Cognitive theory of depression predicts that the illness is associated with an information processing bias that interprets ambiguous information in a mood-congruent or depressive fashion. This negative interpretative bias may serve as a vulnerability factor or maintenance mechanism for a depressive illness. The majority of studies investigating such interpretative biases rely primarily on subjective experimental methodologies (eg., evaluative feedback and self-report) that are vulnerable to experimenter demand effects, response selection biases, and the influence of autobiographical memories. In addition, the results from these studies have been mixed, leading to no firm evidence for the existence of a depression-linked interpretative bias for ambiguous material. In order to avoid the limitations that have plagued subjective research, the present study utilised two of the most promising objective physiological measures of assessing interpretation: the Rapid Serial Viewing Presentation (RSVP) procedure and the affective modulation of the human eye blink reflex. The modified RSVP experiment recorded the reaction time of participants reading a textual scenario that was composed of an opening ambiguous sentence and various emotionally valenced continuations. Interpretation of the ambiguous sentence could be inferred from the reaction time as comprehension latency is inversely related to perceived plausibility. The affective modulation experiment recorded the blink amplitudes of participants startled while performing an imagery task. Blink amplitudes are augmented by negative stimuli and inhibited by hedonic stimuli. Thus, the affective interpretation of ambiguous stimuli could be inferred from the size of the recorded blink response. The results of both experiments did not support the predictions made by cognitive theory. There was no difference in the reaction time responses to the various textual stimuli between 2 depressed outpatients and healthy controls. However, antidepressant medication did have an influence upon the ability of patients to correctly judge the plausibility of the emotionally valenced continuation sentences. With regard to the eye blink experiment, there was also no difference between the depressed outpatients and the controls in terms of size of blink amplitude to the various categories of affective stimuli. Depressive, ambiguous, and distorted stimuli did not augment blink amplitudes in healthy controls or depressed patients without social anxiety disorder. However, depressed patients with a comorbid diagnosis of social anxiety disorder did react to the ambiguous stimuli in an aversive and anxious manner as indicated by increased blink amplitudes. This may be due to the social aspect of the experimental context, which engenders fears of evaluation and performance anxiety. The eye blink procedure can therefore be compromised by group selection, as the comorbidity of anxiety and depression can confound the investigation of depression-linked interpretative biases. In addition, the failure of depressive stimuli to augment blink amplitudes may render the procedure insensitive to the selection of such biases

Mental illness is an issue of concern to the general community, and is a major focus of professions such as psychology. Such professions demand extensive education and training, with the aim to develop a scientific understanding of mental illness that is portrayed in contrast to socially shared knowledge, or social representations. However, some aspects of these social representations may persist in conjunction with the development of scientific knowledge. The current study used a multimethodological approach to elucidate how such social representations may be transformed or modified by relevant education in psychology. Psychology students, non-psychology students and clinical psychologists participated in the current study to assess groups at different levels of psychology education and training. Four forms of data collection were used as part of a multimethodological approach. Intraindividual methods focused on the use of repertory grids and word associations to explore responses to the mentally ill as well as other relevant individuals such as the physically ill and mental health professionals. Inter-individual methods focused on social interaction in response to a case vignette of an individual with a mental disorder and group discussion within the educational setting. Several core themes described in previous research were identified consistently across different groups and different methodologies. Negative emotion, such as distress and sadness, impaired functioning, and the need for assistance were commonly used as indicators of mental health problems. One of the most prominent themes, however, was the notion of difference and distance. The mentally ill person was consistently differentiated, particularly from the self, even when the label of mentally ill was not imposed. The importance of the self was especially evident, acting as a means to define normality and difference. Several differences were also noticeable between different levels of education. A changing representation was evident from understandings of the mentally ill as crazy, viewed in a more stereotypical, negative and critical light, to representations of the mentally ill as sad, typified by greater sympathy. Social representations may therefore influence the social response to the mentally ill. Increasing education associated with scientific understandings was also characterised by exclusive technical discourse, a feature that may distance the psychologist from the general community. These findings are particularly relevant to how education affects social representations of mental illness and the mentally ill, as public campaigns seek to change community attitudes and understandings. In addition, there are particular implications for psychologists, in training or at work. While a primary goal for the psychologist is to empathise and connect with the individuals they are intending to assist, the emphasis on difference, in both social and scientific understandings of the mentally ill, may act as a barrier. The education and professional development of psychologists should incorporate an understanding of how such representations may influence professional practice.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 111-134).

Thesis (Ph.D)--Murdoch University, 2004. / Thesis submitted to the Division of Health Sciences. Includes bibliographical references (p. [503]-531).

Thesis (Ph.D.(Clin.Psyc.))--University of Wollongong, 2007. / Typescript. Includes bibliographical references: leaf 167-194.

Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains xii, 195 p. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 229-264) Also available in print.

Thesis (M.A.)--Villanova University, 2008. / Sociology & Criminal Justice Dept. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 229-264) Also available online.

Thesis (Ph. D.)--University of York, 1979. / Limited cataloging.