Exploring Addiction Through the Lens of Learning Theories: Psychology

This essay delves into the application of three fundamental learning theories—classical conditioning, operant conditioning, and social learning theory—to the understanding of addiction. It begins by defining learning and outlining how these theories explain behavioral changes through association, reinforcement, and observation. The essay then elucidates classical conditioning, as demonstrated by Pavlov's experiments, and how it relates to addiction through the formation of cues and relapse triggers. It further examines operant conditioning, emphasizing the role of rewards and punishments in shaping behavior, and explains how this theory accounts for the development and maintenance of addictive behaviors. Finally, the essay discusses social learning theory, highlighting the influence of observation and imitation, and how peer groups and social environments can contribute to the onset and perpetuation of addiction. The conclusion synthesizes these theories to provide a comprehensive understanding of the psychological mechanisms underlying addiction and their implications for treatment and prevention.

Introduction to Psychology 1
INTRODUCTION TO PSYCHOLOGY
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Introduction to Psychology 2
Introduction to Psychology
Learning is a process where a change in behavior or potential behavior occurs as a result
of experience. Through continues associations, punishments, reinforcements and observations
experience is attained, retained and recalled hence learning (Haider and Mariotti, 2020).
Learning theories help in understanding how and why people behave in a particular manner.
Classical conditioning, operant conditioning and social learning theories are some of learning
development theories based on the environmental influences such as association, punishment,
reinforcement and observation. These learning theories explain how information is absorbed,
processed and retained during learning process.
Classical conditioning theory
This theory was developed by Russian psychologist Ivan Pavlov. Learning through
classical conditioning occurs when an association is formed between neutral or unconditioned
stimulus and naturally or conditioned occurring stimulus. According to (Gershman and Niv,
2012), Ivan Pavlov discovered principle of conditioning through an experiment on the digestion
system of dogs. Pavlov discovered that dogs would salivate whenever they saw his assistant
wearing white coat entering lab before being fed. Through multiple associations dogs would
naturally salivate in response of food carried by the lab assistant and ultimately the sound of the
bell alone. Dogs were conditioned to an extent that when they heard the sound of the bell they
knew food was on the way. Dogs were able to process information and occurrences that would
lead to them being fed; appearance of lab assistant, sound of the bell and finally presence of
food. Dogs therefore, were able to associate the sound of the bell which is unconditioned
stimulus and food which is conditioned stimulus. It can be noted that learning through classical

Introduction to Psychology 3
conditioning occurs automatically and naturally as a result of repeated interactions with the
environment forces that eventually shape behavior (Nihei, Tanaka and Sawa, 2019).
Success of classical conditioning learning always depends on the following principles:
acquisition, extinction, spontaneous recovery, generalization and discrimination (Eelen, 2018).
Acquisition is the first stage of classical conditioning where a response is established and
strengthened. Neutral stimulus is paired with unconditioned stimulus and automatically triggers a
response known as conditioned stimulus. Extinction occurs when intensity of conditioned
stimulus is no longer paired or associated with unconditioned stimulus. In this case conditioned
response may reduce or disappear completely. Spontaneous recovery is a where learnt response
reappears after a short period of break or extinction. Spontaneous generalization occurs when
conditioned stimulus triggers similar responses once the responses have been conditioned. This
always occurs as a result of stimulus generalization. Lastly, Spontaneous discrimination occurs
when a learner decides to respond to specific stimuli and ignoring others.
Classical conditioning theory can be associated with addiction and therefore can be used
to explain addictive behaviors. In the experiment of digestion system of dogs, the bell acted as
the cues or relapse triggers to sense and mark presence of food for the dogs and after repeated
associations dogs developed a response and ultimately addiction. The cues developed into a
relapse since brain links cues and addiction (Childs and de Wit, 2016). The same can be used to
explain addiction in human beings. A doctor smoking cigarette in his car whenever he is on his
way home after work because he feels free and alone, the behavior can be repeated and becomes
a habit. The car in this instance acts as the cue or conditioned stimulus that triggers craving for
smoking cigarette which is unconditioned stimulus. Repeated cravings will result into a habit and
therefore whenever a doctor gets into his car he will feel like smoking.

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However, if the doctor gets into his car and fails to smoke in several occasions due to
lack of cigarettes, the craving may subside and the doctor would instead do something else while
driving home. This principle can be applied for recovery of addicts. Therapist can form a paired
association of alcohol with something else that discourages an addict from drinking alcohol
(Boddez, 2018). An addict can be injected with a substance that causes nausea and vomiting
whenever he or she drinks even the slightest amount of alcohol. Therefore, he or she would
associate alcohol with nausea and vomiting discouraging him or her from drinking alcohol hence
recovery.
Operant conditioning theory
Operant conditioning theory just like classical conditioning relies on paired associations
of conditioned stimulus and unconditioned stimulus. However, operant conditioning theory
further explain how these paired associations influence behavior considering the consequences
behavior may cause (Vargas, 2017). It therefore emphasizes on cause and effect. It is also known
as Skinnerian conditioning and instrumental conditional. The principle was discovered by a
psychologist B. F. Skinner. The theory emphasizes on the role of punishments and
reinforcements in determining the probability of a behavior increasing or reducing when repeated
in future.
Reinforcements and punishment can be positive or negative; positive reinforcement is
where behave or is rewarded or praised because it is associated with favorable events or
outcomes (Song, Takahashi and Sakurai, 2020). For instance, an employee is promoted for his or
her outstanding achievements. In this case promotion is associated with achievements and
therefore the rest of employees would try to perform better to get promoted. Negative
reinforcement however leads to discouragement of unfavorable event or outcome. For

