A better understanding of the psychological mechanisms underpinning addiction will facilitate its remediation. Some evidence suggests that the emotional properties of drug-paired stimuli themselves drive drug-procurement, while other evidence indicates that the expectation of reward elicited by the stimuli is sufficient to control drug-seeking. The current series of experiments aimed to explicate these seemingly contradictory data, by characterising the roles played in reward seeking by conditioned-stimulus-elicited emotion and expectation in non-dependent samples, before assessing their contribution in smokers. Further data suggest a role of personality in addictive behaviours, thus personality was assessed as a moderator of reward-seeking. Variations of a Pavlovian-to-instrumental transfer design, which tests the ability of reward-associated stimuli to modulate reward seeking, together with questionnaires of personality were applied. It was shown that outcome expectation was consistently necessary for cue-potentiated monetary-reward seeking, and similarly in smokers, cigarette outcome expectation was sufficient for cue-potentiated cigarette-reward seeking. Tentative evidence for the role of conditioned-stimulus emotional value in monetary-reward seeking was found, although this latter result requires scrutiny through additional research. Moderating influences of Extraversion and Neuroticism were found for cue-elicited emotion and outcome expectation, respectively. It is therefore proposed that reward expectancy is necessary for conditioned stimuli to control behaviour. The emotional properties of reward-predictive stimuli may be important for reward seeking in the absence of addiction, but when addiction to reward is present, control of reward seeking can occur via reward expectation only. Data from the role of personality, in moderating the effects of stimulus-elicited emotion or outcome expectation on reward-seeking behaviour, suggest that the control of behaviour by emotion may be facilitated by Extraversion, due to its propensity towards emotional processes, whereas control by expectation may be facilitated by Neuroticism, due to its inclination towards predictive learning.

Within classical economics, an agent is deemed “rational” if their preferences are both consistent and maximize utility of positive, subjective experience. Violations from this norm may occur as a result of utility devaluation (proceeding from risk or delay) or when an imbalance occurs between ‘liking' and ‘wanting'. The current studies investigate how changes in reward-contingencies, delay before reward receipt, and reinforcer devaluation contribute to such utility-based decision-making in human and rodent models. I examined the effects of devaluation through pre-exposure and outcome-contingency on the development and maintenance of sign- and goal-tracking responses in rats (chapter three) and humans (chapter four). Chapter four presents a novel, translational, eye-tracking procedure and correlates of such behaviour, including trait-impulsivity and discounting performance. In chapter five I presented probability- and temporal discounting using a mouse model, exploring the consequences of satiety-based devaluation, and changes in outcome-contingencies- and delays. In Chapter six I presented the same factors in a human sample using a novel laboratory-based procedure and sought to explore the impact of trait and state impulsivity and correlates of rapid discounting. Finally, in chapter seven I considered the relationship between trait impulsivity, alcohol use, smoking and discounting behaviour using a more conventional online questionnaire. The results represent some of the first to present probability discounting using a mouse model and characterisation of reliable sign- and goal-tracking performance in humans. The results of the latter studies broadly support previous findings in rats showing that lowered reward contingency diminishes goal-oriented, but enhances sign-oriented, responding. Chapter six establishes a human equivalent to rodent discounting paradigms through implicit learning that will allow future controlled studies in humans. Finally, chapter seven presents evidence for an association between delay discounting and trait impulsivity. The results of these studies support the assertion that irrational decision-making arises, in part, from changes in reward utility as a function of delay, probability, devaluation and individual differences. Furthermore the translational-homologous models presented allow for future biopsychological research into mechanisms underlying such behaviours.

A single case study using a narrative approach to therapy was undertaken to examine the process and outcomes of therapy with a case of a 12 year old boy who presented with what could be described as an "anxiety disorder". The results were contrasted with the possible process and outcomes should a cognitive-behavioural approach have been used. This aspect of the Study was necessarily a speculative endeavour. Specific behaviours of the client and significant others were measured pre, post and followup. Positive changes occurred in the following behaviours: absence from school, reports of victimization, positive and negative self statements and statements by significant others.

