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Relevant bibliographies by topics / Interpretive biases / Dissertations / Theses

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Dissertations / Theses on the topic 'Interpretive biases'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Godfree, Ross. "Interpretive biases in socially anxious adults." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359459/.

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Social phobia is a highly prevalent and debilitating anxiety disorder that can significantly impact quality of life and produce extreme distress in social situations. Cognitive models of social phobia suggest that information-processing biases are involved in the maintenance of social anxiety. Treatment typically involves a course of Cognitive Behavioural Therapy (CBT). Recent advancements in the understanding of the mechanisms underlying social anxiety have led to specific adjunctive treatments that target processing biases. The current literature review explores the efficacy of training prog

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2

Parnham-Ormandy, Lynda. "Attentional and interpretive biases in clinical depression." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406008.

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3

Tran, Tanya B. "The Effects of Induced Interpretive Biases on Memory and Emotional Vulnerability." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/155.

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Cognitive theories propose that interpretive biases play an important role in the onset and maintenance of emotional disorders. To investigate the proposed causal role of interpretive biases, this study examined if it is possible to train interpretations of ambiguous situations, and if this training affects emotional vulnerability and memory. The results indicated that the interpretive training was effective in inducing the intended group differences in interpretive bias, but that the positive training was more effective than negative training. These findings also highlight the potential benef

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4

Cannon, Melinda. "Cognitive Biases in Childhood Anxiety Disorders: Do Interpretive and Judgment Biases Distinguish Anxious Youth from their Non-anxious Peers?" ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1131.

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The purpose of this study was to examine cognitive biases in clinically anxious children compared to normal children and to determine if cognitive biases could discriminate anxious youth from non-anxious youth. Two specific cognitive biases were the focus of the present study—interpretive biases (i.e., the tendency to interpret neutral stimuli in a negative way) and judgment biases (i.e., a lowered estimate of one's ability to cope with a threatening situation). Twenty-four youth comprised the anxiety disordered sample and were each matched to two normal youth on four demographic variables (ge

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5

Watts, Sarah. "Selective Attention and Childhood Anxiety: The Associations Among Attention, Memory, Interpretive Biases and Anxiety." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/324.

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This paper examined the links between selective attention, memory bias, interpretive bias, and anxiety problems in a community sample of 81 children (38 females) aged 9-17 years. Cognitive biases were assessed using a word and picture Dot Probe Discrimination task to assess selective attention, a memory task to assess a memory bias, and the CNCEQ to assess interpretive bias. Childhood anxiety was assessed using the parent and child versions of the RCMAS and RCADS. Significant associations were found between the three cognitive biases and childhood anxiety problems. In addition, select

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6

Egwu, Okenna. "I Should Know Better: An Interpretive Phenomenological Analysis Of New Counselors' Experiences Navigating Their Implicit Biases." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407465.

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Implicit biases are known to have potentially damaging effects in counselors’ professional work. Although it is widely accepted that all people have these personal and unconscious biases, it has been difficult for researchers to identify strategies for consistently eradicating them on an individual level. To engage in multiculturally competent practice, counselors are directed to make every effort to eliminate latent biases. In order to understand how clinicians go about doing this, Interpretive Phenomenological Analysis was employed to explore the nature of counselors’ experiences navigating

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7

Mobini, Sirous. "Effects of cognitive bias modification and computer-aided cognitive-behaviour therapy on modifying attentional and interpretive biases and anticipatory social anxiety." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/20541/.

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8

Raykos, Bronwyn C. "Attentional and interpretive biases : independent dimensions of individual difference or expressions of a common selective processing mechanism?" University of Western Australia. School of Psychology, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0018.

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[Truncated abstract] Attentional and interpretive biases are important dimensions of individual difference that have been implicated in the etiology and maintenance of a range of clinical problems. Yet there has been no systematic investigation into the relationship between these dimensions of individual difference. The current research program tested predictions derived from two competing theoretical accounts of the relationship between attentional and interpretive biases. The Common Mechanism Account proposes that cognitive biases represent concurrent manifestations of a single underlying se

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9

Raykos, Bronwyn C. "Attentional and interpretive biases : independent dimensions of individual difference or expressions of a common selective processing mechanism? /." Connect to this title, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0018.

