aggression (A2 only)

16.1

Aggression: Physiological (A2 only)

16.1.1Neural Mechanisms16.1.2Serotonin16.1.3Hormonal Mechanisms16.1.4Genetic Factors16.1.5Genetic Factors 216.1.6Ethological Explanation16.1.7Innate Releasing Mechanisms & Fixed Action Pattern16.1.8Evolutionary Explanations16.1.9Buss et al (1992) - Sex Differences in Jealousy16.1.10Evaluation of Evolutionary Explanations16.1.11End of Topic Test - Aggression: Physiological 116.1.12End of Topic Test - Aggression: Physiological 2
16.2

Aggression: Social Psychological (A2 only)

16.2.1Social Psychological Explanation16.2.2Buss (1963) - Frustration/Aggression16.2.3Social Psychological Explanation 216.2.4Social Learning Theory (SLT) 116.2.5Social Learning Theory (SLT) 216.2.6Limitations of Social Learning Theory (SLT)16.2.7Deindividuation16.2.8Deindividuation 216.2.9Deindividuation - Diener et al (1976)16.2.10End of Topic Test - Aggression: Social Psychology16.2.11Institutional Aggression: Prisons16.2.12Evaluation of Dispositional & Situational16.2.13Influence of Computer Games16.2.14Influence of Television16.2.15Evaluation of Studies on Media16.2.16Desensitisation & Disinhibition16.2.17Cognitive Priming16.2.18End of Topic Test - Aggression: Social Psychology
17

Option 3: Forensic Psychology (A2 only)

17.1

Forensic Psychology (A2 only)

17.1.1Defining Crime17.1.2Measuring Crime17.1.3(2026 Exams) Offender Profiling17.1.4(2027 Exams) Offender Profiling17.1.5Evaluation of Offender Profiling17.1.6John Duffy Case Study17.1.7(2026 Exams) Biological Explanations 117.1.8(2027 Exams) Biological Explanations 117.1.9Biological Explanations 217.1.10(2026 Exams) Evaluation- Biological Explanations17.1.11(2027 Exams) Evaluation- Biological Explanations17.1.12Cognitive Explanations17.1.13Moral Reasoning17.1.14(2026 Exams) Psychodynamic Explanation 117.1.15(2026 Exams) Psychodynamic Explanation 217.1.16Differential Association Theory17.1.17Custodial Sentencing17.1.18(2026 Exams) Effects of Prison17.1.19(2027 Exams) Effects of Prison17.1.20Evaluation of the Effects of Prison17.1.21(2026 Exams) Recidivism17.1.22Behavioural Treatments & Therapies17.1.23Effectiveness of Behavioural Treatments17.1.24Restorative Justice17.1.25(2026 Exams) End of Topic Test - Forensic 117.1.26(2026 Exams) End of Topic Test - Forensic 217.1.27(2027 Exams) End of Topic Test - Forensic 117.1.28(2027 Exams) End of Topic Test - Forensic 2
18

Option 3: Addiction (A2 only)

18.1

Addiction (A2 only)

18.1.1Definition18.1.2(2026 Exams) Brain Neurochemistry Explanation18.1.3(2026 Exams) Learning Theory Explanation18.1.4(2026 Exams) Evaluation of a Learning Theory18.1.5(2027 Exams) Brain Neurochemistry Explanation18.1.6(2027 Exams) Learning Theory Explanation18.1.7(2027 Exams) Evaluation of a Learning Theory18.1.8Cognitive Bias18.1.9Griffiths on Cognitive Bias18.1.10Evaluation of Cognitive Theory (A2 only)18.1.11Gambling Addiction & Learning Theory18.1.12(2026 Exams) Social Influences on Addiction 118.1.13(2027 Exams) Social Influences on Addiction 118.1.14Social Influences on Addiction 218.1.15Personal Influences on Addiction18.1.16Genetic Explanations of Addiction18.1.17(2026 Exams) End of Topic Test - Addiction 118.1.18(2026 Exams) End of Topic Test - Addiction 218.1.19(2027 Exams) End of Topic Test - Addiction 118.1.20(2027 Exams) End of Topic Test - Addiction 2
18.2

Treating Addiction (A2 only)

18.2.1Drug Therapy18.2.2Behavioural Interventions18.2.3Cognitive Behavioural Therapy18.2.4(2026 Exams) Theory of Reasoned Action18.2.5(2026 Exams) Theory of Planned Behaviour18.2.6Six Stage Model of Behaviour Change18.2.7(2026 Exams) End of Topic Test - Treating18.2.8(2027 Exams) End of Topic Test - Treating

Practice questions on Social Approach to Gender Development

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  1. 1
    What theory suggests that we observe and imitate behaviour from role models? Multiple choice
  2. 2
    What are the two types of learning in social learning theory? Fill in the list
  3. 3
    What does social learning theory suggest about gender typical behaviour? True / false
  4. 4
    What do studies show about parents and their children? True / false
  5. 5
    Select the correct statements about children and gender roles:True / false
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Gender Schema Theory

Criticisms of Social Theory