1,233 research outputs found
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Your guess is as good as mine: a registered report assessing physiological markers of fear and anxiety to the unknown in individuals with varying levels of intolerance of uncertainty
No full textIndividuals who score high in Intolerance of Uncertainty (IU) have a tendency to find uncertainty and the unknown aversive. However, there is a dearth of literature on the extent to which the known vs. the unknown during threatening contexts induce fear and anxiety in individuals with high IU. In the following registered report we attempted to address this question by manipulating the known and unknown in the threat of predictable and unpredictable aversive events task. Throughout the task, we measured a variety of self-report (ratings of valence and arousal) and physiological indices (skin conductance, pupil dilation, orbicularis oculi, corrugator supercilii). We collected data from 93 participants. Higher IU, relative to lower IU was associated with: (1) less discriminatory orbicularis oculi activity between cue and interstimulus interval periods across conditions, and (2) larger corrugator supercilii activity to the known predictable shock condition and smaller corrugator supercilii activity to the known unpredictable shock condition, compared to the other conditions. These findings provide evidence that IU-related biases manifest differently depending on the physiological marker of fear and anxiety and the type of known-unknown threat i.e. orbicularis oculi activity was related to generalisation across conditions, whilse corrugator supercilii activity reflected distress/relief during conditions with known threat. Ultimately, this research will inform future models of IU in relation to anxiety and stress disorders
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Intolerance of uncertainty and novelty facilitated extinction: the impact of reinforcement schedule
No full textIndividuals who score high in Intolerance of Uncertainty (IU) display reduced threat extinction. Recently, it was shown that replacing threat associations with novel associations during extinction learning (i.e. presenting a novel tone 100% of the time) can promote threat extinction retention in individuals with high IU. This novelty facilitated extinction (NFE) effect could be driven by the tone’s novelty or reliability. Here we sought to address this question by adjusting the reliability of the novel tone (i.e., the reinforcement rate) during NFE. We measured skin conductance response during an associative learning task in which participants (n = 92) were assigned to one of three experimental groups: standard extinction, NFE 100% reinforcement or NFE 50% reinforcement. For standard extinction, compared to NFE 100% and 50% reinforcement groups, we observed a trend for greater recovery of the conditioned response during extinction retention. Individuals with high IU relative to low IU in the standard extinction group demonstrated a larger recovery of the conditioned response during extinction retention. These findings tentatively suggest that NFE effects are driven by the novelty rather than the reliability of the new stimulus. The implications of these findings for translational and clinical research in anxiety disorder pathology are discussed
Making connections: problems, progress and priorities – a practitioner’s viewpoint
No full textIn this thesis, the reader is invited to ‘think with the story’ (Bochner, 1997) as the issues arising from a research project undertaken by a full-time classroom teacher are explored. The study began with the intention to help children make connections in their learning. Taking an action research approach, over a span of two and a half years, ways to help children link ideas were investigated, their responses observed and their views explored through techniques such as interviews, games and stimulated recall. As the study progressed, it developed a stronger focus on practitioner research, especially in relation to teacher research with children. Following a change of school, the research focused on working with a ‘pupil research group’ over a six-month period. The thesis addresses the learning of the teacher-researcher about the connections and challenges involved, including contextual issues, different methodological strategies, power relationships, different voices and viewpoints in research and the process of change. A narrative approach is used to tell much of the story, in the form of an informal dialogue between the author as a teacher and the author as a researcher. Thus, the common and conflicting demands and benefits of research and teaching in such a project are explored in dynamic fashion. Ultimately, a framework to support practitioner researchers, based on the problems and progress in the study, is presented with some priorities for the future
Social theory and the sociological imagination: an interview with Nigel Dodd (1 of 2)
