请用英文总结行为主义、认知主义、建构主义、社会学习理论的主要观点。
1.
行为主义（Behaviorism）
Behaviorism[/B] is a theory of learning based upon the idea that all
behaviors are acquired through conditioning. Conditioning occurs
through interaction with the environment. Behaviorists believe that
our responses to environmental stimuli shapes our
behaviors.
According to behaviorism, behavior can be studied in a
systematic and observable manner with no consideration of internal
mental states. This school of thought suggests that only observable
behaviors should be studied, since internal states such as
cognitions, emotions and moods are too subjective.
行为主义倾向于环境对学习者的作用是至关重要的。行为主义是20世纪初起源于美国的心理学流派，主张心理学应该研究可以被观察和直接测量的行为，反对研究没有科学根据的意识。行为主义是唯物主义的一种形式，否定一切关于精神的重要性。
许多行为主义者认为自由意志只是一种幻觉，并认为人类所有的行为都是由先天与后天环境（Nature versus nurture）所决定，也就是先天基因加上后天环境所产生的结果，由人类所经历过的联想或者增强所造成。
2.
认知主义(Cognitivism)
Based
on Behaviorism, Cognitivism[/B] is considered the
internal states of learners. The theory of
cognitivism is a model for how the mind learns new things. Many
people describe cognitivism as a view that the mind is basically a
computer with the ability to process and store things. They believe
that the brain takes in information, analyzes it, stores it, and
uses it. When people discuss the theory, they often use
computer-based metaphors. Cognitivism became popular in the 1950s,
and it competes with the rival learning theories known as
behaviorism and constructivism.
Someone who
agrees with the theory of cognitivism is less concerned with
outward behaviors and more concerned with inner processes. The
person generally believes that experience is less important in
learning than how people process their experiences. According to
this idea, one could put five different people through the same
experience, and each of them may learn from it in very different
ways. Eventually, each would develop totally different behaviors;
this is because each person may have a very different way of
thinking about things.
认知主义又名认知学派，是一种学习理论，与行为主义学派的理论相对。认知学派学者认为学习者透过认知过程(cognitive
process)，把各种资料加以储存及组织，形成知识结构(cognitive
structure)。
3.
建构主义(Constructivism)
Constructivism[/B] focus more the interaction between surrounding environment
and learners themselves. Constructivism learning theory is a philosophy which
enhances students' logical and conceptual growth. The underlying
concept within the constructivism learning theory is the role which
experiences-or connections with the adjoining atmosphere-play in
student education.
The constructivism learning theory argues that people
produce knowledge and form meaning based upon their experiences.
Two of the key concepts within the constructivism learning theory
which create the construction of an individual's new knowledge are
accommodation and assimilation. Assimilating causes an individual
to incorporate new experiences into the old experiences. This
causes the individual to develop new outlooks, rethink what were
once misunderstandings, and evaluate what is important, ultimately
altering their perceptions. Accommodation, on the other hand, is
reframing the world and new experiences into the mental capacity
already present. Individuals conceive a particular fashion in which
the world operates. When things do not operate within that context,
they must accommodate and reframing the expectations with the
outcomes.
建构主义提倡在教师指导下的、以学习者为中心的学习，也就是说，既强调学习者的认知主体作用， [url=http://baike.baidu.com/picview/79065/79065/0/0db2c9ca5f12037ff31fe737.html][/url]建构主义教学又不忽视教师的指导作用，教师是意义建构的帮助者、促进者，而不是知识的传授者与灌输者。学生是信息加工的主体、是意义的主动建构者，而不是外部刺激的被动接受者和被灌输的对象。
4.
社会学习理论（social
learning theory）
Social learning
theory[/B] is a perspective
that states that people learn within a social context. It is
facilitated through concepts such as modeling and observational
learning. People, especially children, learn from the environment
and seek acceptance from society by learning through influential
models. Social learning theory is a perspective that states that
social behavior (any type of behavior that we display socially) is
learned primarily by observing and imitating the actions of others.
The social behavior is also influenced by being rewarded and/or
punished for these actions. Social learning theory was derived in
an attempt by Robert Sears and other scholars to merge
psychoanalytic and stimulus-response learning theory into an
inclusive explanation of human behavior. Sears and the others draw
their conclusions off of the clinical richness of the former and
the rigor of the latter. Albert Bandura, conversely, abandoned the
psychoanalytic and drive features of the approach. His approach
emphasized on cognitive and information-processing capabilities
that facilitate social behavior. Both theories proposed were
envisioned as a general context for the understanding of human
behavior, but Bandura’s theory provided a stronger theoretical
beginning.
所谓社会学习理论，班杜拉认为是探讨个人的认知、行为与环境因素三者及其交互作用对人类行为的影响。按照班杜拉的观点，以往的学习理论家一般都忽视了社会变量对人类行为的制约作用。他们通常是用物理的方法对动物进行实验，并以此来建构他们的理论体系，这对于研究生活于社会之中的人的行为来说，似乎不具有科学的说服力。由于人总是生活在一定的社会条件下的，所以班杜拉主张要在自然的社会情境中而不是在实验室里研究人的行为。
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