Using social learning theory to explain individual differences in human sexuality

Datos Bibliográficos

ID10210456
AutoresMatthew Hogben (0000-0003-3416-345X, New York University, autor de correspondencia), Donn Byrne (University at Albany, State University of New York)
Año1998
Volumen35
Número1
Páginas58-71
Fecha de publicación1998-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe Journal of Sex Research (JOURNAL)
Identificadores de la revistaISSN: 0022-4499 • E-ISSN: 1559-8519
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00224499809551917
OpenAlexW2070211491
IdiomaEN
Citas recibidas31
Referencias citadas58

To explain individual differences in human sexual expression, investigators most often stress either physiological or experiential determinants. Psychologists commonly espouse some variant of learning theory (classical conditioning, operant conditioning, or social learning theory) as an explanatory framework and a source of hypotheses and methodology. The historical use of social learning theory is described in this article, and we review its central aspects and provide examples of sexuality research in which it plays a major role. Specifically, we describe both early and current research in four broad topic areas: sexuality development, adolescent sexuality and contraceptive use, health‐related sexual behavior, and coercive sexuality. Social learning theory is then evaluated and compared with competing theories regarding its ability to explain empirical data, its predictive utility, and its parsimony

Cognitive psychology · Developmental psychology · Empirical research · Epistemology · Experiential learning · Human sexuality · Learning theory · Mathematics education · Social learning · Social learning theory · Sociology · Adolescent Sexual and Reproductive Health · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology · Sexuality, Behavior, and Technology · Social Psychology