Indiana University-Purdue University Indianapolis (IUPUI) / Depression is an emerging risk factor for obesity; however, it is unclear whether certain depressive symptoms drive this relationship. Recent evidence suggests that atypical major depressive disorder (MDD) – whose key features include the reversed somatic-vegetative symptoms of hyperphagia (increased appetite) and hypersomnia (increased sleep) – is a stronger predictor of future obesity than other MDD subtypes. The present study sought to examine food attentional bias (increased attention to food cues), emotional eating (eating in response to negative emotions), and external eating (eating in response to external food cues) as candidate mechanisms of the depression-to-obesity relationship. This cross-sectional laboratory study hypothesized that total depressive symptom severity, hyperphagia severity, and hypersomnia severity would all be positively associated with measures of food attentional bias, emotional eating, and external eating. Data were collected from a sample of 95 undergraduate students. Depressive symptom severity was measured using the Hopkins Symptom Checklist (SCL-20); two measures of food attentional bias were obtained from eye tracking with high calorie food images: direction bias and duration bias; and emotional eating and external eating were assessed using the Dutch Eating Behavior Questionnaire. Simultaneous regression models (adjusted for age, sex, race/ethnicity, body mass index, and subjective hunger) revealed total depressive symptom severity and hypersomnia severity were not associated with measures of food attentional bias, while hyperphagia severity was negatively associated with direction bias but not associated with duration bias for high and low calorie food images. Findings related to emotional and external eating are consistent with previous literature: total depressive symptom severity and hyperphagia severity were positively associated with both emotional eating and external eating, and the pattern of results suggests that hyperphagia may be driving relationships between depressive symptoms and these eating behaviors. Hypersomnia severity was not associated with emotional eating and external eating, suggesting this symptom does not play an important role in the relationships between depressive symptoms and these eating behaviors. Future studies should examine prospective associations of hyperphagia severity with food attentional bias, emotional eating, and external eating in larger, more representative samples.

The purpose of the study was to examine the effects of an external focus of attention on the learning of dart throwing at three different focus reminder frequencies (every two, every four and every ten trials). Twenty-four male and female subjects were randomly assigned to one of three groups. Subjects threw darts at a circular target 60 times over two days while getting a reminder of their intended external focus at the three different reminder frequencies. Five-day delayed retention and transfer tests were conducted to assess learning, each consisting of five trials. The target was comprised of five concentric circles, with the center zone worth five points and the outer-most zone worth one point. Target scores were used for statistical analysis. Findings show that the groups given a reminder after every fourth and tenth trial perform better during acquisition (F=13.61; p<0.001). Furthermore, the group that received a reminder after every tenth trial performed the best during the retention test. Although, the high variability within groups may have prevented more significant differences between reminder frequency groups in the retention and transfer test results, it is evident that less-frequent reminders result in better performance and learning of dart throwing.

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<p> This study was designed to examine three issues concerning the learning of a new coordination pattern. The first issue examined was the root of the conflicting findings of previous work concerning the effect of learning a novel coordination pattern on the performance an intrinsically stable antiphase pattern (Fontaine, Lee, & Swinnen, 1997; Lee, Verschueren & Swinnen, 1995; Zanone & Kelso, 1992). Consideration of these experiments revealed that different metronomes were used, and that this metronome difference is critical because it may have influenced the learners' attentional focus during learning. Therefore, the present experiment sought to examine whether a difference of attentional focus was the cause of this conflict. The second issue was whether the superiority of an external focus over internal focus of attention during learning would be evident in the learning of a new coordination pattern. And last, this study set out to examine the issue of prior learning of a bimanual coordination pattern on the learning of a new coordination pattern. Two groups of participants (one with an. internal focus of attention, and the other with an external focus of attention) learned to perform a 90° relative phase (RP) coordination pattern over two practice sessions, and were then asked to perform a 135° RP pattern in a third session. An additional two groups of participants (one with an internal focus of attention, and the other with an external focus of attention), served as controls, and learned to perform the 135° RP pattern over all three sessions. Results of this experiment did not support the hypothesis that a difference in attentional focus during learning is responsible for the conflicting findings concerning the effect of learning on intrinsic pattern performance. Although the results seem to indicate that an external focus of attention is more beneficial than an internal focus of attention during learning of a new coordination pattern, further work without feedback as a confounding factor is required. Finally, results show that prior learning does influence the learning of a new coordination pattern in that positive transfer of learning was evident (prior learning of the 90° pattern facilitated performance of the 135° pattern), and findings provide evidence for the creation of a new attractor with learning. </p> / Thesis / Master of Science (MSc)

