Most psychologists agree that the principles of classical conditioning, operant conditioning, and observational learning are universal. However, culture can influence the degree to which these learning processes are used, and it often determines the content of learning. For example, punishment is a powerful learning process in every culture, but its use and type show considerable variation.

When behaviorism began its influential reign in the United States between 1910 and 1930, child-rearing experts regarded the infant as capable of being shaped into almost any child. They recommended always punishing and never indulging the child's antisocial behaviors, along with carefully conditioning and rewarding positive behaviors in a highly controlled and structured child-rearing regimen.

In 1928 John Watson authored Infant Care, the official government booklet for parents. It advocated never letting children suck their thumb and, if necessary, restraining the child by tying her hands to the crib at night and painting her fingers with foul-tasting liquids. Parents were advised to let infants "cry themselves out" rather than reinforce this unacceptable behavior by picking them up to rock and soothe them.

From the 1930s to 1960s, a more permissive attitude prevailed, and parents were advised to be concerned with the feelings and capacities of the child.

Since the 1960s there has been a continued emphasis on the role of parental love in children's socialization, but experts now advise parents to play a less permissive and more active role in shaping children's behavior. Experts stress that parents should set limits and make authoritative decisions in areas where the child is not capable of reasonable judgment. They should listen and adapt to the child's point of view and explain their restrictions and discipline. They should not discipline the child in a hostile, punitive manner.

The content of learning is also influenced by culture. We cannot learn about something we do not experience. The 4-year-old who grows up among the Bushmen of the Kalahari desert is unlikely to learn about taking baths or pouring water from one glass into another. Similarly, a child growing up in Chicago is unlikely to be skilled at tracking animals or finding water-bearing roots in the desert.

Learning also often requires practice, and certain behaviors are practiced much more often in some cultures than others. In Bali many children are skilled dancers by the age of 6; Norwegian children are much more likely to be good skiers and skaters by that age.