Bullying is a phenomenon that has serious psychological consequences for victims, including low psychological wellbeing, poor social adjustment, psychological distress, and physical illness. Bullying has become a topic of increasing public concern and the focus of considerable research in Australia over the last decade. Parallel to this rise in interest in bullying research is a rise in research into resilience. Research has indicated that children facing distress will show a range of responses; some will regress, while others tolerate and even thrive in the face of trauma; it is this second group that are described as resilient. It was therefore postulated in this thesis that individuals exposed to bullying may not all succumb to the typical negative effects of being a victim of school bullying. While previous studies have noted the difference in reactions to bullying, this is the first study to investigate whether resilient victims can be identified, and their key psychosocial characteristics profiled. Based on this notion, it was predicted that victims of bullying could be taught a set of skills and attitudes that would build their resilience to the expected effects of bullying. The present research consisted of two studies. Study 1 had two phases. The first phase of Study 1 identified 'resilient victims' of school bullying by assessing participants on their levels of victimisation and their levels of wellbeing using a battery of questionnaires. Participants were assigned to one of four groups: resilient victims, non-resilient victims, healthy non-victims, or poor-health non-victims. From the original sample of 867 students, 111 were categorised into one of the four groups, and completed a second questionnaire package. The second phase examined the relationships between these resilience groups and eight psychosocial correlates of general resilience: individual protective factors, optimism, coping, social support, social skills, self-esteem, self-concept, and emotional intelligence. The results showed that there were significant discriminators between resilient and non-resilient victims, particularly on factors such as optimism, productive coping, self-concept and self-esteem, and so cial variables. The aims of the second study were to 1) develop a cognitive-behavioural group intervention program to teach social skills, perceived social support, self-esteem, optimism, and effective coping skills, to adolescent victims of school bullying; and 2) to investigate the effectiveness of the intervention. Ten year 7 and 8 students who reported negative consequences to high levels of bullying participated in the intervention program. Results indicated that the program had positive effects on the skills and attitudes that the program targeted. The program also appeared to have positive effects on the participants' levels of victimisation and general wellbeing.

According to socioemotional selectivity theory (SST), old age is associated with a greater emphasis on self-regulation of emotional states, a focus that fosters a bias in processing positively valenced material in older adults. There is disagreement, however, about whether the “positivity bias” suggested by SST influences performance on memory tasks. Some studies suggest that older adults remember more positive than negative information, or simply less negative information, relative to younger adults, whereas other studies report no such differences. This thesis examined (1) whether variations across studies in encoding instructions or in personal relevance of study materials could account for these inconsistencies, and (2) whether differences in attention at encoding to positive, negative, and neutral stimuli could account for the positivity bias in older adults’ later memory for the stimuli. In Experiment 1, younger and older adults were instructed either to passively view positive, negative, and neutral pictures or to actively categorize them by valence. On a subsequent incidental recall test, older adults recalled equal numbers of positive and negative pictures, whereas younger adults recalled negative pictures best. There was no effect of encoding instructions. Crucially, when pictures were grouped into high and low personal relevance according to participants’ ratings, a positivity bias emerged only for low relevance pictures. In Experiment 2, attention to pictures at encoding was directly manipulated through use of a divided attention paradigm. Although divided attention lowered recall in both age groups, attention did not interact with age and valence. Taken together, the results suggest that variability in the personal relevance of study pictures may be the factor underlying cross-study differences in whether a positivity bias is observed in older adults’ memory.

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools. / February 2005

According to socioemotional selectivity theory (SST), old age is associated with a greater emphasis on self-regulation of emotional states, a focus that fosters a bias in processing positively valenced material in older adults. There is disagreement, however, about whether the “positivity bias” suggested by SST influences performance on memory tasks. Some studies suggest that older adults remember more positive than negative information, or simply less negative information, relative to younger adults, whereas other studies report no such differences. This thesis examined (1) whether variations across studies in encoding instructions or in personal relevance of study materials could account for these inconsistencies, and (2) whether differences in attention at encoding to positive, negative, and neutral stimuli could account for the positivity bias in older adults’ later memory for the stimuli. In Experiment 1, younger and older adults were instructed either to passively view positive, negative, and neutral pictures or to actively categorize them by valence. On a subsequent incidental recall test, older adults recalled equal numbers of positive and negative pictures, whereas younger adults recalled negative pictures best. There was no effect of encoding instructions. Crucially, when pictures were grouped into high and low personal relevance according to participants’ ratings, a positivity bias emerged only for low relevance pictures. In Experiment 2, attention to pictures at encoding was directly manipulated through use of a divided attention paradigm. Although divided attention lowered recall in both age groups, attention did not interact with age and valence. Taken together, the results suggest that variability in the personal relevance of study pictures may be the factor underlying cross-study differences in whether a positivity bias is observed in older adults’ memory.

