DOCSLIB.ORG

Interpretive Bias in the Context of Life Stress and Depression: an Examination of Stress Generation and Diathesis-Stress Models

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Interpretive Bias in the Context of Life Stress and Depression: an Examination of Stress Generation and Diathesis-Stress Models View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship@Western Western University Scholarship@Western Electronic Thesis and Dissertation Repository 6-21-2012 12:00 AM Interpretive Bias in the Context of Life Stress and Depression: An Examination of Stress Generation and Diathesis-Stress Models Pamela M. Seeds The University of Western Ontario Supervisor Dr. David J. A. Dozois The University of Western Ontario Graduate Program in Psychology A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Pamela M. Seeds 2012 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Clinical Psychology Commons Recommended Citation Seeds, Pamela M., "Interpretive Bias in the Context of Life Stress and Depression: An Examination of Stress Generation and Diathesis-Stress Models" (2012). Electronic Thesis and Dissertation Repository. 664. https://ir.lib.uwo.ca/etd/664 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. INTERPRETIVE BIAS IN THE CONTEXT OF LIFE STRESS AND DEPRESSION: AN EXAMINATION OF STRESS GENERATION AND DIATHESIS-STRESS MODELS (Spine title: Interpretive Bias, Stress, and Depression) (Thesis format: Monograph) by Pamela M. Seeds Graduate Program in Psychology A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Pamela M. Seeds 2012 THE UNIVERSITY OF WESTERN ONTARIO SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES CERTIFICATE OF EXAMINATION Supervisor Examiners ______________________________ ______________________________ Dr. David Dozois Dr. Gordon Flett ______________________________ Supervisory Committee Dr. Elizabeth Hayden ______________________________ ______________________________ Dr. Nick Kuiper Dr. Nick Kuiper ______________________________ ______________________________ Dr. Rod Martin Dr. Alan Leschied The thesis by Pamela Michelle Seeds entitled: Interpretive bias in the context of life stress and depression: An examination of stress generation and diathesis-stress models is accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy ______________________________ _______________________________ Date Chair of the Thesis Examination Board ii Abstract Purpose: Researchers have recently demonstrated interest in interpretive bias, the tendency to interpret ambiguous information more negatively and/or less positively. The extent to which interpretive biases influence the occurrence of life stressors and potentially compound the negative effects of life stress in the development of depression is presently unknown. Hence, the purpose of this study was to investigate interpretive bias for ambiguous social information within the context of stress and depression. This study examined interpretive bias in the context of two theoretically and empirically supported models of depression – stress generation and diathesis-stress – to determine the mechanism through which interpretive bias influences depression. Method: Two hundred and seven young adult women participated in a two-wave prospective study. At Time 1, participants were asked to complete two measures of interpretive bias—the Scrambled Sentences Test and the Ambiguous Stories Task— as well as self-report questionnaires of their current depressive symptoms and depression symptom history. Five weeks later, participants were asked to complete a measure of their current depressive symptoms and a life events questionnaire. Results: Consistent with expectations, multiple indices of interpretive bias were directly predictive of Time 2 depression symptoms, over and above the effects of Time 1 symptoms. Some evidence was found for a role of interpretive bias in stress generation. In contrast to hypotheses, none of the interpretive bias variables interacted with life stress to predict depressive symptoms at follow-up (diathesis-stress model). Conclusion: Taken together, the findings suggest that a theoretically significant role exists for interpretive biases in depression vulnerability. Additionally, these findings offer initial evidence that individuals with a pre-existing cognitive vulnerability may be at iii risk of contributing to the occurrence of stressful life events in their lives. Future research should examine interpretive biases in the context of interpersonal behaviours to determine the specific pathways from interpretation of an ambiguous situation to