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Faye, El Hadji Malick. "Complexité attributionnelle et exactitude des attributions : appréciation du modèle de perception du leadership en Afrique sub-saharienne." Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1230/document.
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Cette thèse propose un test empirique du modèle d’attribution du leadership basé sur l’observation de dyades leader-subordonné au Sénégal et en France. Ce modèle se concentre sur des construits essentiels comme la complexité attributionnelle et l’exactitude des attributions des leaders, les comportements qui en résultent, les variables médiatrices comme la satisfaction des subordonnés, les stratégies correctives de la performance et les variables de résultat comme les perceptions du leadership. Le modèle est testé à l’aide de régressions hiérarchiques des effets directs et des effets médiateurs des attributions biaisées. Notre intention est de tester les relations à partir d’un échantillon d’auditeurs en formation continue de l’enseignement supérieur (au Sénégal et en France) et de déterminer selon notre modèle et nos hypothèses de recherche, quels construits contribuent le plus à expliquer la complexité attributionnelle des leaders. Cequi nous amène à étudier l’influence directe de l’exactitude des attributions, l’effet des stratégies correctives et de la satisfaction des subordonnés sur la perception du leadership. Nous testerons aussi le rôle des attributions biaisées sur les deux variables médiatrices. Les hypothèses sont fortement corroborées. La complexité attributionnelle des leaders est liée à l’exactitude de leurs attributions, telle qu’elle est perçue par leurs subordonnés. Les stratégies de correction de la performance élaborées par les leaders se sont révélées liées à des attributions exactes, puis à des variables clés de résultats. Nous analysons les résultats ainsi que les limites et les orientations futures de la recherche. Les contributionsmanagériales sont doubles : d'une part, de prendre en compte dans le processus de recrutement des leaders leur aptitude à adopter une approche attributionnelle complexe et, d'autre part, les former afin de mieux accompagner leurs subordonnés<br>This thesis proposes an empirical test of the leadership attribution model based on the observation of leader-subordinate dyads in Senegal and France. This model focuses on key constructs such as attributional complexity and leader attribution accuracy, resulting behaviors, mediating variables such as subordinate satisfaction, performance corrective strategies, and outcome variables such as leadership perceptions. The model is tested using hierarchical regressions of direct effects and mediating effects of biased allocations. Our intention is to test the relationships from a sample of auditors in continuingeducation of higher education (in Senegal and France) and to determine according to our model and our research hypotheses, which constructs contribute the most to explain the attributional complexity of the leaders. This leads us to study the direct influence of the accuracy of the attributions, the effect of the corrective strategies and the satisfaction of the subordinates on the perception of the leadership. We will also test the role of biased assignments on the two mediating variables. Hypotheses are strongly corroborated. The attributional complexity of leaders is linked to the accuracy of their attributions, as perceived by their subordinates. The performance correction strategies developed by leaders have beenlinked to accurate attribution and then to key outcome variables. We analyze the results as well as the limits and future directions of the research. The managerial contributions are twofold: on the one hand, to take into account in the process of recruiting leaders their ability to adopt a complex attributional approach and, on the other hand, to train them to better support their subordinates
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Hecht-Hewit, Denise D. "Counselor Trainees’ Cognitive Attributions and Countertransference Reactions Toward Persons with Disabilities." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron152595696058733.
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Georges, Fanny. "L'effet des compliments de capacité et d'effort sur la motivation et la performance des élèves à une tâche cognitive." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENH003.
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Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse<br>In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis
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Harper, Brian R. "The role of cognitive attributions of causality in the maintenance of conflict negotiation behavior." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29110.
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This study was based upon the general thesis that individual performance expectations, attributions of causality and actual performance outcome interact to affect the maintenance and generalization of performance demonstrated during training. It compared the relative effectiveness of a management skill training program which included specific negotiation skills and "attribution structuring" components (designed to affect both expectations and causal attributions) with a similar program that included skill training only.
"General Performance Orientation", a hypothesized cognitive structure, comprising "efficacy" prediction and causal attribution, was operationally defined to include four levels: i) success - internal; ii) success - external; iii) failure -internal; and iv) failure - external. A questionnaire which measured locus of control and required respondents to predict their success or failure on a hypothetical negotiation task was distributed to all students in an administrative management program at a technical training school. One hundred and four volunteers from this population were classified into three groups (one cell was empty as no subjects predicted success with an external causal attribution). Equal numbers of subjects from each group were then randomly assigned to each of the training programs. During the course of training all subjects engaged in a simulated negotiation task and completed a post-task questionnaire which (i) measured their locus of control; (ii) assessed their evaluation and attribution of causality for their performance on the task; and (iii) asked them to predict their performance in a similar future situation. The simulation task was repeated in a "non-training setting" four weeks after completion of the training program. Subjects' performance on the post-training simulation task was expected to be affected by an interaction between initial performance expectations, type of training experienced, and the type of causal attribution employed in explaining their performance during training. The relationships among measured locus of control, performance expectations, and causal attributions were investigated: i) prior to performance, ii) in reference to actual cause of performance effectiveness, and iii) post-performance.
Analysis of scores on the negotiation task four weeks following completion of training revealed that the experimental training group scores were significantly higher than those of the traditional training group. There was not a significant difference between group scores on the negotiation task at the final training session. The data were also supportive of the hypothesized interaction among locus of control, causal attributions, and performance expectations. The hypothesized relationship between locus of control and successful performance was not supported.<br>Graduate and Postdoctoral Studies<br>Graduate
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Moore, Todd M. "Effects of Masculine Gender Role Stress and Pre-arousal on Men's Cognitive, Affective, and Physiological Responses to Intimate Conflict Situations." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27508.