Introduction to Psychology 5
reinforcement to be delivered, certain rules must be used. These rules are known as schedule of
reinforcements, they highlight the time and number of times reinforcements should be delivered
for learning to occur. Fixed interval schedule states that a learner will pause for a moment after a
reinforcement and then start to respond rapidly as the next reinforcement approaches.
In variable interval schedule, learner produces steady rate of response that varies with the
average time between reinforcements. Fixed ratio schedule is where a learner pauses for a little
longer and then responds rapidly at high rate. Learner may not pause if response reinforcement is
low, however, if response reinforcement is high learner may stop responding. Positive
punishment is where punishment is applied to discourage unfavorable event or outcome (Vargas,
2017). For instance, spanking a child for destroying things in the house so that he or she can stop
the act. Negative punishment on the other involves removal of favorable outcome associated
with behaviors that need to be discouraged (Brembs, 2014). For instance, making a child to
repeat a class due to poor performance so that he or she study hard next time to pass his or her
exams.
It can be noted therefore; operant conditioning is a principal explaining the consequences
of a given behavior and the probability at which the behavior will likely reoccur in future
considering the consequences that the learner may face ((REN and RUAN, 2010). Addiction can
be explained by this principle in that the cause and effect of a behavior can be measured. One
will continue using a substance or engaging in an activity only when it is pleasurable or
enjoyable in other words rewarding. He or she may develop an addiction if the substance is
enjoyable but will develop dislikes if the substance or activity is unpleasant or unenjoyable.
Addiction is a learned behavior and will escalate when it is rewarding to the addict. People will

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quickly learn a behavior if it is enjoyable and with time this behavior may replace other healthier
sources of reward hence addiction cycle is developed.
An addict will concentrate less on natural and healthy pleasure; he or she can stop going
to work so as to find more time enjoying his or her bottle of whiskey. Unpleasant behaviors such
as alcohol addiction can be discouraged by increasing rewards associated with healthy behaviors
and reducing or eliminating rewards for addictive behaviors (Addictive Behaviors Now
Accepting Submissions on Behavioral Addictions, 2014). For instance, a father can decide to
reward his alcohol addicted son with a car on condition that he stops drinking. The son will
weigh how a car might be important to him to a bottle of alcohol drink. Continuous
disassociation with alcohol may lead to his recovery as he may totally stop drinking. However, in
case where reward is minimal compared to that of enjoying alcohol, an addict may not go for it.
For instance, luring a son with sweets or doughnuts in order for him to stop drinking may not
work and instead he may continue drinking.
Social learning theory
Social learning theory emphasizes on how behavior may be developed through
observation (Tri Harinie, 2017). This principle was discovered by psychologist Albert Bandura
in 1925. Children for instance observe what is going on in their immediate environment and
behaviors of people around them especially parents, caregivers, siblings and try to emulate them.
The behavior should be mimicked repeatedly and can range from positive to negative. Bandura
highlighted that for one to emulate the behavioral change, need or motivation must exist to
influence the adoption or endorsement of behavior. One therefore; would weigh the benefits of
practicing the behavior. For instance, a student would be motivated to study hard and pass exams
by seeing his or her classmates being rewarded for performing well.

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Observational learning involves various steps for it to be effective on the learner
(Shimojima and Arimoto, 2017). First, one needs to be attentive to capture lessons in his or her
environment. An idea should be therefore unique and noble to attract attention of the learner.
Secondly, retention of learnt information or idea must be attained for one to learn effectively
through observation. He or she must be able to store and be able to recall learnt information or
idea. Thirdly, one needs to practice and emulate learnt behavior to advance his or her skills by
repeating the behavior severally. Lastly, one would be motivated enough to emulate behavior
change depending on the reinforcements and punishment that comes with it. For instance, if a
child sees his or her fellow children get punished for disrespecting elderly people then he or she
would shy away from disrespecting elders so as to avoid being punished. In the same vein, a
child will try to clean their house knowing that his or her mother will appreciate and reward him
or her.
Social learning is more effective when influenced by people who matters to us like
parents, friends, teachers and caregivers (Puspitasari and Usman, 2019). When a child witnesses
his or her parent smoking or drinking alcohol as a way of avoiding stress and having fun, he or
she would tend to assume that is the best way to deal with stress. He or she will grow up
assuming smoking and drinking are the best solutions when someone is going through stressful
situation. The behavior can be emulated by the child when he or she grows older. Social learning
can be used to explain addiction. When people form peer groups where they engage occasionally
to drink alcohol, they would feel motivated and supported by one another.
Addiction requires support and cooperation from people around us to escalate (Šarić and
Bogović Dijaković, 2018). For instance, alcohol addicts would help their peer to obtain a bottle
of alcohol whenever he or she is down financially. This would encourage each one of them to

Introduction to Psychology 8
keep drinking knowing that alcohol is good and his or her friends would support him or her.
Therefore, for an addict to stop using drugs he or she should disengage from the peer group that
encourages them to use drugs and form new relationship with healthy and non-addicted people.
This is the main reason for forming support groups to enhance recovery. As an addict spends
time with others in support group, peer pressure to engage in addiction is reduced as a new
healthier network of peers is developed.
In conclusion, for learning to be said to have occurred, change in behavior and experience
of the learner must be attained. Learning is attained by association, punishment, reinforcement
and observation processes. These learning processes are best explained by three learning
principles namely classical conditioning, operant conditioning and social learning theory.
Behavioral changes we witness in people around us such as addiction can be better understood
based on these principles.

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Childs, E. and de Wit, H., 2016. Alcohol-induced place conditioning in moderate social drinkers.
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Eelen, P., 2018. Classical Conditioning: Classical Yet Modern. Psychologica Belgica, 58(1),
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