This book examines a variety of psychological disorders from the perspective of the psychology of learning. Grounded in the study of classical and instrumental conditioning, learning theory provides an explanatory framework for the way in which humans acquire information, and when applied, how abnormalities in learning may give rise to clinical conditions. This edited volume addresses a wide range of clinically relevant issues in chapters written by international experts in each field. Individual chapters present experimental research into the neuropsychological basis of the acquisition of fears, phobias and clinical aversions, the placebo and nocebo effects, the psychology of drug addiction and relapse following clinical treatment, as well as the role of learning in Tourette’s syndrome, depression and schizophrenia. This book will be particularly useful for undergraduate and postgraduate students of clinical psychology, behavioural neuroscience and those studying the applications of learning theory to clinical or psychiatric research. Table of Contents M. Haselgrove, L. Hogarth. Introduction. P. M. Moran, J. Rouse. Integrated Theories of Schizophrenia and Learning: A Historical Perspective. M. Symonds, G. Hall. Avoidance, Anxiety, and Aversion in the Clinical Setting: The Role of Classical Conditioning. A. P. Field, H. M. Purkis. Associative Learning and Phobias. L. Hogarth, H. W. Chase. Vulnerabilities Underlying Human Drug Dependence: Goal Variation versus Habit Learning. M. E. Bouton, N. E. Winterbaur,D. Vurbic. Context and Extinction: Mechanisms of Relapse in Drug Self-administration. S. Klosterhalfen, P. Enck. Placebo and Nocebo Responses. A. G. Baker, R. M. Msetfi, N. Hanley, R. Murphy. Depressive Realism? Sadder but Not Wiser. A. J. D. Nelson, E. Kantii, H. J. Cassiday. An Associative Analysis of Tourette Syndrome. Reviews "There is a real need for an accessible book which covers clinical and practical applications of learning theory. This book strikes a perfect balance between providing a good overview of the topic while also providing enough detail on methodology and results to permit rigorous critical analysis." - Matt Field, University of Liverpool, UK "This unique collection of chapters illustrates how principles of learning can contribute to an understanding of clinical issues. The text has relevance for students and practitioners of clinical psychology as well as students and researchers engaged in basic behaviour analysis from a learning perspective." - Carl D. Cheney, Utah State University, USA About the Editors: Mark Haselgrove & Lee Hogarth are both lecturers at The University of Nottingham, UK. Their research and teaching focuses on associative learning, biological psychology and abnormal psychology. |