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Previous research has indicated that the Masculine Gender Role Stress (MGRS) scale has been useful in identifying men who are susceptible to appraising threat in situations that challenge their masculine gender roles. Furthermore, Zillmann's excitation-transfer theory has proposed that elevated levels of physiological reactivity may interfere with men's appraisal processes and ability to control their emotions and behavior. Therefore, the primary purpose of this study was to examine the independent and combined effects of men's appraisal of threat and physiological pre-arousal on cognitive, affective, behavioral, and physiological responses to masculine relevant female partner behavior that challenges masculinity.
Eighty college men who scored high or low on the MGRS were exposed to cold or room temperature water to induce the arousal or non-arousal conditions, respectively, prior to exposure to vignettes. They then listened to audio-taped vignettes of hypothetical situations involving dating partners who threatened the male's masculinity in the relationship in either masculine gender relevant or irrelevant contexts. Skin conductance level (SCL) and heart rate (HR) were obtained before, during, and after exposure to arousal or non-arousal conditions and each vignette. Measures of anger, negative affect, and appraisal were obtained in response to the different arousal conditions. Cognitive attributions, anger, negative affect, and verbal conflict tactics were obtained in response to each vignette.
Results showed that the arousal condition produced greater HR than did the non-arousal condition. High MGRS men reported more negative affect and more negative appraisal in the arousal condition than in the non-arousal condition compared to low MGRS men. In response to the vignettes, high MGRS men reported more state anger, negative intent attributions, and verbal aggression tactics than did low MGRS men. Results also showed that gender irrelevant vignettes produced greater HR in the arousal condition than in the non-arousal condition. Finally, relative to high MGRS men, low MGRS men evidenced greater SCL during both arousal conditions and vignettes. However, results did not support an expected relationship between the effects of MGRS and pre-arousal on cognitive, affective, and physiological responses to gender relevant threats. Implications of these results for future research were discussed.<br>Ph. D.
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Lyon, Helen Michelle. "Social cognition and the manic defence : attributions, selective attention and self-schema in bipolar affective disorder." Thesis, Bangor University, 2000. https://research.bangor.ac.uk/portal/en/theses/social-cognition-and-the-manic-defence-attributions-selective-attention-and-selfschema-in-bipolar-affective-disorder(72447264-6a15-4ba9-8584-1f375c96c627).html.
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Psychological studies in bipolar affective disorder and analogue conditions suggest that mania may be the product of an abnormal defence against depression. In this study, currently manic bipolar individuals, currently depressed bipolar individuals, and normal controls were assessed using explicit and implicit measures of attributional style, an emotional Stroop test with euphoria-related and depression-related words and a recall measure of the selfschema. Manic individuals showed a normal self-serving bias on a version of the explicit attributional style questionnaire, attributing positive events more than negative events to self, in contrast to bipolar-depressed individuals who attributed negative events more than positive events to self. However, on an implicit test of attributional style, both manic and bipolar-depressed individuals attributed negative events more than positive events to self. Both bipolar-manic and bipolar-depressed individuals demonstrated slowed colour naming for depression-related but not euphoriarelated words on an emotional Stroop test. Manic individuals, like normal controls, endorsed primarily positive words as true to self on a self referent questionnaire, but like bipolar-depressed individuals, recalled primarily negative words in a surprise recall test afterwards. Findings from the implicit tests therefore indicate a common form of psychological organisation in manic and depressed individuals, whereas the contrasts between the scores on the implicit and explicit measures are in accord with the hypothesis of a manic-defence. Future avenues for research and implications for treatment are discussed.
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Alvarez, Heather Krishna. "Childhood aggression in schools: The impact of behavioral patterns and contextual influences on teachers' cognitive, affective, and behavioral responses." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/11140.
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Despite considerable advances in the development and implementation of school-based interventions, aggressive behavior in schools remains a significant problem for both educators and the community as a whole. The present study was designed to examine possible contextual influences on the course and treatment of aggression in schools, in an effort to inform future intervention development. The aim of the present study was to examine possible influences on teachers' response to reactive and proactive aggression in the classroom, and test the applicability of Weiner's attributional model of motivation and emotion. A sample of 121 middle school teachers completed self-report measures of teaching characteristics, efficacy, stress, and burnout. They also responded to four vignettes of student aggression with measurements of proposed attributions, affective reactions, and interventions. A series of ANOVAs showed that teacher's proposed responses differed as a function of child aggression subtype, teacher stress, burnout, efficacy, and training. Multiple regression analyses were used to test Weiner's theoretical model, as well as consider the moderating influence of teacher characteristics. Findings failed to support the application of Weiner's model to the current sample. Alternative patterns of moderation and mediation were significant, however. Implications of study findings were discussed as they relate to relevant theoretical models and recent advances in clinical and educational research.<br>Ph. D.
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Paik, Eunhee. "Self-efficacy and causal attributions as cognitive-motivational variables in Korean high-achieving and under-achieving students." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185398.
