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Retrofitting social learning theory with contemporary understandings of learning and memory derived from cognitive psychology and neuroscience

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  • Proctor, K. Ryan
  • Niemeyer, Richard E.

Abstract

•Social learning theory has experienced numerous criticisms it has been unable to address in regard to its concept of differential reinforcement•These criticisms can be addressed by revising the theory with learning and memory concepts present within cognitive psychology and neuroscience•New research methodologies and technologies become available to criminologists as a result of revising the theory

Suggested Citation

  • Proctor, K. Ryan & Niemeyer, Richard E., 2020. "Retrofitting social learning theory with contemporary understandings of learning and memory derived from cognitive psychology and neuroscience," Journal of Criminal Justice, Elsevier, vol. 66(C).
    • Handle: RePEc:eee:jcjust:v:66:y:2020:i:c:s0047235219304222
    DOI: 10.1016/j.jcrimjus.2019.101655
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    References listed on IDEAS

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    1. Amir Dezfouli & Bernard W Balleine, 2013. "Actions, Action Sequences and Habits: Evidence That Goal-Directed and Habitual Action Control Are Hierarchically Organized," PLOS Computational Biology, Public Library of Science, vol. 9(12), pages 1-14, December.
    2. Hoeben, Evelien M. & Meldrum, Ryan C. & Walker, D'Andre & Young, Jacob T.N., 2016. "The role of peer delinquency and unstructured socializing in explaining delinquency and substance use: A state-of-the-art review," Journal of Criminal Justice, Elsevier, vol. 47(C), pages 108-122.
    3. Maayan Pereg & Nachshon Meiran, 2019. "Rapid instructed task learning (but not automatic effects of instructions) is influenced by working memory load," PLOS ONE, Public Library of Science, vol. 14(6), pages 1-25, June.
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