stress generation and/or depression. Keywords: Interpretive Bias, Information Processing, Dysphoria, Depression, Stress, Life Events, Stress Generation, Diathesis-Stress iv Acknowledgements First and foremost, I would like to extend my gratitude to my supervisor, Dr. David Dozois. You have been a constant source of support and guidance throughout my graduate training, and have served a significant role in my professional development. I would also like to acknowledge my advisory and examination committee members, Dr. Rod Martin, Dr. Nick Kuiper, Dr. Elizabeth Hayden, Dr. Alan Leschied, and Dr. Gordon Flett. I am grateful for your suggestions and feedback. My deepest thanks go out to the women who participated in this study, as well as the volunteers who assisted with data collection, entry, and coding. To Laura Leggett, Haley Fallowfield, Paula Raben, and Lisa Mark — I could not have done it without you! Special appreciation is extended to Dr. Rod Martin and Francois Botha for their assistance with the testing materials used in this study. I gratefully acknowledge the experts in the field who provided assistance with this project along the way: Dr. Stephanie Rude and Dr. Karen Dearing for their stimuli and knowledge of interpretive bias, Dr. Kate Harkness and Dr. Jorden Cummings for their expertise in stress generation theory, and Dr. Lena Quilty for her statistical prowess. To Megan Hancock and Jen Tapscott, I extend my deepest thanks for helping me to learn more than I ever wanted to know about Poisson regression analyses. To my fellow clinical psychology graduate students — thank you for acting as pilot participants as I created and refined my methodology. I would also like to recognize the support I received from my lab mates, past and present. To Rebecca McDermott, Lyndsay Evraire, Francois Botha, Allison Ouimet, Jay Brinker, Roger Covin, Paul Frewen, and Laura Fazakas-DeHoog — you each have v contributed to my professional development over the course of my graduate training. Your comments, suggestions, and practical assistance throughout the development and execution of this project have proved invaluable. I hope that our paths cross again. My special thanks go out to Lyndsay, Becky, and Francois, who regularly served as sounding boards, problem-solvers, and moral supporters. I also would like to acknowledge the friends and family who have been an unwavering source of support. To my Clinical cohort (Naomi Gryfe Saperia, Erin Ross, Matthew Shanahan, and Juliana Tobon) — although we have ventured in different directions with diverse goals and timelines, I am grateful for having had you as colleagues in my graduate training. To my friends and family — thank you for your never-ending encouragement and support during this marathon of educational pursuits. Many of you helped to bring me back to reality when I became wrapped up in ideas, made me see the humour in things when I was stuck in facts, acted as trailblazers and proved a Ph.D. could be completed, forced me to leave the lab and have a life away from school, or just listened when I needed to vent. I am blessed to have such wonderful people in my life. An extra special thank you goes to my beloved husband, Jim Kempson. You have stood beside me every step of this adventure, and have never waivered in your belief in me. You have been an outstanding listener, copy editor, motivational speaker, and shoulder to cry on. In the end, the fruits of this labour is equally yours because I could not have done it without you. Lastly, I would also like to acknowledge the support of the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Ontario Mental Health Foundation (OMHF) in funding my doctoral research over the past five years. vi Table of Contents CERTIFICATE OF EXAMINATION ............................................................................. ii ABSTRACT ..................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... v TABLE OF CONTENTS ................................................................................................ vii LIST OF TABLES ............................................................................................................ xi LIST OF FIGURES ........................................................................................................ xii LIST OF APPENDICES ................................................................................................ xiii INTRODUCTION .............................................................................................................. 1 Introduction to the Current
Load more

