Theories of social learning traditionally distinguish between three fundamental models: supportive, compensatory, and neutral learning models. The neutral model assumes that an individual’s learning processes and outcomes are independent of the social environment, serving as an analytical null hypothesis in the study of social learning. Contemporary research in cultural psychology and educational sociology, however, highlights that cultural norms, value systems, and parental attitudes are deeply embedded factors shaping individual learning strategies. This paper aims to provide a detailed theoretical formalization of the neutral learning model and critically analyze it from the perspectives of cultural differences and parental influences. The study offers an extended theoretical review of the model’s limitations, explores the hidden mechanisms through which social and familial dimensions affect learning, and proposes an integrative methodological framework to guide future empirical research.