Motivational: Is a psychological feature that arouses an organism to act towards a desired goal and elicits, controls, and sustains certain goal-directed behaviors. It can be considered a driving force; a psychological one that compels or reinforces an action toward a desired goal. For example, hunger is a motivation that elicits a desire to eat. Motivation is the purpose or psychological cause of an action.
Cognitive: Social cognition came to prominence with the rise of cognitive psychology in the late 1960s and early 1970s and is now the dominant model and approach in mainstream social psychology. Common to social cognition theories is the idea that information is represented in the brain as "cognitive elements" such as schemas, attributions, or stereotypes. A focus on how these cognitive elements are processed is often employed. Social cognition therefore applies and extends many themes, theories and paradigms from cognitive psychology, for example in reasoning(representativeness heuristic, base rate fallacy and confirmation bias), attention (automaticity and priming) and memory (schemas, primacy and recency). It is very likely that social psychology was always a lot more cognitive than mainstream psychology to begin with, as it traditionally discussed internal mental states such as beliefs and desires when mainstream psychology was dominated by behaviorism.
Learning: 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