The Role of Conditioning in Sexual Arousal
نویسنده
چکیده
Conditioning models hold intuitive appeal for explaining the etiology of atypical sexual arousal. The majority of treatments for sexual disorders are based on such models (Plaud & Martini, 1999) and numerous case studies attest to the effectiveness of behavior or response modification techniques in dealing with paraphilias (Gaither, Rosenkranz & Plaud, 1998). It is also a common theoretical assumption that learning plays an important role in the development of normative sexual arousal patterns (e. Woodson, 2002). Yet there are limited laboratory data, at least in humans, showing the effects of learning on sexual arousal, and precisely how conditioning processes affect what we find erotic remains unclear. Since I am interested in the how stimuli acquire sexually arousing properties the present chapter will focus on classical conditioning. However, a brief review of the two standard types of laboratory conditioning paradigms and their interaction may be useful. Classical (a.k.a. Pavlovian or respondent) conditioning involves learning about the relationship between an initially " ineffective " cue (the CS) and a behaviorally significant stimulus (the US) and typically results in a conditioned emotional or motivational state (the CR). Operant (a.k.a. Skinnerian or instrumental) conditioning typically creates changes in the frequency of (goal-directed) behavior (R) resulting from its association with reinforcing or punishing consequences (S R). Pavlovian and instrumental conditioning can be distinguished at a conceptual and procedural level, but in practice it has been difficult to separate their effects (Schwartz, 1989). For example, it was once thought that the different
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