These include: behaviouristic, humanistic, cognitive and psychoanalytical. To start, the theory of behaviourism is the idea that our character and the way we act through actions depends on the environment we are exposed to and the situation we are placed into, be it negative or positive. Behaviour can be learned but also unlearned. Behaviourism is a theory of learning, based on the idea that all our behaviour are gained via conditioning. There
1.1Consumer behaviour & consumer decision making The principle assumption upon which the theory of consumer behavior and demand is built is: a consumer attempts to allocate his/her limited money income among available goods and services so as to maximize his/her utility (satisfaction). “the behavior that consumers display in searching for, purchasing, using, evaluating, and disposing of products and services that they expect will satisfy their needs” Consumer decision making has long been of interest
self-determined. However, thus definition is supported by the humanistic approach to free will. According to Maslow and Rogers in 1943 and 1951 respectively people’s behaviour is not determined but rather it is one's choice to decide how to behave. To illustrate the humanistic approach when people go out to eat it is their own will to decide what they want eats and the specific place they want to eat. Additionally, according to the humanistic psychologists believe that people can have free will as it
This theory was created by famous psychologists as John B. Watson and B.F. Skinner. The behavioural approach is universally used in therapeutic context to help a patient learn new skills and behaviours.10 There are two types of behaviourism which are called classical conditioning and operant conditioning. Then there is the humanistic perspective give’s special importance to the study of the whole person. Humanistic psychologists admitted that an individual's
situations. This suggests that language teaching involves a blend of different approaches which are underpinned in theoretical perspectives, for instance, the Audio-lingual Method can trace its theoretical foundations in both structuralism and behaviourism (Richards and Rodgers 1986). These methods attempt to conform to the learning needs of learners in a huge diversification of social, academic, and occupational contexts. Beginning with a simple focus on teaching form and parallel