Is conditioning a useful framework for understanding the development and treatment of phobias?

Abstract

Despite the prevalence of therapeutic interventions based on conditioning models of fear acquisition, conditioning has been seen by many as a poor explanation of how fears develop: partly because research on conditioning has become less mainstream and models of learning have become increasingly more complex. This article reviews some of what is now known about conditioning/associative learning and describes how these findings account for some early criticisms of conditioning models of fear acquisition. It also describes how pathways to fear such as vicarious learning and fear information can be conceptualised as forms of associative learning that obey the same learning rules. Some popular models of conditioning are then described with a view to highlighting the important components in learning. Finally, suggestions are made about how what we know about conditioning can be applied to improve therapeutic interventions and prevention programs for child anxiety.