Question 1
Addiction can be considered to be when an individual does not have control over their actions towards substances or activities, even when it can result in harm to the individual.
Addictions can include smoking, alcohol, illegal drugs, the internet, gambling and even shopping. Individuals with addictions often say it can be difficult to stop their behaviour even though they may understand that it is harmful.
To what extent can learning theories and biological psychology explain addiction?
AO1 (8 marks), AO2 (4 marks), AO3 (8 marks)
AO1
- Positive reinforcement is when a desired consequence is received which encourages
behaviour to be repeated.
- Negative reinforcement is when an undesired consequence is taken away from the
individual which encourages behaviour to be repeated.
- The dopamine reward pathway is stimulated when individuals perform rewarding
actions and they may feel pleasure from those actions.
- Blocking glutamate at the NMDA receptor can result in psycho-stimulation, resulting
in symptoms of psychosis similar to schizophrenia.
- Social learning theory claims that individuals observe the behaviours of others whom
they see as role models due to status or a position of importance to the person.
- Individuals imitate role model behaviour which would suggest behaviour is learned
from the people around us.
- The pre-frontal cortex (PFC) plays a roles in self-control, including regulating
emotions and having an inhibitory control of behaviours.
- Personality has been linked to the PFC, with damage or dysfunction in the PFC
resulting in personality changes.
AO2
- Addictions such as gambling may result in positive reinforcement for the individual,
such as winning money, which encourages gambling behaviour to continue.
- The dopamine reward pathway may be stimulated by drug taking which may be
harmful to the individual but become addictive due to the 'high' that is experienced.
- Individuals may observe role models in the media smoking or drinking alcohol and
retain these behaviours, reproducing them and developing an addiction.
- Dysfunction in the PFC may explain why individuals with addictions do not seem to
have control over their addictive behaviours, even if they know they are harmful.
AO3
- Skinner (1948) found repetitive behaviours could be conditioned in pigeons through
reinforcement and punishment, which may explain the habits of addictive actions.
- Operant conditioning is deterministic, assuming reinforcement is sufficient to learn
behaviour and ignores individual differences that may lead to addiction, such as peer
group pressure or cultural norms.
- Lahti et al. (1995) found that Ketamine blocks NMDA receptors, resulting feelings of
euphoria and psychotic effects which may be a desired consequence leading to
continued drug misuse.
- It is difficult to determine cause and effect, excessive dopamine activity may be the
result of addictive behaviour rather than the cause, so the argument is circular and
may not fully explain addictive behaviour.
- Bandura, Ross and Ross (1961) found that children were susceptible to imitating the
role model behaviour of adults, which can explain the development behaviours that
become addictive through forms of motivation that reinforce continuation.
- Moselhy et al. (2001) reviewed evidence from neuropsychological studies and found
there are specific deficits in alcoholism that suggest frontal lobe dysfunction, which
could be an effect of prolonged alcohol use rather than a causal factor in misuse.
- Neuroplasticity may account for differences in the PFC of addicts, these may be as a
result of actions rather than PFC functioning being an initial cause of addictive
actions.
- Much research in learning theories and biological psychology has been conducted on
animals which may not fully represent the complexities of human addictive
behaviours.
Look for other reasonable marking points.
(20)
\begin{tabular}[t]{|l|l|l|}
\hline Level
Mark
Descriptor
\begin{tabular[t]{l}
AO1 (8 marks), AO2 (4 marks), AO3 (8 marks)
Candidates must demonstrate an equal emphasis between knowledge and understanding vs judgement/conclusion in their answer. Application to the scenario is capped at maximum 4 marks.
\end{tabular}}
0
No rewardable material.
Level 1
1-4
Marks
\begin{tabular}[t]{l}
Demonstrates isolated elements of knowledge and understanding. (AO1)
Provides little or no reference to relevant evidence from the context (scientific ideas, processes, techniques and procedures). (AO2)
A judgement/decision may be presented, but will be generic and the supporting evidence will be limited. Limited attempt to address the question. (AO3)
\end{tabular}
Level 2
5-8
Marks
\begin{tabular}[t]{l}
Demonstrates mostly accurate knowledge and understanding. (AO1)
Line(s) of argument occasionally supported through the application of relevant evidence from the context (scientific ideas, processes, techniques and procedures). (AO2)
Candidates will produce statements with some development in the form of mostly accurate and relevant factual material leading to a judgement/decision being presented. Candidates will demonstrate a grasp of competing arguments but response may be imbalanced. (AO3)
\end{tabular}
Level 3
9-12
Marks
\begin{tabular}[t]{l}
Demonstrates accurate knowledge and understanding. (AO1)
Line(s) of argument supported by applying relevant evidence from the context (scientific ideas, processes, techniques and procedures). Might demonstrate the ability to integrate and synthesise relevant knowledge. (AO2)
Displays a mostly developed and logical argument, containing mostly coherent chains of reasoning. Demonstrates an awareness of competing arguments, presenting a judgement/decision which may be imbalanced. (AO3)
\end{tabular}
Level 4
13-16
Marks
\begin{tabular}[t]{l}
Demonstrates accurate and thorough knowledge and understanding. (AO1)
Line(s) of argument supported throughout by sustained application of relevant evidence from the context (scientific ideas, processes, techniques or procedures). Demonstrates throughout the skills of integrating and synthesising relevant knowledge with consistent linkages to psychological concepts and/or ideas. (AO2)
Displays a well-developed and logical argument, containing logical chains of reasoning throughout. Demonstrates an awareness of competing arguments and presents a balanced response, leading to a balanced judgement/decision. (AO3)
\end{tabular}
Level 5
17-20
Marks
\begin{tabular}[t]{l}
Demonstrates accurate and comprehensive knowledge and understanding. (AO1)
Line(s) of argument supported throughout by sustained application of relevant evidence from the context (scientific ideas, processes, techniques or procedures). Demonstrates consistently the skills of integrating and synthesising relevant knowledge with thorough, accurate linkages to psychological concepts and/or ideas. (AO2)
Displays a well-developed and logical argument, containing logical chains of reasoning throughout. Demonstrates a full awareness of competing arguments and presents a fully balanced response, leading to an effective nuanced and balanced judgement/decision. (AO3)
\end{tabular}