No full textPart I of our interview with Nigel Dodd, interviewed by Riad Azar. Nigel Dodd is Professor in the Sociology Department at the LSE. He obtained his PhD from the University of Cambridge in 1991 on the topic of Money in Social Theory, and lectured at the University of Liverpool before joining the LSE in 1995. Nigel’s main interests are in the sociology of money, economic sociology and classical and contemporary social thought. He is author of The Sociology of Money and Social Theory and Modernity (both published by Polity Press). His most recent book, The Social Life of Money, was published by Princeton University Press in September 2014
Telegram to Sonora Dodd, April 1938
No full textTelegram to Sonora Dodd from Helen Jack and Bobby, with envelope. Easter 1938. Western Union Telegram.https://digitalcommons.whitworth.edu/fathers-day-correspondence/1061/thumbnail.jp
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Intolerance of uncertainty heightens negative emotional states and dampens positive emotional states
No full textIndividuals high in self-reported Intolerance of Uncertainty (IU) tend to view uncertainty as unbearable and stressful. Notably, IU is transdiagnostic, and high levels of IU are observed across many different emotional disorders (e.g., anxiety, depression). Research has primarily focused on how IU evokes and modulates emotional states such as fear and anxiety. However, recent research suggests that IU may have relevance for a broader range of emotional states. Here, an online survey was conducted to examine whether IU evokes and modulates a range of negative (e.g., fear/anxiety, sadness/upset, anger/frustration, disgust) and positive (e.g., happiness/joy, excitement/enthusiasm, surprise/interest) emotional states. Findings within a community sample ( = 231) revealed that individuals with higher levels of IU report: (1) that uncertainty in general and uncertainty under ambiguity are more likely to evoke negative emotional states and less likely to evoke positive emotional states, (2) that uncertainty under risk is less likely to evoke positive emotional states, and (3) that uncertainty heightens existing negative emotional states and dampens existing positive emotional states. Importantly, these IU-related findings remained when controlling for current experiences of general distress, anxious arousal, and anhedonic depression. Taken together, these findings suggest that IU is involved in evoking and modulating a wide array of emotional phenomena, which likely has relevance for transdiagnostic models and treatment plans for emotional disorders
EastLife: An Anthology of Life Writing
No full textEastLife: An Anthology of Life Writing. Edited by Tessa McWatt, Sam Dodd, and Stephen Maddison.© 2015 All rights reserved. This book or any portion thereof may not be reproduced without the express written permission of the author
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Uncertainty makes me emotional: uncertainty as an elicitor and modulator of emotional states
No full textUncertainty and emotion are an inevitable part of everyday life and play a vital role in mental health. Yet, our understanding of how uncertainty and emotion interact is limited. Here, an online survey was conducted (n = 231) to examine whether uncertainty evokes and modulates a range of negative and positive emotions. The data show that uncertainty is predominantly associated with negative emotional states such as fear/anxiety. However, uncertainty was also found to modulate a variety of other negative (i.e. sadness/upset, anger/frustration, confusion) and positive (i.e. surprise/interest and excited/enthusiastic) emotional states, depending on the valence of an anticipated outcome (i.e. negative, positive) and the sub parameter of uncertainty (i.e. risk and ambiguity). Uncertainty increased the intensity of negative emotional states and decreased the intensity of positive emotional states. These findings support prior research suggesting that uncertainty is aversive and associated with negative emotional states such as fear and anxiety. However, the findings also revealed that uncertainty is involved in eliciting and modulating a wide array of emotional phenomena beyond fear and anxiety. This study highlights an opportunity for further study of how uncertainty and emotion interactions are conceptualised generally and in relation to mental health
International collaboration to assess the risk of Guillain Barre Syndrome following Influenza A (H1N1) 2009 monovalent vaccines
No full textGlobal H1N1 GBS Consortium contributor: Helen MarshallCaitlin N. Dodd ... et al. the Global H1N1 GBS Consortiu
Dataset for Play and children's mental health in the face of adversity
No full textData set accompanying the University of Southampton Doctoral thesis, Play and children's mental health in the face of adversity
For data request use: http://library.soton.ac.uk/datarequest
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