Title |
Learning to forget: manipulating extinction and reconsolidation processes to treat addiction
|
---|---|
Published in |
Psychopharmacology, May 2012
|
DOI | 10.1007/s00213-012-2750-9 |
Pubmed ID | |
Authors |
Mary M. Torregrossa, Jane R. Taylor |
Abstract |
Finding effective long-lasting treatments for drug addiction has been an elusive goal. Consequently, researchers are beginning to investigate novel treatment strategies including manipulations of drug-associated memories. When environmental stimuli (cues) become associated with drug use, they become powerful motivators of continued drug use and relapse after abstinence. Reducing the strength of these cue-drug memories could decrease the number of factors that induce craving and relapse to aid in the treatment of addiction. Enhancing the consolidation of extinction learning and/or disrupting cue-drug memory reconsolidation are two strategies that have been proposed to reduce the strength of cues in motivating drug-seeking and drug-taking behavior. Here, we review the latest basic and clinical research elucidating the mechanisms underlying consolidation of extinction and reconsolidation of cue-drug memories in the hopes of developing pharmacological tools that exploit these signaling systems to treat addiction. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 1 | 33% |
Canada | 1 | 33% |
Unknown | 1 | 33% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 3 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Portugal | 1 | <1% |
Switzerland | 1 | <1% |
Italy | 1 | <1% |
Australia | 1 | <1% |
Brazil | 1 | <1% |
United Kingdom | 1 | <1% |
Iran, Islamic Republic of | 1 | <1% |
Spain | 1 | <1% |
Unknown | 243 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 48 | 19% |
Student > Bachelor | 43 | 17% |
Researcher | 35 | 14% |
Student > Master | 33 | 13% |
Student > Doctoral Student | 14 | 6% |
Other | 43 | 17% |
Unknown | 35 | 14% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 60 | 24% |
Neuroscience | 47 | 19% |
Agricultural and Biological Sciences | 38 | 15% |
Medicine and Dentistry | 21 | 8% |
Social Sciences | 6 | 2% |
Other | 33 | 13% |
Unknown | 46 | 18% |