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10

Belli, Stefano Roberto. ""Why bother? It's gonna hurt me" : the role of interpersonal cognitive biases in the development of anxiety and depression." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:49351aab-b4c6-49c8-8376-c5dc0ca096f3.

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Child and adolescent mood and anxiety symptoms are common and debilitating, with long-term effects on well-being. Research presented in this thesis examines interpersonal cognitive factors in the emergence of anxious and depressive symptoms in late childhood through to early adulthood. The thesis considers this issue using three main approaches. For the first, data are presented showing that biases in the appraisals of social situations are the aspects of interpersonal cognition most closely associated with emotional symptoms. For the second, longitudinal twin data are used to examine genetic

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11

Brodrick, Paul Matthew. "Cognitive bias in generalised anxiety disorder and its relationship with the effect od SSRI treatment." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270352.

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12

Vine, Johanna. "Social phobia in children and adolescents : the role of interpretative biases in maintaining social anxiety." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288414.

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13

Wilson, Edward. "Investigating the causal contribution of interpretive bias to anxiety vulnerability." University of Western Australia. School of Psychology, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0086.

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[Truncated abstract] It has frequently been reported that individuals with elevated anxiety vulnerability impose threat-congruent interpretations upon emotionally ambiguous stimuli. A common hypothesis is that such threat-congruent interpretations contribute causally to the intensity and frequency of the anxiety elevations experienced by vulnerable individuals. However, no direct evidence has been provided to support this hypothesis. Empirically evaluating this theoretical position was the goal of the series of empirical studies described in this thesis. The approach employed here involved fi

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14

Jeffrey, Sian. "Attentional and interpretive bias manipulation : transfer of training effects between sub-types of cognitive bias." University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0234.

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[Truncated abstract] It is well established that anxiety vulnerability is characterised by two biased patterns of selective information processing (Mathews & MacLeod, 1986; Mogg & Bradley, 1998). First anxiety is associated with an attentional bias, reflecting the selective allocation of attention to threatening stimuli in the environment (Mathews & MacLeod, 1985; MacLeod, Mathews & Tata, 1986; MacLeod & Cohen, 1993). Second anxiety is associated with an interpretive bias, reflecting a disproportionate tendency to resolve ambiguity in a threatening manner (Mogg et al., 1994). These characteris

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15

Kaiser, Maja. "Interpreting the Past : The 3D Impact." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91161.

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Using 3D methods in the archaeological field makes way for a number of new possibilities. However, how these methods affect the interpretation of the past is a rather unexplored subject and this thesis investigates the matter by viewing 3D usage within both fieldwork and analytic circumstances. It explains how the utilization of 3D works to minimize bias data collection, and also how open access in relation to digital 3D data creates more possibilities for the interpretation of archaeological data.

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16

Bristow, Katherine. "An exploration into the efficacy of home-based interpretive bias modification programmes on emotional pathology." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/65621/.

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This research portfolio sought to examine and extend current evidence around the potential for home-based Cognitive Bias Modification (CBM) training to retrain interpretive biases and improve emotional pathology. To this aim, 12 published studies exploring this potential in depression and anxiety were systematically reviewed. Overall, evidence for clearer training effects appeared to follow studies for which CBM targeted depressive interpretive biases, which typically adopted a different delivery modality for the training. Studies exploring CBM utility in anxiety-based presentations were less

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17

Coyle, J. "A study of aggressive interpretative bias in opiate-dependent and opiate-abstinent men." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1446414/.

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The relationship between drug abuse and human aggression is complex and costly. A better understanding of it could inform treatment approaches. This thesis aims to explore the relationship and specifically focuses on the opiate-aggression association. Part 1 of the thesis comprises a literature review of the drug-aggression relationship. It presents an overview of drug use and aggression, outlines a model to understand the association and subsequently looks at the relationship in terms of different drugs of dependence. Finally a summary is given which identifies paucity in the investigation of

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18

Matthews-López, Joy Lynn. "Best practices and technical issues in cross-lingual, cross-cultural assessments an evaluation of a test adaptation /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1082054025.

