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10 Cards in this Set
- Front
- Back
Learning Theory Approach |
Social learning theory – initiation occurs through observations of role models (peers, parents, media, celebrities, etc.) and imitation of their behaviour. |
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Learning Theory Approach |
*Classical conditioning (Cue Reactivity Theory) – stimuli related to the addiction become associated with the positive feelings produced. |
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Learning Theory Approach |
*Classical conditioning (Cue Reactivity Theory) – when presented with stimuli related to their addiction, the addict anticipates the associated pleasure. This produces a physiological response which makes them relapse. |
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Learning Theory Approach |
- Learning theories are reductionist: Stimulus response humans seen as copying behaviours without thinking. |
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Learning Theory Approach |
*SLT: initiation occurs through vicarious reinforcement. The individual begins to smoke because they observe others receiving positive rewards (such as popularity) from the smoking behaviour and they then begin to associate these rewards with the smoking behaviour. Mayeux et al. (2008) found a correlation between smoking and popularity two years later. |
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Learning Theory Approach |
*Classical conditioning: Carter and Tiffany (1999) suggest that addicts start to associate certain stimuli with their addictive behaviour. This could be items such as cigarette lighters, or situations, such as when in the pub. These stimuli then act as ‘cues’, producing similar feelings to the addictive behaviour itself, thus encouraging the individual to continue with their addiction. |
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Learning Theory Approach |
*Classical conditioning: likelihood of relapse is increased if the individual is confronted with ‘cues’ that remind them of their addiction. These cues produce similar physiological effects as the behaviour itself, causing the individual to relapse. |
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Learning Theory Approach |
*SLT: Gambling behaviour is initiated when the addict sees others being rewarded for their addictive behaviour (winning). Gupta (1997) reported that 86% of children (aged 9-14) who gamble regularly reported gambling with family members. They also found that, as the children's age increased they tended to gamble more at friend's homes and school. This supports the role of SLT in initiation of gambling as parents and peers are likely to be the most important role models. |
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Learning Theory Approach |
*Classical conditioning: The individual may condition to gamble because the material associated with their habit is presented to them on a day to day basis (e.g. walking past betting shops). Edelgard (2009) found that heart rate increased for both social and pathological gamblers, but was significantly higher in the pathological group when exposed to a cue for their preferred form of gambling. |
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Learning Theory Approach |
*Classical conditioning: Returning to gambling after a period of abstinence can be explained in terms of cue-reactivity. The material associated with gambling is all around, particularly with the easy way which people can now gamble e.g. on-line. Gamblers are constantly surrounded by reminders of their addictive behaviour (e.g. TV adverts), causing them to relapse. Wolfling (2011) found pathological gamblers showed increased physiological arousal when presented with gambling cues, which also increased cravings to gamble, thus leading to an increased likelihood of relapse. |