Negative cognitive styles, dysfunctional attitudes, and the remitted depression paradigm: A search for the elusive cognitive vulnerability to depression factor among remitted depressives.

Results from studies using a behavioral high-risk design and approximations to it generally have corroborated the cognitive vulnerability hypothesis of depression, whereas results from remitted depression studies typically have not. Suspecting that design features of previously conducted remitted designs likely precluded them from detecting maladaptive cognitive patterns, the authors conducted a study featuring the remitted design that has been successful in studies of a biological vulnerability for depression. Participants' current depressive symptoms, negative cognitive styles (hopelessness theory), dysfunctional attitudes (Beck's theory), and lifetime prevalence of clinically significant depression were assessed. Participants who had remitted from an episode of clinically significant depression had more negative cognitive styles, but not greater levels of dysfunctional attitudes, than did never depressed individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional styles and life events in the classroom: Vulnerability and invulnerability to depressive mood reactions.

A core prediction of the reformulated model of learned helplessness and depression states that when confronted with the same negative life event, people who display a tendency to attribute negative outcomes to internal, stable, or global factors should be more likely to experience a depressive reaction than people who typically attribute negative outcomes to external, unstable, or specific factors. The present study tested that prediction with 227 undergraduates by determining whether the content of Ss' attributional styles at 1 point in time predicted the severity of their depressive response (Multiple Affect Adjective Check List) to receiving a low grade on an exam at a subsequent time. Consistent with the prediction, Ss with an internal or global attributional style for negative outcomes at Time 1 experienced a depressive response when confronted with a low grade; Ss with an external or specific attributional style were invulnerable to this response. In contrast to results for the internality and globality dimensions, Ss' scores along the stability attribution dimension were not correlated with the severity of their depressive response to the low grade. In the absence of a negative life event, Ss' generalized tendencies to make internal or global attributions for negative outcomes at Time 1 were not significantly correlated with their subsequent changes in depressive mood, although there was a nonsignificant positive correlation between severity of depressive response and the tendency to make global attributions for negative outcomes at Time l. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hopelessness as a mediator of the association between social support and depressive symptoms: Findings of a study of men with HIV.

Data from a prospective longitudinal study were used to investigate whether hopelessness mediates the association between social support and depression, as hypothesized by L. Y. Abramson, G. I. Metalsky, and L. B. Alloy (1989). Measures of hopelessness, social support, and depression were administered to 103 HIV-infected men and readministered 6 months later. Findings indicated that low baseline social support predicted increases in hopelessness and depression. Increases in hopelessness predicted increases in depression after controlling for baseline social support. Low baseline social support did not predict increased depression when hopelessness was controlled statistically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness, test anxiety, and acknowledgment of contingencies.

72 undergraduates designated as high or low test anxious (Test Anxiety Questionnaire) received either controllable of uncontrollable noise in a typical helplessness induction. Half of them subsequently received an acknowledgment of contingencies in the induction task, and the other half did not. An anagram task was then administered. Test anxiety theory successfully predicted group differences in anagram performance: Only high-test-anxious Ss were debilitated by the helplessness induction. The effects of providing acknowledgment of contingencies proved ambiguous, but this may have been due to the wording of the acknowledgment and the susceptibility of high-test-anxious Ss to social dimensions of the task situation. Because of differences in terminology, learned helplessness theory has failed to take into account a large body of literature that has similarly employed experimenter-induced failure, and there are numerous competing explanations for impairments following a helplessness induction. Test anxiety theory suggests that the deficits underlying impaired performance are likely to be attentional in nature. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When depression breeds contempt: Reassurance seeking, self-esteem, and rejection of depressed college students by their roommates.

To test J. C. Coyne's (1976) theory of depression, students' levels of depressive symptoms, reassurance seeking, and self-esteem were assessed at Time 1, and their same-gender roommates' apprasials of them were assessed 5 wks later. Mildly depressed students engaged in the type of reassurance seeking described by Coyne. Among men, but not women, mildly depressed Ss were rejected if they strongly sought reassurance and had low self-esteem but not if they did not seek reassurance or had high self-esteem. Although induction of depressed symptoms in roommates did occur, this contagion effect did not account for the depression-rejection relationship. The prediction that unsupportive, intolerant, or unempathic others would be particularly likely to respond with rejection to reassurance-seeking depressed Ss with low self-esteem received partial support. Implications for future work on the interpersonal aspects of depression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness as experimenter-induced failure and its alleviation with attentional redeployment.

