Learning theory of nicotine addiction Flashcards
(11 cards)
Outline the learning theory into nicotine addiction
Learning operates during the initiation phase of smoking when people first take up the habit
The maintenance phases where the habit becomes established
And the relapse phase where learned associations make it difficult to end a habit that has been associated with pleasure for so long.
Describe the initiation phase
SLT proposes that young people begin smoking as a consequence of the social models that they have around them who smoke. Smoking is initially a function of parental and peer role
modelling and the vicarious reinforcement that leads young people to expect positive consequences from smoking
According to operant conditioning, rewarded behaviours will increase in frequency.
Addictive substances and additives are immediately rewarding, which means they are learned quickly, which explains why people get ‘hooked’ on nicotine very quickly after starting smoking.
How is smoking Maintained
When repeated many times, smoking becomes an established behaviour because
of the positive consequences for the individual (+ve reinforcement).
They may learn that they can
manipulate their mood by smoking. Not being able to smoke makes them irritable, and smoking provides them with relief (-ve reinforcement).
Most people maintain their smoking habit to avoid withdrawal symptoms These withdrawal symptoms increase the craving for another cigarette. The appearance of withdrawal symptoms is an indication of the person’s physical
dependence on nicotine
What is involved in the relapse phase
Cue reactivity
Classical conditioning
Describe cue reactivity
When a person who is addicted to nicotine stops smoking, the urge to smoke (relapse)
persists long after withdrawal symptoms disappear.
With regular smoking the person comes to associate specific moods, situations or environmental factors with the rewarding effects of nicotine. These cues often trigger relapse.
Outline classical conditioning into nicotine addiction
The repetition of smoking leads to a strong conditioned association between the sensory aspects of smoking (sight and smell) and the reinforcing effects of nicotine.
Any stimulus that is associated with the nicotine input into the brain (such as the smell of cigarette smoke) eventually changes from a neutral stimulus (NS) to become a conditioned stimulus (CS).
The CS signals that nicotine is on its way and with repeated associations it is capable of activating the same conditioned
response (CR). This occurs even in the absence of the UCS.
What are strengths of the learning theory of nicotine addiction
Research support
Practical applications
What is a limitation of the learning theory of nicotine addiction
Beta bias
Evaluate research support as a strength of learning theory of nicotine addiciton
P:Supported by research evidence.
E: For example, peer group influences have been found to be the primary influence for adolescents who experiment with smoking. Those adolescents
who smoked were more likely to ‘hang out’ with other adolescents who also smoked.
Karcher and Fin found that youth whose parents smoked were 1.88 times more likely to smoke, however if close friends smoked adolescents were up to 8 times more likely to smoke than if they friends did not smoke.
E: The researchers concluded that connectedness to parents tended to decrease the odds of experimental smoking, while
connectedness to friends who smoked increased the odds.
Evaluate practical applications as as strength of learning theory of nicotine addiction
P: Practical applications.
E: Several treatment programmes exist which are based on conditioning principles.
For example, aversion therapy which counterconditioning nicotine addiction by associating the pleasurable effects of
smoking with an aversive (unpleasant) stimulus such as an electric shock.
Cue exposure therapy (CET) involves presenting the cues without the opportunity to engage in the smoking behaviour. This leads to stimulus discrimination, as without the reinforcement provided by the actual nicotine, the association
between the cue and smoking is extinguished, thereby reducing the craving for cigarettes.
E: (CET) As this treatment is based on the idea that the cues associated with smoking or other forms of drug it strengthens the claim that these cues are an important factor in the maintenance of that habit.
L: Such effective applications of learning theory have measurable and significant practical benefits in terms of reducing NHS spending, improving health and, ultimately, saving lives.
Evaluate Beta bias as a limitation of learning theory of nicotine addciton
P: Fail to acknowledge the fact that it follows a different pattern in men and women.
E: Lopez et al found that women start smoking later than men, and that there are gender-related differences in
relation to both the development and context of smoking behaviour.
Other research has shown that women are more likely than men to light up in stressful situations. Women also
experience withdrawal effects sooner and have a harder time giving up the habit.
E: These findings suggest that these gender differences may by usefully applied to smoking cessation interventions.