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Self-efficacy and causal attributions have been suggested as potential predictors of academic achievement and motivation. The few studies that have looked at the relationship between these constructs have been conducted in Western cultures. The purpose of this study was to explore self-efficacy and attributional differences between under-achieving and high-achieving Korean students in reading. Self-efficacy and causal attributions were examined in the framework of learned helplessness with 55 sixth grade Korean students. The students' self-efficacy scores in reading and persistence time on a non-academic task were analyzed using a two-way analysis of variance procedure. Students' attributional responses were analyzed using the qualitative methods. Significant differences were found between under-achieving and high-achieving students for self-efficacy and persistence time. Results revealed a positive relationship between level of achievement and self-efficacy scores in reading, and level of achievement and persistence time. Students' attributional response for their failure on the non-academic task indicated task difficulty as the primary attributional factor. No significant indices of personal learned helplessness were observed. The research findings were discussed in terms of the application of the self-efficacy and causal attribution theories cross-culturally, educational practices, and implications for future research.
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Bailey, Susannah Nicole. "Does staff cognitive demand influence staff attributions of challenging behaviour for individuals with dementia in care homes?" Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:12530.
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There is a lack of a conceptual framework as to how cognitive demand and attributional variables interact and influence staff beliefs in response to challenging behaviour. This study tests the applicability of Gilberts (1989) attributions framework for understanding how staff cognitive demand influences staff attributions of challenging behaviour in a residential setting within Weiner's (1986) model of attributional dimensions. The use of this model may also serve to support the applicability of Gilberts' (1989) model in Geriatric settings in the context of previous research findings. The basic notion that is outlined in the introduction highlights that when we attempt to perform several operations at once, then this often results in the failure of the least automatic (most effortful) operation. A rationale for cognitive demand attributions is based on the research that has suggested that people go through a two-stage process when making attributions (Gilbert, 1989, 1991). Firstly, people assume that a person's behaviour is something to do with their disposition (internal factors) before an attempt is made to explain their attributions externally, accordingly taking into account external situational factors. It may be argued that if a person is already pre-occupied, distracted and experiencing high levels of cognitive demand when making an attribution about another person's behaviour, they may not get to the second stage, as making such adjustments needs more concentration and effort than the first step which occurs spontaneously and quickly (Gilbert & Osbourne, 1989). Therefore, the implication is that staff experiencing high levels of cognitive demand would be more likely to make negative and blaming internal dispositional attributions of challenging behaviour. They are more likely to report higher levels of controllability for the behaviour and report that they feel less optimistic that the behaviour would change and that it affects wider areas of their life. The study employed a cross-over experimental design. Participants were asked to watch 2 video clips of challenging behaviour, one under conditions of cognitive demand (cognitive demand) and one under conditions of no extra demand (non-demand condition). A total of 46 staff working in nursing and residential homes for the elderly completed a self-reported attributions questionnaire developed for the purpose of the study, demographics questionnaire and stress measures. Results In general, the hypothesised model in the current study was found to be partially supported as results suggest that cognitive demand does have a role in determining staffs attributions of internality. There is evidence that more internal attributions are made under cognitive demand conditions for aggressive behaviour. No support however was found for "other" behavioural classifications. More weighting was given in the interpretations for aggression as the content of the videos was considered to be more matched in terms of behavioural typologies displayed in the video clips. Partial support was found for the role of cognitive demand on attributions of controllability. A significant relationship was found between cognitive condition and attributional dimension of controllability for "other" behavioural classifications. The results indicate that participants attribute higher levels of controllability whilst under cognitive demand conditions than whilst under non-demand conditions. However, no such support for a relationship between cognitive condition and attributional dimensions of controllability for ratings of aggression was found. The model was not found to be generalised to the other attributional dimensions identified within Weiner's model - no support was found for the role of cognitive demand on the other main attributional dimensions (Stability, Generability. and Globality) for either "aggression" or "other" behavioural classifications. No effect of stress was found. Conclusion The study set out to test the applicability of Gilbert's (1989) attributional framework for understanding how staff cognitive demand influences staff attributions of challenging behaviour in a residential care setting and with reference to Weiner's (1986) attributional dimensions. The hypothesised model in the current study was found to be supported, as results suggest that cognitive demand does have a primary role in determining staff attributions of internality and controllability. The model was not found to be generalised to the other attributional dimensions identified within Weiner's model apart from partial support for the influence on control. In conclusion cognitive demand was found to impair care staffs' ability to use contextual/situational information when forming causal attributions regarding an individual with dementia displaying challenging behaviour.
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Fair, David Alan. "An investigation into cultural differences in the conceptualization of and attributions about cognitive decline in the elderly." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002483.
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There is little data regarding the prevalence of dementia in South Africa. Estimating such prevalence is problematic as the most commonly used cognitive screening tests are inappropriate for use in non-western populations. For this reason researchers have explored the use of informant questionnaires where relatives provide information on cognitive functioning over the last year. In the South African context Lenger, de Villiers & Louw (1996) conducted a dementia case-ascertainment study in a Xhosa-speaking community near Cape Town using a well-known informant questionnaire, the DECO, and concurrent clinical assessment. Reflecting on the discrepancies between DECO scores and clinical diagnosis, the researchers conducted interviews to explore beliefs and expectations regarding the elderly and cognitive decline. The aims of the current research were to gather comparative data from Bothasig, an English-speaking community, in order to explore areas of commonality and difference in perceptions and attributions regarding cognitive decline in the elderly. The study found that a significant percentage of informants from both Bothasig and Langa consider forgetfulness to be normal in old age. Different discourses around illness in the elderly were identified incorporating a range of medicalised and folk attributions. The discussion showed that informant perceptions within the Langa community may increase the likelihood that observational data provided in informant questionnaires may be confounded by cultural perceptions regarding the elderly. In addition, certain items on the DECO were found to be unsuitable for use across groups and modifications were proposed. The data was analyzed using both quantitative methods and phenomenological discourse analysis. The discussion concluded with metatheoretical reflections on the tension between etic and emic perspectives in cross-cultural research.
