ABSTRACT
This article examines how individuals acquire and maintain an emotional bond for animals throughout the life span. In contrast to accepted psychoanalytical explanations, a learning perspective is taken where persons are taught to love animals; emphasis for such teaching is placed within the family. Children are taught to relate emotionally to animals under a framework of social learning theory using classical, operant, and observational learning. After this emotional base has been established, and as individuals form independent cognitions about the world, animals represent tabula rasa stimuli upon which persons inscribe ideosyncratic content. Following childhood, maintenance issues are focused upon using a social role-activity theory rationale. At this stage pet-oriented role activities perform utilitarian functions, defining relationships between the individual, family, and society.
