Learning Theory Explanation
Psychology: AQA A Level, topic 17.1.3
Learning Theory Explanation of Nicotine Addiction
Behaviours, including nicotine use, can be learned through observation and modelling. Akers and Lee (1996) studied adolescent nicotine use, showing that learning processes can explain nicotine addiction.
Operant conditioning
- Behaviourists believe that new behaviours, like nicotine use, are learned by observing someone do the behaviour, then modelling/imitating that behaviour.
- Operant conditioning is when behaviours are reinforced through rewards or discouraged through punishments.
Positive reinforcement
- In this case, nicotine use is positively reinforced.
- For example, teens may want to look cool and belong to a group, so are more likely to continue using nicotine to belong.
- There can be other role models for nicotine use, such as parents and celebrities.
Negative reinforcement
- Operant conditioning also involves the concept of negative reinforcement, which is where something undesirable is removed when an action is done.
- In this case, the undesirable withdrawals symptoms are removed when someone uses nicotine.
- Nicotine users may also want to avoid feeling left out, feelings of stress or boredom.
Cue reactivity
- Cue reactivity is when an addict is more likely to respond to addiction related activities or objects.
- For example, an object could be a cigarette lighter or pack.
- When a smoker sees them, it is difficult for them not to smoke.
Environments
- As well, certain environments like pubs or when drinking makes it difficult for people not to use nicotine as they are cued.
- These reactions could be explained by classical conditioning (where a stimulus is continually presented causing a response).
Environments cont.
- In these environments, when the person is presented with a stimulus, the body expects to receive the nicotine, so the person will develop a craving for the nicotine.
Akers and Lee (1996)
Akers and Lee (1996) studied nicotine use in adolescence, showing how social learning processes can explain the development of nicotine addiction.
Research support
- Studies have supported the social learning theory.
- For example, Akers and Lee (1996) examined the effect of social learning on developing a habit of nicotine use.
Method
- Self-report questionnaires were given to 454 secondary school students.
- These measured how often they used nicotine (e.g., smoked) as well as social learning variables.
- Social learning variables included parental and peer attitudes to smoking, if their friends smoked and how often their friends smoked.
- The questionnaires were given over the course of the five-year longitudinal study.
Results
- There were significant positive correlations between nicotine use and social learning variables.
Conclusion
- Social learning variables play a role in whether or not someone starts to use nicotine during adolescence.
Evaluation
- As the questionnaires were self-reported, they could be unreliable.
- It is important to note that a correlation was determined, not necessarily a causal effect.
- The research cannot conclude that social learning variables caused the students to use nicotine.
Evaluation cont.
- Finally, different social variables could have a larger impact on an adolescent.
- For example, peers who use nicotine could have a bigger influence than parents who do not use nicotine.
- Another example could be the role that gender plays - perhaps one gender is more susceptible to social learning variables.
- The study did not look into these conditions.
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