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Schantz, Ashley A. "Betrayal Characteristics and Self-Forgiveness: The Mediating and Moderating Roles of Social-Cognitive Variables." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366658574.
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Ruskin, Danielle Alexander. "Attributions, emotions, and discipline practices in parents of children with and without ADHD, support for Weiner's cognitive-emotions-action model?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58813.pdf.
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Richerson, Lauren A. "BEHAVIORAL, COGNITIVE, AND AFFECTIVE PREDICTORS OF CHILD CONDUCT PROBLEMS IN THE CONTEXT OF PARENT-CHILD INTERACTIONS." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193156476.
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Beedie, Alexis. "Do young children have the skills to participate in cognitive-behavioural therapy? : investigating post-event attributions in anxious and non-anxious children." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419396.
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Selvey, Alicia M. "The Role of Self-Compassion as a Buffer Against Negative Cognitive Appraisals and Coping Strategies Among Stalking Victims." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1571922038918934.
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Fais, Connor. "Mediators and Moderators of the Association between Stalking Victimization and Psychological Distress." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1418439579.
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Tagger, Harvinder Singh. "The abilities of children referred to CAMHS to distinguish thoughts, feelings and behaviours and generate post event attributions : implications for cognitive behaviour therapy with children." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439827.
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Lodge, Joanna. "An experimental investigation using Cognitive Bias Modification for paranoid attributions in a non-clinical sample : effects upon interpretation bias, emotions, and paranoia following a stressful paranoia induction." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/48112/.
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Background: Bentall, Corcoran, Howard, Blackwood, and Kinderman (2001) suggested that paranoid individuals display an ‘external-personal bias’ of blaming negative events on other people rather than situational circumstances or themselves, however, the literature remains equivocal. This study tested whether Cognitive Bias Modification for Interpretations (CBM-I) could train a positive attribution bias and affect subsequent reactions to a stressor designed to induce paranoia. Method: Non-clinical participants were randomly assigned to positive CBM-I training (n = 18), or a neutral control CBM-I (n = 17). Participants were then subject to a stressful paranoia induction: seeing a live video of themselves whilst accessing negative self-beliefs and being given negative feedback when attempting an impossible task. The subsequent effects upon interpretation bias and state paranoia and emotions were assessed. Results: After the paranoia induction, participants in the positive CBM-I group demonstrated a more positive interpretation bias than those in the neutral control group: they endorsed less paranoid interpretations, although there was no difference in ratings of positive interpretations. However, both groups reported a similar increase in state paranoia and suspiciousness after the stressful paranoia induction, and there was no relationship between the trained interpretation bias and the changes in state paranoia. Unexpectedly, pre-existing trait paranoia was correlated with state paranoia and interpretation bias after the stressor. xiv Conclusions: This study demonstrated that CBM-I can train non-clinical participants to endorse less paranoid interpretations. Pre-existing trait paranoia had a stronger relationship to interpretative bias and state paranoia under stress than the CBM-I. The lack of a subsequent effect on emotional reactions suggests that further research is necessary to refine the materials and procedure, and test for possible small or varied effects in a larger sample. Unfortunately, significant methodological problems limit the conclusions that can be drawn about the theory that an externalpersonal attribution bias causes paranoia.
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Teufel, Christoph Rupert. "Mental attribution : its role in socio-cognitive development and adult social cognition." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611347.
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Yeager, Lauren T. "Does Explicit Attribution Moderate the Influence of Text Fluency on Judgments of Author Competence?" Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458053642.
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Schocke, Matthew Jay. "Age differences in gender-based attributions." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/30901.
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Anderson, Kent W. "Cognitive and Attributional Correlates of Depression: An Analysis of the Redundancy Between Beck•s Cognitive Triad and Seligman's Attributional Styles." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/5981.
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The purpose of this study was to examine the degree vi of redundancy between two prominent cognitive theories of depression: Beck's cognitive triad and Seligrnan's attributional triad. Three hundred and eighteen subjects were recruited from nine different psychology courses at Utah State University and affiliated locations across the state. Subjects completed the Cognitive Triad Inventory (CTI), the Attributional Style Questionnaire (ASQ), and the Beck Depression Inventory (BDI). Results indicate that the three CTI subscales (self, world, and future) and the three ASQ subscales (internal, global, and stable) did not correlate sufficiently to merit integration across measures. However, factor analyses reduced the three CTI constructs to two factors: a security/insecurity factor and the presence/absence of stressors. The ASQ also was reducible to two factors: a global/stable factor and an internal factor. The new CTI and ASQ factors could predict depression scores on the BDI equally as well as the CTI subscales and ASQ subscales, respectively.
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Blumenthal, Stephen B. "Cognitive distortion and blame attribution in different groups of sex offenders." Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387786.
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Koppes, Laura L. "Cognitive appraisal of a stressful encounter: An application of attribution theory /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166405.
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Chiu, Kou Tai Herbert. "The schizotypals' attributing of anomolous experiences." Thesis, Goldsmiths College (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266083.
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Diaz, Alicia Alina. "Attributional fairness theory : the cognitive precursors of organizational justice judgments /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957197436.
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Cooper, Carolyn L. "Age differences in dispositional attributions and elaborative inferences." Thesis, Georgia Institute of Technology, 2002. http://hdl.handle.net/1853/28964.
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Pasymowski, Stefan G. "Expressed Emotion in Families with Mild Cognitive Impairment." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73872.