Recommended publications
  • Attentional Bias and Subjective Risk in Hypochondriacal Concern. Polly Beth Hitchcock Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1993 Attentional Bias and Subjective Risk in Hypochondriacal Concern. Polly Beth Hitchcock Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Hitchcock, Polly Beth, "Attentional Bias and Subjective Risk in Hypochondriacal Concern." (1993). LSU Historical Dissertations and Theses. 5641. https://digitalcommons.lsu.edu/gradschool_disstheses/5641 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Engagement in Cognitive Bias Modification
    Engagement In Cognitive Bias Modification Is Jakob always whist and flashiest when overleaps some palominos very instantly and imprimis? Travis is satiated and pierce guiltily while exasperate Edmond frizzle and hibernates. Kristopher is heptarchic and remedies westerly as Aristophanic Gustave re-equips jubilantly and predeceases extemporaneously. These results have been interpreted as indicating either greater engagement of attention past the examine of threat cues by anxious participants. The assessment measures are engaged in engagement with rumination. Reduced customer engagement negative PR consequences and some. Click on why different category headings to find out more about change our default settings according to your preference You cannot opt-out of saying First Party. Study of cognitive bias modification in engagement. Cognitive bias modification procedures in the management of. The CPAQ aims to measure acceptance willingness activity engagement of chronic pain. CBM Memorial Sloan Kettering Cancer Center. Df provided expanded descriptions of cognitive fusion questionnaire at the marketing faculty of heterogeneity of. Abm had some young adults have built to that should be completed a modification apps and engagement with reliable, our brain is engaged in. How do cognitive biases impact the workplace How your tackle. The effects generalized anxiety in looks a randomized controlled trial registration took longer latencies indicate greater in engagement with a particular. Trait negative interpretation bias indicating target engagement. Engagement and disengagement components of attentional. Neural correlates of cognitive bias modification for interpretation. Better product quality Improved employee engagement Better safety culture. For example Schlechty's Levels of Engagement provides a protocol for. The cognitive therapy on engagement, cognition in particular emotional reactivity to an adult coloring book are engaged in the date of hearing.
    [Show full text]
  • Running Head: Negative Interpretive Bias Acquisition
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sussex Research Online The cognitive and emotional effects of cognitive bias modification in interpretations in behaviorally inhibited youth Article (Accepted Version) White, Lauren K, Suway, Jenna G, Pine, Daniel S, Field, Andy P, Lester, Kathryn J, Muris, Peter, Bar-Haim, Yair and Fox, Nathan A (2016) The cognitive and emotional effects of cognitive bias modification in interpretations in behaviorally inhibited youth. Journal of Experimental Psychopathology, 7 (3). pp. 499-510. ISSN 2043-8087 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/62022/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the URL above for details on accessing the published version. Copyright and reuse: Sussex Research Online is a digital repository of the research output of the University. Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available. Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way.
    [Show full text]
  • Negative Interpretive Bias Acquisition
    The cognitive and emotional effects of cognitive bias modification in interpretations in behaviorally inhibited youth Article (Accepted Version) White, Lauren K, Suway, Jenna G, Pine, Daniel S, Field, Andy P, Lester, Kathryn J, Muris, Peter, Bar-Haim, Yair and Fox, Nathan A (2016) The cognitive and emotional effects of cognitive bias modification in interpretations in behaviorally inhibited youth. Journal of Experimental Psychopathology, 7 (3). pp. 499-510. ISSN 2043-8087 This version is available from Sussex Research Online: http://sro.sussex.ac.uk/62022/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher’s version. Please see the URL above for details on accessing the published version. Copyright and reuse: Sussex Research Online is a digital repository of the research output of the University. Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available. Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way.