Many of our daily activities are achieved through goal-oriented routines which illustrates the adaptability and efficiency of information processing. Nevertheless, slips of action do occur. This study was designed to determine if slips of action can be induced in a well learned task and if so, how these slips affect specific indicators of task performance. Thirty (12 male) right-handed undergraduate participants were taught, with arrow cues, a sequence of dominant hand movements. Following this learning phase, a portion of the sequences were altered by either changing the spatial location of the arrow cue or by changing the actual movement goal. Results revealed that participants made numerous action slips which were most prevalent when the movement goal was altered. This suggests that participants were unable to disengage their expected movement plan and thus were vulnerable to errors. In addition to exploring the frequency of action slips we also looked at participants’ reaction and movement times on trials that preceded and followed errors and found that a speed-accuracy trade-off could not account for the slips. We also showed that frequency of slips on our task could reliably predict performance on the SART, a measure of inhibitory control, and the frequency of attention failures in daily living on the ARCES. Overall, the results of this study reveal that action slips can be induced by manipulating a well learned action routine and that the frequency of these induced slips reflects a participant’s tendency to commit action slips in everyday life.

Background: Planning has long been assumed to be an important element of any successful quit smoking strategy. However, recent research findings indicate that unplanned, or spontaneous quit attempts, may lead to more successful and longer cessation periods than planned attempts. This calls into question continued advice to plan and the validity of planning based behaviour change theories. Objectives: To: 1) assess the prevalence of planning; 2) identify the attributes of planners; 3) examine the association of planning and intentions to quit; 4) examine the association of planning and use of quit aids; and 5) examine the impact of planning on smoking cessation outcomes. Methods: Data from the longitudinal Ontario Tobacco Survey (OTS) were examined. Analyses consisted of 418 smokers who made a planned or unplanned quit attempt between their waves 4 and 5 survey response. Descriptive, bivariate, and multivariate analyses were conducted using specialized survey analysis procedures to account for the complex sampling and design features of the OTS. Multiple Imputation (MI) was used to fill in missing data to reduce bias. Results: The prevalence of planning among Ontario smokers who made a quit attempt in the past six months was 70%. Regression models indicated that women, smokers who felt that it would be “very hard to quit”, and those with intentions to quit in the next 6 months had higher odds of making a planned quit attempt. Individuals who made a planned quit attempt had increased odds for using a quit aid compared to those making unplanned attempts. Univariate regression models indicated that planned attempts did not result in higher odds ratios for being abstinent for at least one week and at least one month. Conclusions: The present results suggest that a majority of smokers who made a quit attempt did so with a plan. Planned quit attempts had higher odds use of any quit aid compared with unplanned attempts. Planning was not found to increase the odds of being abstinent compared to unplanned attempts. Although more research is needed, the current study contributes to the dialogue of planning and smoking cessation.

Recently, researchers have found evidence that after a concussion, residual visuomotor control deficits may linger longer than working memory or psychomotor speed deficits. All of the major computer administered test batteries currently in use for concussion management rely on examination of the latter tasks, and lack any measure of visuomotor control. The present research set out to develop a task to measure visuomotor performance. Using a touch-screen computer, the task required participants to point towards or away from (i.e., antipointing) a target in a design simmilar to an anti-saccade task. The task required participants to use visual information to execute controlled movements, and is designed to measure movement planning, execution performance and accuracy. The task was delivered to a large sample of healthy individuals to develop a normative performance data set. A self-report questionnaire was used to identify a small group of individuals from the normative population who were identified with a prior history of concussion. These individuals were directly contrasted with the healthy individuals. While only a few reported moderate or severe concussions, and information about recency and number of occurrences was unavailable, performance differences were observed --providing evidence of residual deficits. In particular, while concussed individuals were not slower, or less accurate overall than the healthy population on the task, they demonstrated unusual hand and spatial asymmetries. Future research will compare recently concussed individuals with the normative set developed here, and will make direct comparisons with existing computer administered test batteries to determine the efficacy of visuomotor tasks for detecting the long-term effects of concussion.