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Mild cognitive impairment (MCI) is a medical diagnosis that is conceptualized as existing on a continuum between normal cognitive aging and dementia. While a growing body of research has established the impact of this condition on family members' emotional well-being, as well as the quality of family relationships, the reciprocal impact of family dynamics and the family environment on illness course has received much less attention. Expressed emotion (EE) is a measure of the family emotional climate that has been established as being highly predictive of relapse and symptom exacerbation for a variety of mental health disorders. The recent integration of attribution theory with EE has offered new insights into the underlying attitudes and beliefs that give rise to it. This mixed methods study applied the attribution model of EE to test the validity of EE in predicting the illness course of MCI, and to identify family members' attributions regarding MCI-related behaviors and symptoms that underlie their EE status. The study sample included 57 family dyads consisting of a person with MCI and a family member providing primary care or assistance. The results of the ANCOVA did not support the hypothesis that EE status would predict changes in the non-cognitive features of MCI over time. However, methods of thematic analysis revealed four major themes, or care partner attributional stances: (a) non-blaming, (b) blaming, (c) variable, and (d) no identified. The analysis also revealed three subthemes, or attributional styles, within the variable stance: (a) ambivalent, (b) mixed, and (c) complex. These attributional stances and styles intersected with family EE status in notable ways and form the basis for future research in this area, as well as clinical interventions with these families that promote adaptation to the illness.<br>Ph. D.
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Zetterberg, Anna. "Har utseendet betydelse även för barn? : Attribution hos förskolebarn." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27401.
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Olika forskningsdiscipliner har i över 60 år studerat attribution. Dock finns ett kunskapsglapp då de flesta studier har gjorts på vuxna människor. Undersökningen koncentrerades därför till att studera attribution hos förskolebarn och söka reda på deras spontana reaktioner på sagofigurer och porträtt, samt deras bedömning av olika egenskaper hos dem. Deltagare var 16 förskolebarn, varav 9 flickor, vilka intervjuades i 45 minuter var. En innehållsanalys genomfördes vilken resulterade i olika teman och kategorier, därefter genomfördes en separat analys för barnens bedömning av tjocka respektive smala personer. Huvudresultatet visade att kategorier som var kopplade till utseendet var mer betydande än andra kategorier, samt att tendensen att föredra smala personer över tjocka påvisades. Resultaten diskuterades utifrån olika synvinklar på hur dessa resultat speglar samhället, och utifrån olika teorier om utveckling, samt vad detta kan tänkas ha för inverkan på både individen och samhället.
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Proudfoot, Judith. "The application of attributional training and cognitive therapy to occupational settings." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/the-application-of-attributional-training-and-cognitive-therapy-to-occupational-settings(429a4812-3661-4a29-929d-e2af0c32c67b).html.
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Chan, Ching-hai Charles. "Examination performance, self-efficacy and attributional retraining : a cognitive psychoimmunological perspective /." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21388568.
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Chu, Ho-tat Matthew. "Coping with academic stressful events in Chinese students: optimism, cognitive appraisal, and attribution." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791315.
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Martinie, Marie Amélie. "La réduction de la dissonance cognitive en situation de fausse attribution : changement d'attitude, trivialisation, rationalisation en act." Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10019.
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Ii s'agit de montrer que dans la situation de fausse attribution, dans laquelle le changement d'attitude est absent, la reduction de la dissonance peut s'operer par la voie de la trivialisation. Nos resultats mettent clairement en evidence que, dans cette situation, la voie de la trivialisation peut etre empruntee en lieu et place de celle du changement d'attitude. Ils montrent egalement le caractere alternatif des differentes voies de reduction de la dissonance (changement d'attitude, rationalisation en acte, trivialisation) en situation de fausse attribution. Les 7 experimentations realisees confirment globalement les hypotheses mises a l'epreuve. Il en ressort que dans la situation de fausse attribution la dissonance est mise en sommeil. Des lors que le sujet est recentre sur sa conduite de soumission, la dissonance resurgit.
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Plate, Andre J. "Cognitive Vulnerability as a Predictor of Acute Symptom Reduction, Dropout, and Relapse in Cognitive Therapy for Depression." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1589702195283335.
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Fointiat, Valérie. "Fausse attribution de l'éveil de la dissonance cognitive dans une situation de soumission librement consentie : recherche expérimentale sur la rationalisation en acte." Aix-Marseille 1, 1994. http://www.theses.fr/1994AIX10021.
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Parmi les plus recentes revisions de la theorie de la dissonance cognitive (festinger, 1957), la version radicale (beauvois et joule, 1981 ; joule, 1986) fait de celle-ci une theorie de la rationalisation des conduites. Le processus de reduction de la dissonance (rationalisation) permet de restaurer a posteriori la valeur du comportement ayant induit la dissonance. En outre, sur la base de la propriete motivationnelle de la dissonance, on envisage ce processus de rationalisation comme un processus a deux voies alternatives ; une voie cognitive, la rationalisation cognitive et une voie comportementale, la rationalisation en acte, l emploi de l une de ces modalites reduisant la probabilite que l individu ait recours a l autre. Nous avons travaille sur ce caractere alternatif du processus de rationalisation (experience 1), dans le paradigme de la fausse attribution de l eveil de la dissonance cognitive (experience 2) ainsi que dans le paradigme du detecteur de mensonges (experience 3). Nos resultats montrent que l individu dans une situation de fausse attribution ne peut plus rationaliser cognitivement le comportement de soumission (effet classique de fausse attribution). Il peut en revanche emprunter la voie comportementale de rationalisation, pour peu qu on lui en offre la possibilite<br>Among the most recent revisions of the cognitive dissonance theory (festinger, 1957), the radical version (beauvois et joule, 1981 ; joule, 1986) is a theory of the rationalization of behavior. The process of dissonance reduction (rationalization) permits restoring a posteriori the value of the behavior which induced dissonance. In addition, on the basis of the motivational properties of dissonance, we consider this process of rationalization as a process with two alternative strategies: a cognitive one, cognitive rationalization and a behavioral one, act rationalization. The use of one of thelm reduces the probability that the individual will use the other one. We worked on this alternative character of the rationalization process, generally in the experiment 1, and using the misattribution of cognitive dissonance arousal in experiment 2. Finaly, in experiment 3, we used the bogus pipeline paradigme. Our results show that the individual in a misattribution situation can no longer rationalize cognitively the behavior of compliance (classical misattribution effect). He could rationalize it, however, using the beahvioral strategy, if he had the possibility
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Mangard, Corinne. "Explication causale et changement d'attitude : nouvelles variables prédictives." Aix-Marseille 1, 1999. http://www.theses.fr/1999AIX10056.