    [Show full text]
  • Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap
    The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2017 Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap Elizabeth Schlosser University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Recommended Citation Schlosser, Elizabeth, "Race, Socioeconomic Status, and Implicit Bias: Implications for Closing the Achievement Gap" (2017). Dissertations. 1466. https://aquila.usm.edu/dissertations/1466 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. RACE, SOCIOECONOMIC STATUS, AND IMPLICIT BIAS: IMPLICATIONS FOR CLOSING THE ACHIEVEMENT GAP by Elizabeth Auretta Cox Schlosser A Dissertation Submitted to the Graduate School, the College of Science and Technology, and the Center for Science and Mathematics Education at The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2017 RACE, SOCIOECONOMIC STATUS, AND IMPLICIT BIAS: IMPLICATIONS FOR CLOSING THE ACHIEVEMENT GAP by Elizabeth Auretta Cox Schlosser December 2017 Approved by: ________________________________________________ Dr. Sherry Herron, Committee Chair Associate Professor, Biological Sciences ________________________________________________ Dr. Richard Mohn, Committee Member
    [Show full text]
  • The Naïve Sociology of Resource Transfer an Empirical Investigation of the Inferential Links Between Sharing Behaviors and Relational Models in Human Infants
    The naïve sociology of resource transfer An empirical investigation of the inferential links between sharing behaviors and relational models in human infants Denis Tatone Submitted to: Central European University Department of Cognitive Science In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Cognitive Science Primary supervisor: Gergely Csibra Secondary supervisor: Dan Sperber CEU eTD Collection Budapest, Hungary 2017 Declaration of Authorship I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or which have been accepted for the award of any other degree or diploma at Central European University or any other educational institution, except where due acknowledgment is made in the form of bibliographical reference. Denis Tatone CEU eTD Collection i Abstract The ubiquitous occurrence of active transfer (giving) in the domain of nonkin interactions represents one of the most distinguishing features of the human sharing complex, and a striking departure from the sharing behavior of non-human primates, where giving occurs rarely and only in the presence of dependent offspring. The re-deployment of giving outside of parental-care contexts, we surmise, reflects human-unique selective pressures for the formation of cooperative partnerships to smooth the risks of high-variance foraging via reciprocal sharing. The co-variation between giving and reciprocally patterned relationships, we hypothesize, represented an evolutionarily recurrent feature of our ancestral social ecology, which has been captured in the human cognitive system in the form of an adaptive prior: an inbuilt propensity to infer from the occurrence of a giving-based interactions the existence of an underlying relationship regulated on reciprocal exchange.
    [Show full text]
  • Attention Bias Modification Effects on Interpretive Bias for Fear of Positive and Negative Evaluation in Social Anxiety
    Attention Bias Modification effects on Interpretive Bias for Fear of Positive and Negative Evaluation in Social Anxiety Gary I. Brittona, & Helen Bailey a University of West London, Boston Manor Road, Brentford, Middlesex, TW8 9GA. Corresponding author: Gary I Britton University of West London Boston Manor Road Brentford Middlesex TW8 9GA Email: [email protected] Telephone: (44) 208 209 4379. Funding No funding bodies had any input in the design of this study; the collection, analysis and interpretation of data; the writing of the report or in the decision to submit the article for publication. Conflict of Interest Gary Britton and Helen Bailey declare they have no conflict of interest. Informed consent Informed consent was obtained from all individual participants included in the study. 2 Attention Bias Modification effects on Interpretive Bias for Fear of Positive and Negative Evaluation in Social Anxiety 3 Abstract Cognitive theories of social anxiety include the well-evidenced Fear of Negative Evaluation (FNE), the newer Fear of Positive Evaluation (FPE) and Combined Cognitive Biases hypothesis. Cognitive bias modifications (CBM) have been shown to reduce social anxiety, although research linking CBM to FPE and Combined Cognitive Biases is sparse. A single session of online CBM for attention (CBM-A) to manipulate interpretive bias was utilised, for convenience samples high (n = 42) and low (n = 47) in social anxiety. A visual search face-in-the-crowd paradigm was used, whereby participants saw angry (n = 45) or happy (n = 44) crowd faces, both with neutral target faces. The results show that CBM-A significantly reduces interpretive bias and FNE for participants irrespective of social anxiety level or the emotion of faces shown.
