Thesis (M.A.)--Ohio State University, 1980. / Includes bibliographical references (leaves 55-60).

M.A. (Psychology) / Please refer to full text to view abstract

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To determine if learned helplessness treatment debilitates human working memory and fluid intelligence, 60 university students, classified as high or low self-monitors, were assigned to one of three treatments: intermittent (50%) controllable positive feedback, uncontrollable (yoked) negative feedback, and no treatment. Test tasks included backward digit and backward spatial span (representing working memory), matrices (representing fluid intelligence), vocabulary (representing crystallized intelligence), and forward digit and forward spatial span (representing immediate span of apprehension). Results generally were not significant and were discussed as possibly due to ineffective treatment procedure. Further research on this topic is needed.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Includes bibliographical references.

To determine if learned helplessness results from lack of control over negative events or simply the number of negative events experienced, 60 university students were assigned to one of five treatments: controllable low negative, uncontrollable low negative, controllable high negative, uncontrollable high negative, and no treatment. Backward digit and letter span tasks served as test tasks. The generally nonsignificant results were discussed as possibly due to a procedural error. Further research on this question is needed.

The purpose of this research project was to look for a neuropharmacological correlate to the behavioral deficits seen in learned helplessness (LH). The fact that antidepressant drugs reverse the deficits seen in a helpless rat, strongly suggests that the deficit is due to some neurochemical imbalance. This imbalance could be due to either the uncontrollable stressor or genetically induced. The three experiments suggest that there are fundamental differences in the way the CNS of helpless-prone rats and helpless-resistant rats cope with unpredictable and inescapable footshock. The goal of Experiment I was to search for a correlation between LH and receptor changes in the frontal cortex. The results did not support the hypothesis. The use of a heterogeneous stock of rat may have masked any basic differences between helpless-prone and helpless-resistant rats with regard to the 5-HT₂ and β-adrenergic receptors in the frontal cortex. Based on previous studies and the results from Experiment I, one could argue that there exists a genetic component in LH. The results from Experiment II suggest a strong genetic component to LH, not unlike that found in certain forms of human depressive disorders. Accordingly, rats from eight different stocks were tested for susceptibility to LH training. Of the eight stocks tested, Kyoto and Charles River Holtzman rats were the most susceptible at 53% and 55%, respectively. Overall, the variability ranged from 0% to 50%. These results indicate that wide differences in susceptibility to LH training exist in rats from different stocks or suppliers. The results of Experiment II suggested that the Kyoto Wistar rat would be a reliable inbred strain in which to study LH. With regards to the original goal of this research, it was decided that an evaluation of different neuro-transmitter systems during the LH paradigm would yield a potential for success in finding a biochemical marker that would differentiate LH-prone from LH-resistant rats. The results of Experiment III suggest, at least in hippocampus, that the serotonin (5-HT) and norepinephrine (NE) systems are differentially affected in the LH-prone and LH-resistant rat. In particular 5-HT levels are not affected by stress alone, but are increased in LH-prone rats following a frustrating test session. Also, the NE metabolite MHPG, is not affected by stress, but does increase in the LH-prone rat following testing. Both of these results differentiate the LH-prone and LH-resistant rat. In conclusion, the three experiments suggest that there is a genetic component in LH and that the NE and 5-HT systems are differentially affected by uncontrollable and inescapable shock in LH-prone and LH-resistant rats.

M.A. (Psychology) / Both the theories of Seligman (1975) and Beck (1976) provide an explanation of depression as a cognitive phenomenon. These theories are inadequate in the sense that no provision is made for individual differences and personality factors in the development of depression. This study postulates that perfectionism is related to learned helplessness and depression, with the intention of understanding mild depression. Forty first year students at the Rand Afrikaans University were selected on the basis of exceptionally high or exceptionally low scores on the P.Hs. (Perfectionistic Attitude Scale). The subjects were further divided into helpless and non-helpless groups. Helplessness was induced by confronting the subjects with a cognitive task which was impossible to execute. Hereafter, among other things, the subjects' attributions and level of depression (Beck Depression Inventory) were measured. The findings indicate that perfectionism is significantly related to depression, but not to learned helplessness. Furthermore, it was found that helplessness is not necessarily related to depression. It is suggested that helplessness in a laboratory situation is not aversive or important enough to cause depression. The recommendation is made that future helplessness studies Should preferably concentrate on actual life situations. Perfectionism was found to be an important factor in the development of depression, and it was found that perfectionists are essentially underachievers. The implications of these findings were briefly discussed.