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Ce travail s'inscrit dans la problematique de la prediction du changement d'attitude consecutif a un comportement de soumission a partir des registres (interne et externe) de l'attribution causale. Notre hypothese de depart consistait a attendre un plus fort changement d'attitude chez les sujets qui expliquent leur comportement de soumission de maniere interne que chez les sujets qui expliquent leur comportement de maniere externe. Sept recherches experimentales ont ete realisees sur une population d'etudiants. Les premiers resultats montrent que la variable "attribution causale" affecte les effets cognitifs d'une conduite de soumission si l'on tient compte, non pas de la nature interne ou externe des attributions mais de la possibilite donnee ou non d'expliquer le comportement de soumission et du degre d'accord exprime envers ces explications causales: les sujets qui justifient leur comportement (i. E. Qui adherent a des explications causales internes ou externes) changent plus d'attitude que les sujets qui n'ont pas cette possibilite et ce, d'autant plus qu'ils expriment un fort degre d'accord envers ces explications. On observe egalement que les sujets qui justifient leur comportement de soumission changent plus d'attitude que les sujets qui le contre-justifient (i. E. Qui adherent a des raisons susceptibles d'expliquer le refus de realiser ce comportement). Nous avons alors suppose que les effets des registres de l'attribution causale sur le changement d'attitude pouvaient etre mediatises par la variable "justification versus contre-justification du comportement de soumission". Les derniers resultats, traites par la methode lisrel, montrent que le registre interne affecte positivement le changement d'attitude; ses effets etant mediatises par les effets de la variable justification et que le registre externe affecte negativement le changement d'attitude; ses effets etant mediatises par les effets de la variable contre-justification du comportement de soumission.
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Yang, Yan. "Causal Attribution and Culture – How Similar Are American and Chinese Thinking?" Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1242916653.
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Thesis (Ph.D.)--University of Cincinnati, 2009.<br>Advisor: Ryan Adams. Title from electronic thesis title page (viewed Aug. 26, 2009). Keywords: causal attribution; culture; cognition. Includes abstract. Includes bibliographical references.
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Rahman, Omar. "Language, culture, and the fundamental attribution error." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217390.
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Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed.<br>Department of Psychological Science
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Worel-Dahl, Sophia. "A cognitive strategy to improve reading comprehension and mental state attribution in children with autism spectrum disorder." Thesis, University of Canterbury. Health Science, 2015. http://hdl.handle.net/10092/10617.
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Background: The skill to attribute mental states to the self and others, or Theory of Mind (ToM), is a problem seen universally amongst children with autism spectrum disorders (ASD) and may also affect the ability to make inferences about characters while reading narrative text.
Aim: The aim of this study was to teach four male participants with ASD an explicit cognitive strategy to answer inferential questions and provide feedback regarding their answers to improve their reading comprehension and ToM.
Method: A single case study ABC design was used to assess the effect of the intervention. The participants read five short narrative passages each session for 20 sessions, and answered one factual and one inferential question following each passage. Specific feedback was used to respond to the answers of each question in the intervention phase. Pre- and post-intervention levels of reading comprehension and ToM were measured.
Results: All four participants improved their reading comprehension in a pre and post-intervention test and three of the four participants improved their ToM understanding, although their ability to answer inferential questions involving ToM did not improve greatly. Limitations: Limitations of the study include not asking enough inferential questions involving ToM each session. During post-hoc analysis of the results it became clear that the participants could have benefited from more practice of using the strategy. Individual reading ability should have been assessed before the intervention began to determine the appropriate reading level at the beginning of the intervention.
Conclusions: The explicit cognitive strategy had limited effect on participant’s ability to answer inferential questions involving ToM; however the participants improved their scores on pre and post-intervention tests of reading comprehension and ToM. These results suggest that making inferences in text may involve ToM and that the problems seen in the reading comprehension profiles of children with ASD may be attributed to their limited ToM skills.
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Soulé, de Castro Rodrigo. "Amélioration des performances et de la capacité dans les systèmes d'accès dynamique au spectre." Paris, Télécom ParisTech, 2011. https://pastel.hal.science/pastel-00699924.
