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Journal ArticleDOI

Attention Allocation and Incidental Recognition of Emotional Information in Dysphoria

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TLDR
This article found that non-dysphoric individuals exhibited an attentional bias for positive words, while dysphoric individuals lacked this bias, and fixation duration and time spent viewing positive stimuli mediated the association between dysphoria status and incidental recognition of positive words.
Abstract
Cognitive models of depression posit that biased emotional processing contributes to the maintenance of depression. Specifically, depression has been associated with biased attention and memory for emotional information; however, few studies have examined relations between these processes. In the current study, stably dysphoric (n = 23) and non-dysphoric (n = 40) participants’ line of visual gaze was assessed while viewing a 2 × 2 array of emotionally valenced words. Incidental recognition of study stimuli was then assessed. Non-dysphoric individuals demonstrated an attentional bias for positive words, while dysphoric individuals lacked this bias. Further, fixation duration and time spent viewing positive stimuli mediated the association between dysphoria status and incidental recognition of positive words. Results suggest that a “protective bias” to focus on positive stimuli, typically observed among non-dysphoric individuals, is absent in dysphoria.

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Journal ArticleDOI

Eye tracking of attention in the affective disorders: a meta-analytic review and synthesis.

TL;DR: Eye tracking research on anxiety and depression is reviewed, evaluating the experimental paradigms and eye movement indicators used to study attentional biases and suggesting avenues for future research using eye-tracking technology.
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Burnout-depression overlap: a review.

TL;DR: The epistemic status of the seminal, field-dominating definition of burnout is questioned and it is suggested that systematic clinical observation should be given a central place in future research on burnout-depression overlap.
Journal ArticleDOI

The combined cognitive bias hypothesis in depression.

TL;DR: This paper attempts to apply the combined cognitive bias hypothesis (Hirsch, Clark, & Mathews, 2006) to depression research and reviews competing theoretical frameworks that have guided research in this area.
Journal ArticleDOI

Double attention bias for positive and negative emotional faces in clinical depression: evidence from an eye-tracking study.

TL;DR: The results of this study support the notion that attentional biases in depression are specific to depression-related information and that they operate in later stages in the deployment of attention.
Journal ArticleDOI

Attentional disengagement predicts stress recovery in depression: an eye-tracking study

TL;DR: The results suggest that difficulties in attentional disengagement may contribute to the sustained negative affect that characterizes depressive disorders.
References
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Book

Principles and Practice of Structural Equation Modeling

TL;DR: The book aims to provide the skills necessary to begin to use SEM in research and to interpret and critique the use of method by others.
Book

Cognitive Therapy and the Emotional Disorders

Aaron T. Beck
TL;DR: In cognitive therapy, a person's psychological difficulties stem from his own erroneous assumptions and faulty concepts of himself and the world as mentioned in this paper, and such a person can be helped to recognize and correct distortions in thinking that cause his emotional disturbance.
Journal ArticleDOI

Mood and memory

TL;DR: Experiments in which happy or sad moods were induced in subjects by hyp- notic suggestion to investigate the influence of emo- tions on memory and thinking found that subjects exhibited mood-state-dependent memory in recall of word lists, personal experiences recorded in a daily diary, and childhood experiences.
Book

The Psychology of Learning and Motivation: Advances in Research and Theory

Brian H. Ross
TL;DR: The Psychology of Learning and Motivation (PLM) series as mentioned in this paper is a collection of contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving.

Affective Norms for English Words (ANEW): Instruction Manual and Affective Ratings

TL;DR: For example, the authors found that depressed individuals recall fewer positive words than did their taken from the Affective Norms for English (ANEW) for English words, while positive words recall more positive words.
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