Nicola Christa Byrom

Two pathways to causal control: Use and availability of information in the environment in people with and without signs of depression

Perceiving ones causal control is important for adaptive behavior. Studying depression and other individual differences has provided insight into typical as well as pathological causal processing. We set out to study factors that have been shown to distinguish those with and without signs of depression and affect perceptions of causal control: levels of behavior, the availability of outcomes and learning about the environment or context. Two experiments were carried out in which participants, scoring low and high on the Beck Depression Inventory using established cutoffs, completed a causal control task, in which outcomes occurred with a low (.25) or high probability (.75). Behavior levels were either constrained (N1=73) or unconstrained (N2=74). Overall, findings showed that levels of behavior influenced peoples experiences of the context in which events occurred. For all participants, very high behavior levels eliminated sensitivity to levels of outcomes occurring in the environment and lead to judgments that were consistent with conditional probabilities as opposed to the experimenter programmed contingency. Thus increased behavior increased perceived control via influence on context experience. This effect was also evident for those scoring high on the BDI. Overall conclusions are that behavior and context provide two important interlinked psychological pathways to perceived control. However, situations that constrain peoples ability to respond freely can prevent people with signs of depression from taking control of a situation that would otherwise be uncontrollable.

Sampling capacity underlies individual differences in human associative learning

Though much work has studied how external factors, such as stimulus properties, influence generalization of associative strength, there has been limited exploration of the influence that internal dispositions may contribute to stimulus processing. Here we report 2 studies using a modified negative patterning discrimination to test the relationship between global processing and generalization. Global processing was associated with stronger negative patterning discrimination, indicative of limited generalization between distinct stimulus compounds and their constituent elements. In Experiment 2, participants pretrained to adopt global processing similarly showed strong negative patterning discrimination. These results demonstrate considerable individual difference in capacity to engage in negative patterning discrimination and suggest that the tendency toward global processing may be one factor explaining this variability. The need for models of learning to account for this variability in learning is discussed.

Accounting for individual differences in human associative learning.

Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.

Individual differences are more than a gene × environment interaction: The role of learning.

Individual differences in behavior are understood generally as arising from an interaction between genes and environment, omitting a crucial component. The literature on animal and human learning suggests the need to posit principles of learning to explain our differences. One of the challenges for the advancement of the field has been to establish how general principles of learning can explain the almost infinite variation in behavior. We present a case that: (a) individual differences in behavior emerge, in part, from principles of learning; (b) associations provide a descriptive mechanism for understanding the contribution of experience to behavior; and (c) learning theories explain dissociable aspects of behavior. We use 4 examples from the field of learning to illustrate the importance of involving psychology, and associative theory in particular, in the analysis of individual differences, these are (a) fear learning; (b) behavior directed to cues for outcomes (i.e., sign- and goal- tracking); (c) stimulus learning related to attention; and (d) human causal learning.

Human Latent Inhibition: Problems with the Stimulus Exposure Effect

Latent inhibition (LI) is a startlingly simple effect in which preexposure of a stimulus without consequence retards subsequent responding to a stimulus–consequence relation. The effect was first demonstrated with Pavlovian conditioning in animals and was later suggested to be a marker of human psychopathology such as schizophrenia. Individual differences in LI has supported the continued use of animal models to understand human mental health. In this review, we ask whether there is sufficient evidence to support the continued application of LI from animal models to human psychopathology because of the weak evidence for LI in humans. There is considerable variability in the methods used to assess LI, sustaining different theoretical accounts of the effects observed, which differ from the accepted accounts of LI as demonstrated in animals. The review shows that although there have been many experiments testing human LI, none provide the necessary experimental controls to support the conclusion that retarded responding is caused simply by preexposure to a stimulus, as has been demonstrated with animal models. Establishing this conflict, we set out a framework for future research.

An evaluation of a peer support intervention for student mental health

Abstract Background: Peer support is support provided by and for people with similar experiences. As students turn to peers for support with their mental health, peer support may provide an opportunity to engage students at an informal level and avoid some barriers to help-seeking. Aims: The study aimed to identify students likely to attend peer support and evaluate the acceptability and impact of the intervention. Methods: A six-part peer-led course for mild depression, based on behavioural activation and implementation intentions, was evaluated across eight UK universities with 65 students participating in the evaluation. The evaluation focused on mental wellbeing. Results: Participants were predominately female and had been experiencing anxiety or depression for more than one year. Most participants had already approached professional services for support. At least 57% of participants attended more than one session and 34% completed the course. Students with lower levels of mental wellbeing were more likely to complete the course. For students returning, there was a significant increase in mental wellbeing. Conclusions: Structured peer support for depression may have benefits in improving student mental wellbeing. However, this is unlikely to have a substantive effect in improving early and preventative intervention.

Cue Competition Influences Biconditional Discrimination

When multiple cues are presented in compound and trained to predict an outcome, the cues may compete for association with an outcome. However, if both cues are necessary for solution of the discrimination, then competition might be expected to interfere with the solution of the discrimination. We consider how unequal stimulus salience influences learning in configural discriminations, where no individual stimulus predicts the outcome. We compared two hypotheses: (1) salience modulation minimises the initial imbalance in salience and (2) unequal stimulus salience will impair acquisition of configural discriminations. We assessed the effect of varying stimulus salience in a biconditional discrimination (AX+, AY−, BX−, BY+). Across two experiments, we found stronger discrimination when stimuli had matched, rather than mismatched, salience, supporting our second hypothesis. We discuss the implications of this finding for Mackintosh’s model of selective attention, modified elemental models and configural models of learning.

Changes in student physical health behaviour: an opportunity to turn the concept of a Healthy University into a reality:

Aims: Previous studies have reported a high prevalence of unhealthy behaviours in the student population, which the Healthy University concept is now seeking to address, by taking a settings approach to health promotion. This study investigated how far students are already seeking to make changes to improve their health behaviour while in a university setting, to help inform the development of Healthy Universities. Methods: Data on student health behaviour change, health indicators and demographics were gathered from 550 students attending two London universities, via an online questionnaire released through the student union email system at one university and through iPads at a student centre at the other. Results: In total, 84% of respondents reported making changes to try to become healthier while at university, primarily for proactive health reasons rather than reacting to a perceived health or weight issue. Universities and student unions were reported as influencing behaviour change by only five students. Compared with previous studies, a higher proportion of respondents were pursuing healthier lifestyles, including only 11% reporting they smoked. There were some statistically significant demographic differences as regards alcohol consumption, physical activity, the types of food students were seeking to avoid and the reasons for this. Conclusion: The findings provide a novel perspective on student health behaviour and suggest that the traditional stereotype of a hedonistic student lifestyle freed from family constraints may need to be reassessed. Universities and student unions appear to have a significant opportunity to build on a more health conscious cohort of students, employing targeted approaches where appropriate, to encourage positive health behaviour change and make the Healthy Universities concept a reality, with important public health implications.

Supporting a friend, housemate or partner with mental health difficulties: The student experience

When experiencing mental health difficulties, university students turn to their friends for support. This study assessed the consequences of caregiving among a university sample, identifying predictors of caregiving burden among students.