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Actuellement, les réseaux sans fil sont réglementés par une politique d'assignation des fréquences fixes (FSA). Dans ce modèle, le spectre radio disponible est divisé en blocs des fréquences fixes séparées par des bandes de garde. Ces blocs sont attribues à des technologies spécifiques, à des titulaires des licences ou à des services pendant des longues périodes. Cependant, cette approche fait obstacle au développement des nouvelles technologies sans fil et des équipes de communication car chaque nouvelle technologie radio à besoin de sa propre bande de fréquence pour fonctionner et ils restent très peu des bandes de fréquences à attribuer. En plus, des mesures d'occupation du spectre prouvent que l'attribution fixe de fréquences également se traduit par une faible efficacité dans l'utilisation du spectre de frequence, car une grande partie du spectre reste sous-utilisé. Ces observations ont motivé les organismes de réglementation pour rechercher des méthodes d'accès différentes pour résoudre les problèmes présentés ci-dessus. En conséquence, l'utilisation de la radio cognitive (CR) et de la technologie d'Accès Dynamique au Spectre (DSA) sont apparue comme des possibles solutions pour résoudre le manque d'efficacité dans l'utilisation du spectre en permettant le partage des bandes de frequence. Dans une telle approche, les utilisateurs secondaires (SUs) sont autorisés à accéder dynamiquement au spectre non-utilisé dans les bandes des utilisateurs primaires (PUs). Ces bandes non-utilisés sont communément appelées trous du spectre ou "Spectrum Holes". L'objectif de DSA est de maximiser l'utilisation du spectre sous licence par l'accès secondaire et, en même temps, promouvoir la mise en place rapide des nouvelles technologies et des services sans fil sans avoir besoin de mettre une toute nouvelle fréquence à cet effet. Tout ce processus est basé sur l'agilité de fréquence et l'intelligence offertes par la technologie de la CR. Au cours de nos travaux de recherche, différents scénarios de DSA ont été étudiés. Ces scénarios diffèrent dans l'architecture du réseau (c. -à-d. Distribuée ou centralisée) et dans l'orientation du réseau (c. -à-d. Ad-hoc ou cellulaire). Nous avons également analysé deux techniques différentes pour l'utilisation secondaire du spectre dans le contexte de la radio cognitive. Une des techniques est dans la forme de recouvrement ou "Overlay", qui est l'utilisation opportuniste des bandes non-utilisées dans le spectre des PUs par les SUs équipés de la CR. L'autre technique est sous la forme de sous-couche ou "Underlay", ce qui impose des restrictions sévères sur les niveaux de puissance de transmission des SUs. Notre objectif est de fournir des solutions pour améliorer la performance et la capacité des systèmes de DSA en utilisant la technologie de la CR, tout cela sans changements majeurs dans les courants architectures sans fil. Les résultats obtenus à partir de notre travail de recherche ont indiqué que un DSA efficace est réalisable et peut se faire avec les technologies sans fil actuelles qui existent sur le marché. Nous avons également confirmé que la communication fiable entre les utilisateurs secondaires, en préservant intact à tout moment l'activité de réseaux primaires, est possible en utilisant différentes techniques et différentes architectures de DSA pour le partage du spectre. Ainsi, à partir de nos résultats, nous pouvons affirmer qu'en mettant en application les techniques proposées pour l'utilisation secondaire du spectre, nous pouvons améliorer la performance de la liaison et de la capacité dans les futurs systèmes de DSA<br>Recently, several studies initiated mainly by the Federal Communications Commission (FCC), which is charged with regulating communications by radio, television, wire, satellite and cable in US, have shown that the frequency spectrum is inefficiently exploited: some bands are highly crowded at some day hours or in certain dense urban areas while others remain poorly utilized. These problems, together with the rapid evolution of Cognitive Radio (CR) technology have pointed to the implementation of Dynamic Spectrum Access (DSA) in next generation wireless networks. The key promise of these systems is the possibility of highly flexible and efficient management and reuse of spectrum across all its dimensions. During our research work, we propose different approaches to solve the dynamic spectrum access/allocation problem for future CR systems and we present some of the key research challenges associated with this new paradigm. For that purpose, we study Adhoc as well as cellular orientations allowing dynamic access to spectrum. Moreover, we investigate different network architectures for DSA, ranging from fully autonomous and distributed to fully centralized architectures in which dynamic access to spectrum is centrally managed. In addition, we also study two different techniques for spectrum sharing: Overlay and Underlay. Even if our proposals differ in the network orientation, in the network architecture and in the spectrum access technique for spectrum sharing, all of them have as goal the improvement of the link performance and the capacity of secondary networks while granting the activity of primary users (PUs)
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Fassnacht, Gregory M. "The Association between Hostile Attribution Bias, Social Intelligence, and Relational Aggression in Detained Boys." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1735.
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Research on factors that contribute to the forms and functions of aggression (reactive, proactive, relational, and overt) is important for informing intervention efforts with aggressive youth. Previous research shows that aggressive youth often have cognitive and social deficits associated with their aggressive behavior. For example, aggressive youth may exhibit deficits in social variables such as social intelligence (i.e., the understanding of behaviors of people and ability to predict outcomes of situations). Hypothetically, this lack of social intelligence may be related to how youth interpret social situations, and could conceivably lead to hostile attributional bias, or the tendency to interpret ambiguous stimuli as hostile. The main purpose of this study was to examine whether HAB mediated the relationship between social intelligence and reactive relational aggression in a sample of detained adolescent boys (ages 12-18). The results failed to support this hypothesis. Supplemental analyses explored whether HAB moderated the relationship between social intelligence and the subtypes of aggression, but results were not consistent with this hypothesis.
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Aune, Robert Kelly. "Effects of need for cognition, attribution of intent, and quality of argument on persuasion." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184562.