Mental fatigue impairs performance of physically-demanding tasks and increases rating of perceived exertion (RPE) while performing. However, there may be ways of overcoming such performance decrements. One possible method includes the use of attentionally focused instructions. Motor learning research has shown that externally focused instructions can lead to improved performance in comparison to internally focused instructions. The purpose of the present study was to investigate the moderating effect of attentional focus on the mental fatigue – endurance performance relationship as well as the mental fatigue – perceived exertion relationship. Undergraduate students (N = 78) completed two wall sit tasks to volitional failure, one before and one after the completion of a cognitive task. Half the participants were randomly assigned to complete a high cognitive demand task to induce mental fatigue (incongruent Stroop; HMF), while the other half performed a low cognitive demand task (documentary viewing; LMF) before the second wall sit. Immediately prior to the second wall sit, half the participants in each cognitive task group also received instructions to focus their attention either internally (INT) or externally (EXT) during the second wall sit. The main effect of mental fatigue (p < .001, d = .873) during the cognitive task and the main effect of attentional focus (p < .001, d = .883) during the wall sit task were significant, indicating effective manipulations. Results found no moderating effect of attentional focus on wall sit performance (p >.500) or RPE (p = .724). However, between-group analyses were conducted to probe the differences in performance between each group. Results indicated the HMF/INT group performed significantly worse than the LMF/EXT (p = .032) and trended towards performing worse than the HMF/EXT and LMF/INT groups (ps < .090). Significant differences in RPE were also seen between trials for the HMF/INT group (p = .009, d = .592) alone, suggesting detrimental effects of both mental fatigue and internal focus combined. Overall, the data indicate a potential moderating effect of internal attentional focus that may exacerbate the detrimental effects of mental fatigue on performance and RPE. / Thesis / Master of Science (MSc)

My thesis project aimed to assess potential meaningful differences in the behavioral subtypes of externalizing behaviors in children. Externalizing behaviors are a style of behavioral adjustment that are characteristic of early childhood behavior problems. They are commonly measured in developmental and clinical research using the Externalizing Scale of the Child Behavior Checklist (CBCL). The scale is comprised of Aggressive and Rule-Breaking Behaviors, which are divergent in their developmental trajectory and personological distinctions: aggressive behaviors have emotional underpinnings like frustration, whereas rule-breaking is linked to behavioral impulsivity. In situations of low regulation, negative affectivity may differentially predispose children to these behaviors due to a reactive propensity for anger and frustration. Attentional control can act to regulate these behaviors through shifting and focusing of attention, but may execute this regulation differently based on the situational context. The role of contextual attentional control in predicting two distinct externalizing behaviors has not been sufficiently evaluated in children. AC was behaviorally coded for during a frustrating context. Child behavior problems and temperament were assessed via parent report. Two mediation models were assessed with NA, AC, and aggressive and rule-breaking behaviors, but no indirect effects were found. When individual components of AC were assessed separately as moderations as opposed to mediations, attention shifting played a prominent role and moderated both the aggressive and rule-breaking models. Findings further clarify the role of attention in the relation between temperament and childhood behavior problems. / M.S. / Behavior problems in early childhood consist of aggressive and rule-breaking behaviors, which are distinct behaviors with meaningful differences in how they develop. Aggressive behaviors are marked by physical tendencies such as hitting and fighting, whereas rule-breaking behaviors tend to be non-aggressive, consisting of more impulsive behaviors like stealing, cheating, and lying. Negative affectivity in toddlerhood is a predictor of both behaviors, reflecting a heightened predisposition towards negative emotions like anger and frustration. Attentional control is a form of self-regulation, consisting of shifting and focusing attention, that may be responsible for regulating the impact of negative affectivity on each externalizing behavior. Additionally, attentional control in childhood may regulate each behavior differently based on context. The goal of the current study was to understand how negative affectivity predicts each behavior differently through attentional control, specifically based on the context it is measured in. Aggressive behaviors, rule-breaking behaviors, and negative affectivity were measured using parent-report questionnaire, and attentional control was behaviorally coded for during a frustrating puzzle task. Two mediation models were assessed with negative affectivity, attentional control, and aggressive and rule-breaking behaviors, but there were no significant findings. When individual components of attentional control (shifting and focusing) were assessed separately as moderators, attention shifting moderated the relation between negative affectivity and both aggressive and rule-breaking behaviors. Findings further clarify the role of attention in the relation between temperament and childhood behavior problems.