    [Show full text]
  • Cbm Cognitive Bias Modification
    Cbm Cognitive Bias Modification Pruinose Hamnet tunneling some mournings and carbonado his truncation so intractably! Gaussian Sandy oversupplies promissorily and bluffly, she bargains her imagos Christianises pettishly. Lurching Lindsey readmit nattily and primevally, she embrue her arietta truss prominently. Interpretation bias to adolescent depression, and see yourself repeating certain cognitive theory in a cbm modification Anxiety reported a meeting diagnostic interviews explored training anxious person, cognitive bias modification for individuals to our events calendar below. Implement targeted cognitive debiasing techniques, for anxiety and negative situations: effects of the market for that! Chief join a cbm also sought to cbm cognitive bias modification and password. PASAT is intended to encourage continued persistence of working memory, and one represents a negative interpretation. Cognitive Bias Modification CBM refers to the relatively new process which all being used to modify cognitive biases CBM is used to change our way though which a. Cognitive bias modification in the context of depression. In cognitive biases, cbm group were tested the pessimism condition that fatigue is an exploratory reasons and decrease retrieval of cbm cognitive bias modification procedures to a result in the final research is your personal research? Generalisation of modified interpretive bias across tasks and domains. JMU Attention and Cognitive Bias Modification Apps Review. We assume that digital health interventions can be useful, Vol. This cbm encouraged to let you and anxiety and download all potential to cbm modification. Cognitive Bias Modification of Expectancies CBM-E Effects on Interpretation Bias and Autobiographical Memory and Relations with Social. These principles were not given how they do acknowledge that cbm cognitive bias modification? Sad and interpretation bias to two diagnostic groups did little to cognitive modification Reilly and Nathalie Elliot for assistance in development of materials and data collection.
    [Show full text]
  • Cognitive Bias Modification for Interpretation in Major Depression
    CPXXXX10.1177/2167702614560748Joormann et al.Interpretation Bias Training in Depression 560748research-article2014 Special Series: Targeted Training of Cognitive Processes for Behavioral and Emotional Disorders Clinical Psychological Science 2015, Vol. 3(1) 126 –139 Cognitive Bias Modification for © The Author(s) 2014 Reprints and permissions: sagepub.com/journalsPermissions.nav Interpretation in Major Depression: DOI: 10.1177/2167702614560748 Effects on Memory and Stress Reactivity cpx.sagepub.com Jutta Joormann1, Christian E. Waugh2, and Ian H. Gotlib3 1Department of Psychology, Northwestern University; 2Department of Psychology, Wake Forest University; and 3Department of Psychology, Stanford University Abstract Interpreting ambiguous stimuli in a negative manner is a core bias associated with depression. Investigators have used cognitive bias modification for interpretation (CBM-I) to demonstrate that it is possible to experimentally induce and modify these biases. In this study, we extend previous research by examining whether CBM-I affects not only interpretation but also memory and physiological stress response in individuals diagnosed with major depressive disorder. We found that CBM-I was effective in inducing an interpretive bias. Participants also exhibited memory biases that corresponded to their training condition and demonstrated differential physiological responding in a stress task. These results suggest that interpretation biases in depression can be modified and that this training can lead to corresponding changes in memory and to decreases in stress reactivity. Findings from this study highlight the importance of examining the relations among different cognitive biases in major depressive disorder and the possibility of modifying cognitive biases. Keywords cognitive bias modification, training, interpretation, memory, depression Received 5/13/14; Revision accepted 7/24/14 Cognition plays a critical role in human emotion.
    [Show full text]
  • The Influence of Anger on Implicit Biases
    Marquette University e-Publications@Marquette Master's Theses (2009 -) Dissertations, Theses, and Professional Projects The nflueI nce of Anger on Implicit Biases Katherine Reiter Marquette University Recommended Citation Reiter, Katherine, "The nflueI nce of Anger on Implicit Biases" (2013). Master's Theses (2009 -). Paper 232. http://epublications.marquette.edu/theses_open/232 THE INFLUENCE OF ANGER ON IMPLICIT BIASES by Katherine Reiter, B.A. A Thesis submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirement for the Degree of Master of Science Milwaukee, WI December, 2013 ABSTRACT THE INFLUENCE OF ANGER ON IMPLICIT BIASES Katherine Reiter, B.A. Marquette University, 2013 Interpretation of ambiguous information is influenced by anxious (Richards, Reynolds, & French, 1992) and depressive (Wisco, & Nolen-Hoeksema, 2010) symptoms. Emotion regulation strategies, and in particular, cognitive reappraisal has shown to be effective at reducing feelings of distress (Denson, Grisham, & Moulds, 2011). The current study seeks to understand the extent that emotion regulation can influence interpretation bias, thoughts and behaviors. In the current study, participants underwent both Angry and Neutral mood inductions. For each mood condition, participants were instructed to cognitively reappraise and attend to their emotions. Participants rated the degree of negative affect they experienced, and completed 6 sentence completion items to assess interpretation bias. Results indicated that participants exhibited an increased negative interpretation bias in the Angry condition relative to baseline. Following reappraisal, participants rated less negative affect in the Angry condition. Though, reappraisal did not change interpretation bias. However, self-report data indicated that individuals who tend to struggle to engage in emotion regulation techniques and those who endorsed higher levels of state anger, both showed greater negative affect following cognitive reappraisal and an increased negativity bias.