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The interaction among need for cognition, level of mindfulness, and argument quality on attitude change was investigated. Two hundred ninety-six subjects classified as high or low need for cognition read either a strong or weak argument under conditions of aroused mindfulness or induced mindlessness. No main effects were found for level of mindfulness on message recall or reports of expended mental effort. Neither aroused mindfulness, high need for cognition, nor the interaction between the two produced different evaluations of argument quality or subsequent attitude change. A main effect for need for cognition was found for message recall and expended mental effort. High need for cognition individuals, whether in a mindful or mindless state, recalled more of the message and reported expending more mental effort than low need for cognition individuals.
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Houghton, Judith Mary. "The role of temporal lobe structures in the attribution of affect and social cognition." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343889.
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Baranowsky, Anna B. "Prediction of nontraditional vs. traditional studies among university students through social, cognitive, attributional and demographic factors." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4071.
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Male and female students continue to be under or over-represented in specific study domains suggesting a selection criterion not always reflective of interest, ability, and good fit (Statistics Canada, 1992). In order to understand the social, cognitive and personal attributes which underlie the choices that maintain this imbalance, undergraduate university students were given problem solving, attitudinal and attribution measures. The aim of this study was to predict male or female dominated educational choices with the future intent of enhancing occupational suitability. The Impostor Phenomenon questionnaire, Social Problem Solving Inventory-R, Sex-Role Egalitarianism Scale, and the CAVE attribution procedure were selected for their potential utility as predictors. Study participants included male (n = 185) and female (n = 177) undergraduate students (N = 362) majoring in traditional and non-traditional studies (i.e., computer science, engineering, psychology, education, nursing) from the University of Ottawa and Carleton University. Hypotheses testing utilized Logistic Regression Analyses (LRA) and results revealed primary measures to possess only weak predictive ability for non-traditional (NTS) vs. traditional study (TS) choice. Overall, students were not overly influenced by selected social and cognitive factors in their study choice. Exploratory LRA for the male sample identified parental SES, certain types of problem solving skills, and a desire for an alternate career as factors that resulted in the best fit (81% correct classification) and statistical significance (p < .001). Exploratory LRA for the female sample was non-significant. Recommendations for improving predictive ability in future studies include utilizing behaviorally driven intentional measures linked closely to past and future educational and occupational decisions (i.e., Theory of Reasoned Action (TRA) Ajzen & Fishbein, 1980). Future investigations should follow the noteworthy perceptual differences in the male and female sample groups supported through empirical and theoretical distinctions reported in this study. This line of inquiry continues to pose a worthwhile challenge directed toward the identification of factors that potentially block ability and interest from directing educational pursuits and the harmonization of persistent imbalances in career choices.
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Kunimatsu, Melissa M. "Hostile Attributional Bias in Aggression and Anxiety: The Role of Perceived Provocateur Motivation." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1745.
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Although internalizing and externalizing problems are often considered in isolation from one another, the frequently co-occur in individuals leading to unique behavior profiles. The current study examined the associations between the forms, functions, and subtypes of aggression, anxiety, hostile attributional bias (HAB), and perceived (proactive or reactive) provocateur motivation in a sample of youth (mean age = 13.84 years, 51% male, 37.5% Caucasian). Results indicated that only reactive relational aggression significantly predicted anxiety, while relational and reactive aggression did not. HAB was not significantly associated with either anxiety or any type of aggression. Perceived proactive provocateur motivation was significantly associated with anxiety, but not aggression, and reactive motivation was not significantly associated with either. Theoretical and clinical implications are discussed.
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Brenton-Haden, Sally Elizabeth. "Metacognitive strategies and attribution training with children displaying attentional problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22956.pdf.
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Floyd, Theresa M. "HOW THEY THINK YOU GOT THERE MATTERS: ATTRIBUTIONS ABOUT NETWORKING BEHAVIOR AND PERFORMANCE." UKnowledge, 2014. http://uknowledge.uky.edu/management_etds/6.
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Certain properties of individuals’ social networks within their organizations are known to be associated with benefits. However, these properties are not universally beneficial for all individuals. To explain the differing utility of social connections for different actors, network research has tended to focus on factors relating to the actor’s characteristics, agency and cognition. With this dissertation, I explore a different contingency affecting actors’ abilities to leverage their networks: how observers perceive and evaluate the behavior of actors as they craft and use their networks, and how these attributions impact actors’ job performance.
I develop a theoretical framework that incorporates social capital theory to develop a taxonomy of networking behaviors. I build upon network cognition research to explore how observers’ perceptions and attributions of actors’ networking behaviors rather than perceptions of network ties or structure affect actors’ outcomes. I draw upon attribution theory to suggest how observers’ attributions about actors may affect observers’ behavior towards actors, thus impacting actors’ outcomes.
Results suggest that networking behaviors that are seen as serving the collective positively impact actors’ outcomes, while networking behaviors that are seen as self-serving negatively impact the actors’ outcomes by limiting access to high-status friends. However, attributions about an actor’s self-serving behavior augment the benefits the actor receives when he or she has access to high-status friends. When it comes to performance, networks matter, but it also matters how observers evaluate actors’ networking behaviors.
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Baranowsky, Anna B. "Prediction of non-traditional vs. traditional studies among university students through social, cognitive, attributional and demographic factors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0023/NQ36762.pdf.
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Aakre, Jennifer Marie. "Attributional style in schizophrenia: Associations with suspiciousness and depressed mood." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1277739101.
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Byrd, Devin A. "Anxiety and depression in children and adolescents : an examination of cognition and attributional style /." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-03042009-041309/.
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