There is extensive evidence that structures in the anterior attentional system (i.e. dorsolateral prefrontal cortex and anterior cingulate) are susceptible to normal aging processes, whereas structural changes in the posterior attentional system are minimal. Using the Stroop priming task, we investigated whether reducing the involvement of the anterior attentional system by pre-cuing the location of the target stimulus would eliminate age differences in interference. Older adults continued to be susceptible to interference when the location cue was ambiguous or invalid, but were less susceptible when the target location of a stimulus was presented with a valid cue.

A core feature of GAD, excessive and uncontrollable worry, may be indicative of poor attentional control and difficulty disengaging attention from threatening or emotional information (e.g., Fox, 2004; Mathews, Fox, Yiend, & Calder, 2003; Yiend & Mathews 2001). The current study examined the performance of college students with and without self-reported GAD (N = 63) on measures of attentional control and a spatial cueing task designed to assess engagement-disengagement processes from emotionally valenced (aversive, pleasant) and neutral picture stimuli. Attentional control abilities were examined using the Stroop Color-Word Association Test (SCW Test) and Trail-Making Test (TMT). Separate analyses of variance (ANOVAs) demonstrated that GAD participants performed more poorly on the Stroop Color subtest and the TMT: Part B than non-GAD participants. Mixed ANOVAs of response times measured during the spatial cueing task revealed significant main effects for Cue Valence and Cue Validity, as well as several significant interactions of these variables with GAD status. The significant Cue Valence x Cue Validity x GAD status interaction indicated that GAD participants were slower to disengage their attention from aversive stimuli, relative to pleasant or neutral stimuli, than non-GAD participants who did not exhibit this bias. This interaction effect, however, did not remain significant upon covarying for depression. Together, these findings suggest that individuals with GAD evidence poorer attentional control and demonstrate difficulties disengaging from threatening stimuli compared to persons without the disorder. Impairment in these attentional processes may, therefore, contribute to the etiology and maintenance of GAD. / Psychology

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Older adults have been reported to show attentional preference for positive stimuli and attentional avoidance from negative stimuli. The relationship between this pattern of emotional attention and emotion regulation, however, is not well known. The present study aims to replicate the findings of age-related attentional bias for emotional stimuli and investigate the potential relationship between biased attention and emotion regulation/dysregulation in Chinese older adults. 46 older adults and 46 younger adults participated in an attention task, which measured their reaction time towards negative and neutral facial stimuli, and a questionnaire survey, which elicited self-reports of their levels of emotion regulation and dysregulation. Results showed that there was a biased attention for negative faces in older adults, but not in younger adults. There were also differences between emotion regulation/dysregulation measures in the two age groups. When associating the attentional bias score with the emotion dysregulation measures, significant correlations were found between biased attention and overall difficulty in emotion regulation and lack of emotional clarity. The data supported the age-related bias of emotional attention, and revealed potential relationship between biased attention and emotion regulation in older adults. / published_or_final_version / Clinical Psychology / Master / Master of Social Sciences