by Ma Yuen-kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 82-93). / Text in English; abstracts in English and Chinese. / by Ma Yuen-kwan. / LIST OF TABLES --- p.i / ABBREVIATIONS AND FULL DESCRIPTION OF THE EVENTS --- p.iii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background and problem of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.4 / Chapter 1.3 --- Significance of the study --- p.4 / Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE / Chapter 2.1 --- The phenomenon of learned helplessness --- p.6 / Chapter 2.2 --- The original learned helplessness model --- p.7 / Chapter 2.2.1 --- The experiment -- an animal research --- p.8 / Chapter 2.2.2 --- Effects found in the animals of the experiment --- p.9 / Chapter -- --- Motivational deficit / Chapter -- --- Cognitive deficit / Chapter -- --- Emotional deficit / Chapter -- --- Performance deficit / Chapter 2.2.3 --- The human research --- p.10 / Chapter 2.2.4 --- Inadequacies of the original model --- p.12 / Chapter 2.3 --- The reformulated learned helplessness model --- p.13 / Chapter 2.3.1 --- Causal attributions in learned helplessness --- p.13 / Chapter 2.3.2 --- Internality in learned helplessness --- p.13 / Chapter -- --- "Self-esteem loss, personal helplessness and universal helplessness" / Chapter 2.3.3 --- Stability in learned helplessness --- p.14 / Chapter -- --- Chronic helplessness and temporary helplessness / Chapter 2.3.4 --- Globality in learned helplessness --- p.15 / Chapter -- --- Pervasive helplessness and specific helplessness / Chapter 2.4 --- Instruments of measuring attributional styles and their psychometric properties --- p.16 / Chapter 2.4.1 --- The Attributional Style Questionnaire (ASQ) --- p.17 / Chapter -- --- Internal consistency / Chapter -- --- Consistency across goal areas (achievement-affiliation) / Chapter -- --- Consistency across outcomes (good-bad) / Chapter -- --- Intercorrelations of dimensions (internal-stable-global) / Chapter -- --- Stability / Chapter -- --- Validity / Chapter 2.4.2 --- The Expanded Attributional Style Questionnaire (Expanded ASQ) --- p.23 / Chapter 2.4.3 --- The Children's Attributional Style Questionnaire (CASQ) --- p.24 / Chapter 2.4.4 --- The Content Analysis of Verbatim Explanations (CAVE Technique) --- p.26 / Chapter CHAPTER 3 --- METHOD / Chapter 3.1 --- Definitions --- p.28 / Chapter 3.1.1 --- Learned helplessness --- p.28 / Chapter 3.1.2 --- Dimensionality --- p.29 / Chapter 3.2 --- Hypotheses --- p.30 / Chapter 3.3 --- Subjects --- p.33 / Chapter 3.3.1 --- The preliminary investigation --- p.33 / Chapter 3.3.2 --- The pilot study --- p.34 / Chapter 3.3.3 --- The main study --- p.34 / Chapter 3.4 --- Instrument --- p.35 / The Chinese Attributional Style Questionnaire (CHASQ) / Chapter -- --- A critical examination on the applicability of the ASQ / Chapter -- --- The identification and categorization of hypothetical events / Chapter -- --- The item construction of the CHASQ / Chapter -- --- The pilot study of the CHASQ / Chapter -- --- The scoring system of the CHASQ / Chapter 3.5 --- Procedure --- p.42 / Chapter 3.5.1 --- The preliminary investigation --- p.43 / Chapter 3.5.2 --- The pilot study --- p.43 / Chapter 3.5.3 --- The main study --- p.43 / Chapter 3.6 --- Analyses --- p.43 / Chapter 3.7 --- Limitations --- p.44 / Chapter CHAPTER 4 --- RESULTS AND DISCUSSION / Chapter 4.1 --- The pilot study --- p.46 / Chapter 4.2 --- The main study --- p.51 / Chapter -- --- Reliability of the CHASQ / Chapter -- --- Means and standard deviations / Chapter -- --- Factor structure of the CHASQ / Chapter -- --- Intercorrelations among the individual dimension scoresin aversive events / Chapter -- --- Intercorrelations among the individual dimension scoresin positive events / Chapter -- --- Group difference (between high-banding and low-banding subjects) of individual dimensions in both achievement and affiliative events / Chapter -- --- Attributional styles of the sampled subjects with the real life experiences / Chapter CHAPTER 5 --- "CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS" / Chapter 5.1 --- Conclusion --- p.77 / Chapter 5.2 --- Implications --- p.78 / Chapter 5.3 --- Recommendations --- p.80 / Chapter 5.3.1 --- The evaluation of the validity of the contextualized CHASQ (Chinese Attributional Style Questionnaire) --- p.80 / Chapter 5.3.2 --- Qualitative studies on the phenomenon of learned helplessness --- p.81 / REFERENCES --- p.82 / APPENDIX / Chapter A. --- Questionnaire of the preliminary investigation --- p.94 / Chapter B. --- Categorization of the good and bad events in achievement- related and affiliative domains --- p.100 / Chapter C. --- Suggestions of the hypothetical events for the Chinese Attributional Style Questionnaire --- p.101 / Chapter D. --- A preliminary draft of the Chinese Attributional Style Questionnaire (CHASQ;華人歸因模式問卷初稿） --- p.102 / Chapter E. --- A final draft of the Chinese Attributional Style Questionnaire (CHASQ;華人歸因模式問卷定稿） --- p.114