A learning theory perspective on lapse, relapse, and the maintenance of behavior change.

By M. Bouton. 2000

358 citations recorded by the source corpus.

Subfields: Behavioral Neuroscience, Cognitive Neuroscience, Experimental and Cognitive Psychology

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Behavioral Neuroscience

1. Benjamin Gardner
2. M. Bouton
3. Phillippa Lally
4. David T. Neal
5. Wendy Wood
6. Stephen Tiffany
7. C. Conklin
8. David H. Barlow

In Cognitive Neuroscience

1. Benjamin Gardner
2. Phillippa Lally
3. Wendy Wood
4. M. Bouton
5. Oskar Pineño
6. A. Woods
7. David T. Neal
8. Stephen Tiffany

In Experimental and Cognitive Psychology

1. Benjamin Gardner
2. Phillippa Lally
3. Wendy Wood
4. David H. Barlow
5. David T. Neal
6. S. Mineka
7. Stephen Tiffany
8. C. Conklin

Citations in the corpus

• A modern learning theory perspective on the etiology of panic disorder. (2001, background): “Over the past 15 years, a goal of some of our work has been to reinvigorate this cross-fertilization by demonstrating the relevance of newer perspectives on learning theory to understanding anxiety and the anxiety disorders (eg, Barlow, 1988; Barlow, Chorpita, & Turovsky, 1996; Bouton, 1988, 1991b, ”
• Addiction motivation reformulated: an affective processing model of negative reinforcement. (2004, background): “In support of this, Bouton (2000) and others have shown that conditioned fear can easily be renewed in response to subtle environmental change.”
• A new look at habits and the habit-goal interface. (2007, background): “, extinction), the new learning is inherently unstable such that the original learning may readily recur under a variety of circumstances (Bouton, 2000; Schmajuk, Larrauri, & LaBar, 2007).”
• Context, ambiguity, and unlearning: sources of relapse after behavioral extinction. (2002, background): “As I have noted elsewhere (e.g., Bouton 2000; Bouton and Nelson 1998), the possibility that the first learning is not destroyed suggests that, in the interest of reducing psychopathology, we should encourage greater efforts in prevention.”
• Promoting habit formation (2013, background): “Creating new healthy habits often requires substituting an existing undesired action for a more desirable alternative (cf. Bouton, 2000).”
• A review and analysis of the use of ‘habit’ in understanding, predicting and influencing health-related behaviour (2014, background): “The habit–behaviour separation invokes a further distinction between the extinction of behaviour, and the unlearning, or overwriting, of cue-response associations (Bouton, 2000).”
• Theoretical explanations for maintenance of behaviour change: a systematic review of behaviour theories (2016, background): “…by a number of factors such as situating new learning in the most relevant contexts, providing retrieval cues after the new learning is complete, and varying the contexts in which the new learning takes place (a learning theory perspective on the maintenance of behaviour change – Bouton, 2000).”
• Applying extinction research and theory to cue-exposure addiction treatments. (2002, background): “In fact, researchers in the animal extinction field (Chelonis et al. 1999; Bouton 2000) have made this suggestion.”
• Occasional reinforced trials during extinction can slow the rate of rapid reacquisition (2004, background): “Many of the phenomena that support the view that extinction is not unlearning (reinstatement, renewal, spontaneous recovery, and rapid reacquisition) can be seen as mechanisms for relapse after therapy (e.g., Bouton, 2000, 2002).”