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Attentional biases in dysphoric college students

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/13106

Attentional biases in dysphoric college students

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dc.contributor.author Peña-Esparza, Yajaira
dc.date.accessioned 2011-08-30T19:17:50Z
dc.date.available 2011-08-30T19:17:50Z
dc.date.issued 2011-08-30
dc.date.submitted July 2011
dc.identifier.uri http://hdl.handle.net/1928/13106
dc.description.abstract Cognitive biases in attention to emotional stimuli in an ethnically diverse sample of dysphoric and non-dysphoric college students were explored. The present study advanced the literature by using ecologically valid eye movement data to assess attention. We hypothesized that dysphoric participants would orient their attention toward sad faces more quickly than the students without dysphoria. We also hypothesized that the dysphoric participants would sustain their attention on sad faces longer than the non-dysphoric participants. Caucasian and Latino undergraduate students were categorized into dysphoric (n = 30) and non-dysphoric (n = 36 based depressive symptom endorsement on the BDI-II (non-dysphoric: BDI-II ≤ 6, dysphoric: BDI-II ≥ 14). Eye movements were recorded with an eye-tracking device while the students viewed picture pairs of faces expressing sadness, happiness, or no emotion. The task consisted of 48 face pairs presented twice for a total of 96 trials. Consistent with the literature, dysphoric participants showed a negative bias in duration when sad faces were paired with neutral faces, but not when they were paired to happy faces. Dysphoric participants were not more likely to initially orient toward sad faces and when they did, latency was not significantly shorter to the sad face than to the other faces. Furthermore, depressive symptom scores were not associated with attentional biases for the dysphoric participants. Taken together, these findings are consistent with literature suggesting dysphoria and depression are characterized by elaboration of mood-congruent stimuli at later stages of information processing. However, the context in which the negative stimuli is presented is important. The elaboration of mood congruent stimuli was only evident in the context of a paired neutral stimuli; a paired positive stimuli did not support this elaboration effect. Additionally, symptom severity on the BDI-II did not influence the elaboration bias dysphoric participants exhibited. These findings have significant implications for the treatment and prevention of depression. en_US
dc.language.iso en_US en_US
dc.subject depression en_US
dc.subject dysphoria en_US
dc.subject cognitive biases en_US
dc.subject attention en_US
dc.subject.lcsh Selectivity (Psychology)
dc.subject.lcsh Depression.
dc.subject.lcsh Face perception.
dc.title Attentional biases in dysphoric college students en_US
dc.type Thesis en_US
dc.description.degree Psychology en_US
dc.description.level Masters en_US
dc.description.department University of New Mexico. Dept. of Psychology en_US
dc.description.advisor Verney, Steven
dc.description.committee-member Verney, Steven
dc.description.committee-member Smith, Bruce
dc.description.committee-member Ruthruff, Eric


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