Research has examined the effects of micronutrients on mood in both healthy and psychiatric populations. EMPowerplus (EMP+) is a formula containing a wide range of vitamins and minerals. It has been examined for the treatment of mood instability, anxiety, Attention Deficit Hyperactivity Disorder (ADHD) and autism. The present study trialled EMP+ with five adolescents, aged 16-21, all with Severe Mood Dysregulation (SMD) as well as co-occuring psychiatric diagnoses i.e. ADHD, anxiety and substance abuse. The sample reflects a group of adolescents with complex psychiatric presentations and therefore difficult to treat. An ABAB (off-on-off-on) research design was employed. An open-label trial (8 weeks) of the micronutrients was followed by a withdrawal phase (8 weeks) and then a reinstatement of the micronutrients for a longer period of time (up to 24 weeks). There were in-depth pre and post assessments and on-going monitoring of the participants for the duration of the study. Clinically significant improvements in symptoms and functioning were demonstrated in three/four participants. Two participants demonstrated on-off control of psychiatric symptoms, with a reversal and replication of treatment effect. Further, one participant demonstrated clinically significant improvements in mood and functioning while on the micronutrients; however, he was lost to follow up following the 7.1 earthquake, and a reversal was not obtained. One participant demonstrated a trend toward improvements in mood while on the micronutrients and subsequent deterioration during the wash-out phase. However, she decided to withdraw from the study at four weeks off to go on psychiatric medication. Further, one participant demonstrated a variable response. This study provides some further evidence that micronutrients may be an effective treatment for psychiatric symptoms, consistent with other reports. Further research, such as randomised clinical trials and studies investigating the mechanisms of action, appears warranted.

In Sweden, all children must have access to education of equal value and the curriculum points out the importance of a good environment for development and learning. Modern working methods differ a lot from the traditional. Teaching nowadays is focused on problem-solving. Students are more interactive, working in groups and projects. The teacher has become a supervisor, guiding not lecturing. Hearing loss, vegetative responses, biochemical effects, speech interference, behavioural effects and subjective reactions are all part of the problem of noise exposure. There is no unequivocal method of assessing noise and its effects. The most common method of noise assessment and appraisal of negative noise reactions is based on measurement of acoustic characteristics. Recommendations made and targets set by authorities are often stated in terms of equivalent Aweighted sound level L (A)eq. The purposes of this thesis have been to increase knowledge of noise exposure in classrooms and the subjective response among pupils and also to identify factors of special importance when assessing negative noise effects in the classroom. The work consists of five separate articles considering different aspects of sound exposure and its adverse effects on pupils in school: three field studies, one article on development of a mood-rating instrument and one laboratory study. Analyses of exposure were based on equivalent sound levels and subjective responses were evaluated using ratings on a visual analogue scale and forced choice questions. The results point to speech and structure-borne sounds as the most annoying sound sources to the pupils. Annoyance will increase with variability of the exposure. This is typical of the character of structure-borne sounds such as footsteps, scraping of chairs and tables and slamming of doors, as well as of speech. The background sound level exposure levels in the classrooms ranged between 33 and 42 dB (A)eq. The background sound in about 2/3 of the classrooms investigated was considered to be LFN. Pupils exposed to high LFN levels were not more annoyed than pupils exposed to low LFN levels. The activity sound level ranged between 47 and 69 dB(A)eq. These are levels that must be considered high for a work environment such as the school, which has at all times to be conducive to steady concentration, communication and learning. The risk of hearing damage during this exposure must be concidered as low. The thesis also describes the development of a mood-rating instrument to identify effects of noise and other aspects of the classroom environment. The questionnaire is easy to administer, takes little time to complete and is therefore well suited to studies in field settings. The ratings of annoyance in the classroom correspond to the verbal definition “Somewhat annoying - Rather annoying”. Data from the field studies does not support the idea that the negative responce will increase with higher sound levels. In the laboratory setting, a relationship between increasing sound level and increase in rated annoyance was displayed. / <p>Diss. (sammanfattning) Umeå : Umeå universitet, 2003</p> / digitalisering@umu

No description available.

There is a dearth in the literature examining the relationship between emotion and indirect language interpretation. The present research examined the influence of mood, using Forgas’ (1995) affect infusion model (AIM), on the interpretation of indirect meaning (Holtgraves, 1998). Following a mood induction task, participants engaged in a computerized language task (Holtgraves, 2000). Following the AIM, it was predicted that as reply-type became more complex and ambiguous, mood would have a greater influence on the interpretation of the reply-type as positive or negative. The results of the study did not follow from the predictions and the reasons for this are discussed. / Department of Psychological Science

Previous studies have demonstrated a moderate correlation between rejection sensitivity and depression. In a study of college females, researchers found that high levels of rejection sensitivity were associated with higher BDI scores following a partner initiated breakup (Ayduk, Downey, & Kim, 2001). Another study found that rejection sensitivity and depression are positively correlated for both males and females (Mellin, 2008). No studies to this date have examined the causal effects of depressed mood on rejection sensitivity, however. Cognitive theories would suggest that the relationship between the two may be reciprocal, with trait rejection sensitivity eliciting depression, but then the resulting depression priming individuals to be more sensitive to rejection. The current experiment investigates the causal effects of manipulated mood on levels of rejection sensitivity. Participants were 88 undergraduate students from a mid-sized Midwestern university. Participants were randomly assigned to experience a positive, negative, or neutral mood induction, using videos. Participants then completed the Positive and Negative Affect Schedule (PANAS-X), to check the effectiveness of the mood induction procedure, and then the Rejection Sensitivity Questionnaire (RSQ), to examine participants’ levels of rejection sensitivity. A one-way ANOVA on the PANAS-X scores indicated that the mood induction procedures were effective. Joviality scores were significantly higher in the positive mood group, than the neutral mood group, which were significantly higher than the negative mood group. Sad scores were significantly lower in the negative mood group than the neutral mood group, which were lower than the positive mood group. An ANOVA comparing RSQ scores was significant. Follow-up Tukey HSD tests indicated that participants in the positive mood group reported statistically lower levels of rejection sensitivity than those in the negative and neutral groups (who did not differ). Correlational analyses indicate that there is a significant positive correlation between PANAS Sad and RSQ scores (r = .258) and a significant negative correlation between PANAS Joviality and RSQ scores (r = -.257). These findings indicate that engaging in activities that elicit a positive mood (e.g., watching uplifting video clips) makes people feel good and allows them to develop different perceptions about social situations and rejection. It also provides support for the utility of positive psychology interventions. / Department of Psychological Science

The purpose of this study was to investigate the relationships among mood, task performance, and attribution. It was hypothesized that type of mood would affect task performance and causal attributions for success and failure. Subjects viewed one of three films, selected for their humorous (positive mood), educational (neutral mood) and violent (negative mood) content and performed an anagram task in which success and failure was manipulated. After completing the task, subjects were asked to write down the most important cause of their success or failure and rate the cause on three 9point subscales, one subscale for each of the attributional dimensions of internality, stability, and controllability. In addition, subjects responded to an ascription scale that assesses the extent to which specific factors (e.g., task difficulty) are perceived to influence performance. The study found the expected effect of outcome on the causal ascription measure of attributions but not for the dimension measure. Contrary to the hypothesis, there was no effect of mood on attributions or task performance. These results raise the question of the measurement of attribution by causal ascriptions versus dimensions, and leave unresolved the questions of the relationships of mood to attribution and task performance. Possible explanations for the discrepancy between ascriptions and attributions and the lack of an effect of mood are discussed. Implications for future research are examined and suggestions are proposed. / Department of Psychological Science

No description available.

No description available.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.