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Phobias and Addictions1
Phobias and Addictions
Melinda Johnson
PSY/300
September 5, 2011
Kaisa Freeman
Phobias and Addictions2
Phobias and Addictions
A substantial amount of learning exists when people make associations between the
environment and making choices according to the known consequences. According to Kowalski
and Westen learning theory (2009), the concept that learning is adaptive and shapes behavior,
forms the fundamental concepts of the behaviorist perspective. Known together as associative
learning, classical, and operant learning are two common yet different ways in which people
learn behavior.
The results of both classical and operant conditioning contribute to the individual’s
ability to thrive and function normally and acclimate to the complications of human society. Just
as classical and operant learning can help achieve functioning in society they can also cause
dysfunction. Two devastating emotional difficulties that can develop through these conditionings
are phobias and addictions.
Phobias
A phobia is a constant illogical fear of an object, situation, or activity that the person is
driven to avoid. Phobias can interfere with the ability to work, socialize, maintain a normal daily
routine and can cause such an overwhelming anxiety that people who have these phobias go
through extreme measures to avoid the situation or object associated with the phobia. These
reactions may isolate the person from society, and there can be physical debilitating symptoms
associated with the phobias such as: shortness of breath, heart palpitations, chest pains, a choking
sensation, sweating, dizziness, nausea, and fear of death. (APA, 2010)
The development of phobias through classical conditioning happens when one stimulus is
paired with another that changes or obscures the original reflexive response to the original
stimulus. As with the fear of animals (zoophobia) a person encounters an animal, compare the
Phobias and Addictions3
animal to the bell in Pavlov’s classical conditioning experiment with the dogs. The animal does
not on its own cause fear or anxiety in a person just as the bells do not cause dogs to drool,
nevertheless if the animal is paired with an irrational or fearful thought that the animal may bite
and kill, consequently the person has learned to fear the animal because of the irrational or
fearful thought that is automatically associated with the sight or even thought of animals. It is
the pairing of the object or with the thought that causes anxiety and fear just as the pairing of the
bell with food taught dogs to drool when they heard the bell. Phobias will continue to cause fear
and anxiety in a person until the disassociation of the fearful irrational thought from the object is
removed.
Extinction in Classical Conditioning
Extinction in classical conditioning is the process by which the conditioned response is
weakened when the conditioned stimulus is presented without the unconditioned stimulus.
(Kowalski & Westen, 2009) In the example with zoophobia, the animal is removed or
disassociated with the fearful and irrational thoughts and eventually the phobia should be
weakened until there is no longer an association between the two. However, after extinction there
may be a spontaneous recovery where an association is revitalized usually for a short time by a
remaining association that is weak and will not stay for long and most likely not bring back the
old association.
Addiction
Addiction is defined as a primary, chronic disease, characterized by an inability to control
the use of a psychoactive substance. The term addiction also applies to compulsion not-
substance related such as gambling described as a recurring compulsion to engage in an activity
despite harmful consequences to physical, mental, and social health. (APA, 2010) The
Phobias and Addictions4
development of addictions through operant conditioning takes place when a person is stimulated
for example, playing the lottery (gambling) ,which is the behavior and responds to gambling by
experiencing a new “high” sensation (reinforcement) and wants more of what is being sensed
( the high). The person enjoys this altered state of being “high” or developing a very good
sensation and it causes the person to increase the regularity of doing what has enabled the person
to establish the “high”, and this causes the person to become addicted. The behavior is being
positively reinforced and according to the principles of operant conditioning behavior that is
followed by a stimulus that is pleasant, increases the frequency of that behavior. (Kowalski &
Westen, 2009) In operant conditioning, an important part of the learning process is the schedule
of the reinforcement prompted by the behavior, and this schedule or timing has a dramatic
impact on the strength of the response. The positive reinforcement associated with gambling is
continuous; therefore it creates a strong association between the behavior and the response.
Extinction in Operant Conditioning
Extinction can occur in operant conditioning similar to the process in classical
conditioning, but in operant conditioning, extinction occurs when there is a lack of the associated
consequence following the behavior. If the behavior does not produce either a favorable or an
unfavorable consequence, the behavior will eventually end and not be performed again.
(Kowalski & Westen, 2009) The expectation is that if the addict no longer experiences an “high”
state from gambling or drug use the addicts behavior is not reinforced and should eventually stop
but this is not the case the majority of the time because the addict seeks to find something else
that will take the place of that high that they cannot obtain and in a drug addict this means more
dosage of the drug or obtaining something more stronger than the drug that was used previously.
Phobias and Addictions5
Distinguishing Between Operant and Classical Conditioning
Operant and classical conditioning are two types of associative learning developed out of
the behaviorist perspective. Although they share common features such as extinction, prepared
learning, discrimination, generalization, and the possibility of maladaptive associations, both
involve learning associations, and neither conditioning will last if not reinforced. (Kowalski &
Westen, 2009) Each conditioning is characterized by unique differences in their way to achieve
learning.
In classical conditioning, the stimulus that produces an automatic response is replaced by
a different stimulus, in operant condition the behavior is chosen according to consequences of
the behavior and is positively or negatively reinforced to make the behavior preferred. (Kowalski
& Westen, 2009) Founded on previously learned material, operant conditioning depends on the
active choice of the learner although classical conditioning involves involuntary spontaneous
behavior, which makes operant conditioning a more active learning experience and classical
conditioning more passive in regard to conscious or semi- conscious thought processes.
Conclusion
Associative learning involves two separate and distinct ways of learning and each is
effective in different situations. Everyday people learn by association, and most of these learned
behaviors involve both types of conditioning. Both types are intertwined in a continuous learning
experience and most people cannot decipher which conditioning type they are learning and most
learning takes place without the conscious knowledge of the person. These associations can be a
source of emotional difficulties such as phobias and addictions, whereas extinction can be
achieved, the process can be difficult and become an extensive lengthy process. However,
Phobias and Addictions6
learning by association allows people to survive, adapt to, and steer through an ever-changing
environment.
Phobias and Addictions7
References
American Psychiatric Association. (2010, February 10). DSM-5 proposed revisions include new
category of addiction and related disorders. Retrieved August 31st 2011, from
http://www.psych.org/MainMenu/Newsroom/NewsReleases/DSM-5-Proposed-
Revisions-Include-New-Category-of-Addiction-and Related-disorders.aspx
Kowalski, R., & Westen, D. (2009). Psychology (5th ed.). Hoboken, NJ: Wiley
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