systematic attributions and depression lect 4 Flashcards
schachter and singer 2 factor theory of emotion
-people use cues to label ambiguous arousal
-emotions differ according to how arousal is attributed
-model believes emotion is a product of:
1.ambiguous physiological arousal
2.cog. which labels the cause of the arousal
schachter and singer study
3 groups of pp
1.informed adrenaline administered group
2.uninformed adrenaline administered group
3.no adrenaline group
-each pp placed in room with confederate
-confederate behaves either euphorically or angrily
-the informed adrenaline group can explain their arousal so emotion will not match the confederates
-control group have no increased arousal (no adrenaline), so emotion will not match confederates
-uninformed adrenaline group cannot explain their behaviour (cued emotion - so experience emotion similar to confederate)
-the way people attribute the cause of arousal causes emotion
what are the systematic attributions to understand depression
1.learned helplessness
2.attributional style
what is attributional style
tendency to make particular kinds of causal inferences rather than others across diff situations and across time
learned helplessness
seligman: depression is a result of learned helplessness
-phase 1: dogs receive electric shock they could not escape (pavlovian hammock)
-phase 2: 24 hrs later dogs placed in 2 compartment box, shocks administered and dogs could easily escape shocks
RESULTS
-2/3 dogs failed to attempt to escape
-control dogs (no phase 1) all escaped
-phase 1 dogs learned no connection between actions and receiving shocks
-learned helplessness generalised to phase 2 and here the dogs looked depressed
learned helplessness parallel to human depression
1.people experience events attributed as uncontrollable
2.reinforces helplessness
3.leads to passive behaviour in adverse situations
4.inability to learn from successful escape responses
goodman and hess 1999
-looked at depression in people with ICD (defibrillator)
-shocks not predictable and can be distressing
-no. of ICD shocks is sig predictor of depressive symptoms
-depression could be linked to the unpredictability of ICD shocks
criticism of learned helplessness as an account for depression
-seligman’s theory focused on lack of control
BUT
-there is more to depression than lack of control
-learned helplessness does not account for chronicity and generality of depression
what are abramson’s 2 factors on depression
-attributions of why bad situations occur
-dispositional way people make attributions
abramsons 3 dimensions
- internality - externality
-locus of control
-accounts for self esteem deficits in depression
2.stable - unstable
-temporal permanence of cause
-accounts for chronicity of depression
3.global - specific
-degree of influence cause of depression has over other aspects of life
-accounts for generality/pervasiveness of depression
pessimistic attributional style
vulnerability to depression
-tendency to attribute neg events to causes that are: internal, stable (enduring) and global (affects many aspects)
-tendency to attribute pos events to causes that are: external, unstable, specific (only affects one aspect)
(people who are optimistic do the opposite)
attributional style implies consistency over time
peterson attributional style questionnaire
-gave questionnaire to pp at diff times
-correlation between scores at 2 diff time points
seligman research
-143 student pp completed beck depression inventry
-correlations between attributional components and dep. were:
dep + internality = .41
dep + stability = .34
dep + globality = .35
-weakness: just correlational, just student population
Raps study
-compared attributional style between patients hospitalised for:
unipolar depression, schizophrenia, medical surgery
-patients with depression had higher scores for internality, stability and globality with unipolar depression and schizophrenia than those who had had medical surgery
hilsman and garber study
-measured attributional style and depression in children before and following poor grades to school test
-kids who had depressed attributional style had increased depression after receiving poor grades