er time, while interactionists hold that such capacities develop as a consequence of a child's interactions with others, and constructionists posit that purposeful efforts facilitate the development of the necessary abilities.
The origins of social learning theory lie in attempts to combine psychoanalytic and stimulus-response theory into a comprehensive explanation of human behavior (Grusec, 1992). Various theories of human development often tend to view people as either active or passive in interactions with their environments (Cohen, 1987). Behaviorism is a passive concept of human development (Sugarman, 1986). Behaviorism emphasizes the critical significance of one's environment to the overall development of the individual. Active concepts of human development, in contrast with passive concepts, hold that individuals are not passive beings, but, rather, are capable of actively governing their own development. Cognitive development theory is an active concept
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