Explanation for nicotine addiction- Learning Theory

Question 1

What is learning theory?

Answer 1

Behaviourist explanation based on classical and operant conditioning

Question 2

How does addiction demonstrate positive reinforcement?

Answer 2

• If consequence is rewarding (pleasurable), it is likely to occur again
• Nicotine= reinforcer due to physiological effects on dopamine reward system>stimulates dopamine release>mild euphoria
• Koob and Le Moal- positive reinforcement explains early stages of smoking addiction

Question 3

How does addiction demonstrate negative reinforcement?

Answer 3

• Cessation of nicotine= acute withdrawal syndrome
• Produces unpleasant symptoms: behavioural (agitation, disturbed sleep), cognitive (poor concentration), mood disturbances (anxiety, depression)
• Symptoms make abstinence difficult so reduced by smoking

Question 4

What is cue reactivity?

Answer 4

Cravings and arousal can be triggered in nicotine addicts when they encounter cues related to the pleasurable effects of smoking

Question 5

What is the role of cue reactivity in nicotine addiction?

Answer 5

• Pleasurable effect= primary reinforcer
• Instrinsically rewarding due to effect on dopamine reward system
• Any other stimuli present is associated with effect= secondary reinforcer
• Often occurs in certain environments/with certain people- repeated association= secondary reinforcers

Question 6

What are some examples of secondary reinforcers?

Answer 6

Lighter, ritual elements of lighting up, boxy feel of cigarette packages, smell of tobacco, harsh feel of smoke in throa

Question 7

What are the 3 physiological and psychological responses to nicotine, according to cue reactivity?

Answer 7

• Subjective desire/craving for a cigarette (self-reported)
• Physiological signs of reactivity (including automatic responses- heart rate, skin temperature)
• Objective behavioural indicators (how many ‘draws’ are taken/strength)

Question 8

Strength:
I- Research support from animal studies

Answer 8

D- Confirm role of operant conditioning in addiction. Levin et al found rats licked nicotine-linked spout significantly more than no reward spout
E- Suggests nicotine effects positively reinforced self-administration which can be applied to human addiction

Question 9

Strength:
I- Support for cue reactivity

Answer 9

D- Carter and Tiffany conducted a meta-analysis of 41 studies on cue reactivity. Found dependent smokers reacted more than non-dependent smokers to smoking related cues (image of: lighter, ashtray, cig packet) (self reported desire and physiological arousal)
E- Shows dependent smokers learn secondary associations between related stimuli and pleasurable effects

Question 10

Strength:
I- Methodological strengths of meta-analysis

Answer 10

D- Use of a large sample, so findings can be generalised to larger population. Meaning high external validity
E- Provides even stronger support for cue reactivity

Question 11

Strength:
I- Further research support by Calvert

Answer 11

D- Brain scans found strong activation in ventral striatum and nucleus accumbens when smokers were shown cigarette packets
E- Demonstrates physiological signs indicated in cue reactivity

Question 12

Strength:
I- Real world application

Answer 12

D- Nicotine treatment programmes based on classical conditioning principles (e.g: aversion therapy uses counterconditioning by associating pleasant effects with aversive stimulus= shock). Smith- participants self-administered shocks when they engaged in smoking-related behaviours. 1 year later= 52% abstaining vs 20-25% continue
E- Treatments save NHS resources, improve health, save lives (economic)

Question 13

Limitation:
I- Flawed real world application

Answer 13

D- Smith had no control group, so comparison is an invalid measure of effectiveness. Hajek and Stead found evidence from higher-quality studies that benefits of aversion therapy are short-lived
E- Suggests counterconditioning may not be effective in treating addiction

Question 14

Evaluation extra:
Animal studies

Answer 14

Strength-
- Reasonable to use animal studies, as conditioning mechanisms are the same (e.g: +ve and -ve reinforcement). Ethical reasons of using animals rather than humans is valid. Studies help us understand learning process of addiction

Limitation-
- Human-animal studies are flawed, as cognitive factors influence learning process in humans. Animals do not experience social/environmental cues associated with smoking behaviour. Ethical issues of using animals. Findings treated cautiously as human addiction is more complex