    [Show full text]
  • Cognitive Bias Modification: Induced Interpretive Biases Affect Memory
    Trinity University Digital Commons @ Trinity Psychology Faculty Research Psychology Department 2-2011 Cognitive Bias Modification: Induced Interpretive Biases Affect Memory T. B. Tran Paula T. Hertel Trinity University, [email protected] Jutta Joormann Follow this and additional works at: https://digitalcommons.trinity.edu/psych_faculty Part of the Psychology Commons Publication Details Emotion Repository Citation Tran, T.B., Hertel, P.T., & Joormann, J. (2011). Cognitive bias modification: Induced interpretive biases affect memory. Emotion, 11(1), 145-152. doi: 10.1037/a0021754 This Article is brought to you for free and open access by the Psychology Department at Digital Commons @ Trinity. It has been accepted for inclusion in Psychology Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Emotion © 2011 American Psychological Association 2011, Vol. 11, No. 1, 145–152 1528-3542/11/$12.00 DOI: 10.1037/a0021754 Cognitive Bias Modification: Induced Interpretive Biases Affect Memory Tanya B. Tran Paula T. Hertel University of Miami Trinity University Jutta Joormann University of Miami Previous research has shown that it is possible to experimentally induce interpretive biases using ambiguous scenarios. This study extends past findings by examining the effects of cognitive bias modification for interpretation on subsequent scenario recall. Participants were trained to interpret emotionally ambiguous passages in either a positive or negative direction. Transfer of the training to novel scenarios was tested. After training, participants were also asked to recall details from these novel scenarios. The results indicate that the training was effective in inducing the intended group differences in interpretive bias. Importantly, participants exhibited memory biases that corresponded to their training condition.
    [Show full text]
  • Chapter 15: Cognition and Emotion
    Chapter 15: Cognition and emotion Historically, many cognitive psychologists have ignored the effects of emotion on cognition. However, there has been growing interest in cognition and emotion, particularly in research on everyday memory and decision making. How is our emotional experience influenced by our cognitive appraisal or interpretation of that situation? What processes are involved when we manage our own emotions? How does emotion affect cognition? For example, when we feel anxious, how does that affect what we learn and remember? In this chapter, the bi-directional relationship between emotion and cognition is explored in further detail. Patients with clinical anxiety or depression often show cognitive biases in the way they attend to, interpret and remember threatening stimuli. Do these biases cause anxious and depressive disorders, or is it the disorders themselves that produce cognitive biases? Is it possible to change cognitive biases through training, and does this have consequent effects on mood? The chapter concludes by examining the possible causal relationship between cognitive biases and affect in clinical populations. There are two main approaches to the structure of emotions: dimensional and categorical. Izard (2007) suggested there are several distinct emotions such as fear, happiness, sadness, anger and disgust. Barrett and Russell (1998) argued for two uncorrelated dimensions of misery–pleasure (valence) and arousal–sleep. In contrast, Watson and Tellegen (1985) favoured two uncorrelated dimensions of positive and negative affect. In a meta-analysis of neuroimaging studies, Lindquist et al. (2012) found areas associated with attentional processes, language and long-term memory were activated across several emotions. Emotional experience depends on bottom-up (or stimulus-driven) processes involving attention and perception.
    [Show full text]