When it is recognized that laboratory studies of learned helplessness with human Ss are basically studies of experimenter-induced failure, the relevance of numerous studies of failure induction and of the theoretical models that generated them becomes apparent. The present study with 108 undergraduates adopted the assumption that cognitive interference associated with anxiety is the source of the performance decrements observed in helplessness studies. For susceptible Ss, failure experiences elicit a task-irrelevant, negative focus on self. As predicted from such a model, attentional redeployment in the form of an imagination exercise eliminated the impairment of performance that typically follows a helplessness induction. However, it was found that the effectiveness of the exercise depended on provision of a rationale to Ss. As predicted, it was found that Ss who received the exercise and rationale in the absence of a failure induction became debilitated, although this effect was only marginally significant. Results are discussed in terms of a cognitive-attentional interpretation of learned helplessness studies, and the likely role of demand characteristics is noted. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A prospective test of an integrative interpersonal theory of depression: A naturalistic study of college roommates.

This study tested an integrated interpersonal theory of depression, which combines J. C. Coyne's (1976) interpersonal theory of depression with work on the interplay between self-enhancement and self-consistency theory. Students' (targets') and their same-gender roommates' appraisals of each other, depression and anxiety levels, reassurance seeking, and negative feedback seeking were assessed at Time 1 (T1), and again at Time 2 (T2), 3 wks later. Consistent with the theoretical integration (1) depressed targets reported engaging in more negative feedback seeking than nondepressed targets, and tended to report seeking more reassurance than nondepressed targets at T1; (2) for male (but not female) targets, the combination of negative feedback seeking, high reassurance seeking, and depression at T1 predicted T1 to T2 increases in rejection by roommates; and (3) rejection effects applied to depressive symptoms, but not anxious symptoms or anhedonic mood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hopelessness depression: A theory-based subtype of depression.

We present a revision of the 1978 reformulated theory of helplessness and depression and call it the hopelessness theory of depression. Although the 1978 reformulation has generated a vast amount of empirical work on depression over the past 10 years and recently has been evaluated as a model of depression, we do not think that it presents a clearly articulated theory of depression. We build on the skeletal logic of the 1978 statement and (a) propose a hypothesized subtype of depression—hopelessness depression, (b) introduce hopelessness as a proximal sufficient cause of the symptoms of hopelessness depression, (c) deemphasize causal attributions because inferred negative consequences and inferred negative characteristics about the self are also postulated to contribute to the formation of hopelessness and, in turn, the symptoms of hopelessness depression, and (d) clarify the diathesis—stress and causal mediation components implied, but not explicitly articulated, in the 1978 statement. We report promising findings for the hopelessness theory and outline the aspects that still need to be tested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vulnerability to depressive mood reactions: Toward a more powerful test of the diathesis–stress and causal mediation components of the reformulated theory of depression.

To provide a more powerful test of the diathesis–stress component of the reformulated theory of depression (Abramson, Seligman, & Teasdale, 1978), we extended and refined the Metalsky, Abramson, Seligman, Semmel, and Peterson (1982) study and examined whether the content of college students' attributional styles (hypothesized attributional diathesis) as measured at Time 1 interacted with the outcomes students received on a class midterm exam to predict their subsequent depressive mood responses. In addition, to test the mediation component of the theory, we examined whether the relation between the hypothesized attributional diathesis and failure students' subsequent depressive mood responses to their low midterm grades was mediated by the particular causal attributions these students made for their low grades. The results partially corroborated the current statement (Abramson, Alloy, & Metalsky, 1986; Abramson, Metalsky, & Alloy, 1986a, 1986b) of the diathesis–stress component of the theory. Whereas students' immediate depressive mood reactions were predicted solely by the outcomes they received on the class midterm exam, their enduring depressive mood reactions were predicted solely by the hypothesized Attributional Diathesis?×?Outcome on Midterm Exam interaction. The direction and form of the interaction were in line with prediction. The results corroborated predictions derived from the mediation component of the theory as they applied to students' enduring mood responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depressive reactions to failure in a naturalistic setting: A test of the hopelessness and self-esteem theories of depression.

Tested the hopelessness and self-esteem theories of depression and an integration of the two by examining whether a stable, global attributional style (attributional diathesis) and low self-esteem interacted with the outcomes students received on a midterm examination to predict their subsequent depressive reactions over the course of 5 days. Students' immediate depressive reactions (on receipt of grades) were predicted solely by the exam outcome, whereas their enduring depressive reactions during the following 4 days were predicted by the Attributional Diathesis by Low Self-Esteem by Failure interaction. The results also indicated that the 3-way interaction predicted enduring depressive reactions through the mediating role of hopelessness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)