In 1947 sociologist Edwin Sutherland (and later Melvin DeFleur, Richard Quinney, Robert Burgess, and Ronald Akers; as seen in Burgess & Akers, 1966) postulated that criminal behavior is at least partially learned and that our social networks play a vital role in this process. Subsequent research has provided empirical support for this (Akers, Krohn, & Lanza-Kaduce, 1979). In this perspective, criminal behavior is learned both socially and non-socially through operant conditioning. The individual's social networks (former family and friends) are the primary source of reinforcement for these behaviors (Burgess & Akers, 1966). In essence, our social networks teach us both specific behaviors and the social norms of our (sub)culture. When we behave in a certain way, our behavior is reinforced or punished. Reinforced behavior is more likely to continue. As you can see above, these learning models did not consider cognition per se. Although there are some aspects of cognition in the above theories (reinforcement in the form of praise from peers is symbolic and its value requires cognitive evaluation), they essentially assume that learning was the result of an interaction directly between the individual and the environment. Albert Bandura observed that not all learning is directed and promoted the concept of social learning with his theory of social cognitive learning (behavioral modeling). Research on aggression in children has supported the use of this theory to explain violent behavior (Bandura, Ross, and Ross 1961). This theory can be divided into three parts: observational learning, efficacy expectations, and mutual determinism (Funder 1997). Observational learning. it's a very simple concept. Humans are capable of observing how others behave... middle of paper... how and when to intervene. A change in these affects a change in the environment, the presence of effective tactics changes our behavior, as we use them more often, this allows others to observe and learn (Reciprocal Determinism).Works CitedAkers, RL, Krohn, MD , Lanza-Kaduce, L., & Radosevich, M. (1979). Social learning and deviant behavior: A specific test of a general theory. American Sociological Journal, Vol. 44 (4), 636-655. Bandura, A. A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models. The Journal Of Abnormal and Social Psychology, 63(3), 575-582. Burgess, R. L., & Akers, R. L. (1966). Differential association-reinforcement theory of criminal behavior, A. Social Problems., 14, 128. Vol 14(2), 1966, 128-147. Funder, D. (1997). The enigma of personality. (1 ed.). New York: W. W. Norton & Co.