The Role of Associative Learning in Current Paradigm Shifts in Eating Disorder Research and Clinical Practice

Abstract

This editorial is an introduction to the Special Issue “Psychopathological analysis and intervention for anorexia nervosa: using associative-learning mechanisms”. Although learning theory was once the theoretical framework of choice for behavioural scientists interested in mental disorders, in recent decades, learning has been assumed rather than investigated in clinical research and practice [1]. With the return of the cognitive revolution, modern associative learning theory has expanded the behaviourist model to suggest more powerful mechanisms. In particular, changes in behaviour are now explained in terms of internal processes by which the mental representation of one event (i.e., a stimulus or response) becomes linked to another in memory through experience. Interestingly, such associative processes have been observed in the development and regulation of habitual eating, including our likes and dislikes, choosing foods most appropriate to our current motivational state, and controlling how much is eaten [2–4]. Regarding disordered eating behaviour, modern associative learning theory also enables a deeper understanding of the psychological processes of abnormal behaviour, as well as promoting clinically effective empirically supported psychological interventions (e.g., see [5,6]). In this sense, associative processes are now considered among the best candidates to produce reliable findings for translation into advanced research and, consequently, better treatments for eating disorders (EDs). Likewise, it is reasonable to expect that, in the coming years, there will be a rise in the number of papers focused on EDs and associative learning mechanisms. Moreover, associative learning theory must play an important role in the current paradigm shifts within the psychopathology of EDs. These paradigm shifts include the Research Domain Criteria (RDoC) initiative, precision medicine, experimental psychopathology and cognitive-behavioural psychopharmacology. Herein is an overview of these paradigm shifts in EDs (particularly anorexia nervosa) and the potential benefits of considering associative learning theory, followed by a brief explanation of how the studies in this Special Issue could advance the field.