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19

Cavaghan, Rosalind. "Gender mainstreaming as a knowledge process : towards an understanding of perpetuation and change in gender blindness and gender bias." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6595.

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This thesis locates itself in wider developments in gender theory and examinations of the state’s production of gender inequality. It responds to two research problems in existing literature. Firstly, scholars have developed increasingly complex theorisations of the social construction of gender and the state’s role in it. This body of research has shown how gender blindness and gender bias in state policies produce inequality and how gender structures priorities, hierarchies and roles within state organisations. Fully operationalising these insights has, however, thus far proved difficult. Se

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20

Lynn, Debra A. "Sex differences in anxiety during adolescence : evidence from rodents and humans." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3152.

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Anxiety disorders commonly emerge during adolescence, and girls are diagnosed with these disorders more frequently than boys. Understanding why anxiety disorders emerge and why non-clinical anxiety symptoms increase during adolescence is important for understanding this sex difference and how to treat adolescent sufferers. Potential mechanisms, such as puberty or cognitive biases, can be investigated both in humans and in rodent models of anxiety. This thesis aimed to characterise sex differences and changes in anxiety-like behaviour across adolescence and into adulthood in the rat, and to exa

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21

Smith, Deborah Elaine. "A New Paradigm for Interpreting Stress Inversions from Focal Mechanisms: How 3D Stress Heterogeneity Biases the Inversions Toward the Stress Rate." Thesis, 2006. https://thesis.library.caltech.edu/2060/4/Chapter1.pdf.

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<p>Current stress studies often utilize stress inversions of earthquake focal mechanisms to estimate four parameters of the spatially uniform stress tensor, three principal stress orientations, and a ratio of the principal stresses. An implicit assumption in these studies is that earthquakes are good random samplers of stress; hence, the set of earthquake focal mechanisms within some region can be used to estimate the spatial mean stress state within the region. Numerical simulations indicate some regions, such as Southern California, have sufficient stress heterogeneity to bias the stress inv

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22

Lai, Yi Jen, and 賴怡臻. "The intervention effect of interpretative bias modification in social anxious individuals." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/su89dv.

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碩士<br>國立政治大學<br>心理學系<br>106<br>The purpose of the present study was twofold. First, it aimed to examine if the modified paradigm, sentence word association paradigm (SWAP), can differentiate interpretation between high and low social anxious individuals. Second, it tried to investigate the effects of interpretational training, using the training version of SWAP as cognitive bias modification program, in modifying interpretative bias and in reducing social anxiety symptoms in high social anxious individuals. In study 1, a total of 86 high social anxious and 59 low social anxious participants co

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23

Gervais, Nicole. "An examination of interpretive bias induction on cognitive and symptom variables associated with generalized anxiety disorder." Thesis, 2009. http://spectrum.library.concordia.ca/976549/1/MR63146.pdf.

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The purpose of the present study was to examine the potential causal role of interpretive bias in cognitive vulnerability to generalized anxiety disorder and its primary symptom, worry. An interpretive bias induction paradigm developed by Mathews and Macintosh (2000) was used to modify participants' interpretations of ambiguous scenarios. Sixty-nine (69) individuals were randomly assigned to either the negative induction group ( n = 35) or the positive induction group ( n =34). Following training, participants completed two measures of intolerance of uncertainty (IU), a cognitive vulnerability

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24

Wang, Min-Ju, and 王敏如. "Interpreting Home-Bias Puzzle through Minimizing Portfolio Value Loss under Model Uncertainty." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/rh3k8u.

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碩士<br>國立清華大學<br>計量財務金融學系<br>102<br>This paper means to discuss home bias phenomenon through minimizing expected loss level perspective. As investors concern about model uncertainty, they are afraid of unexpected value depreciation of holding assets due to model uncertainty. In this way, we formulate an expected loss model incorporated with model uncertainty concerns. We follow Andersen et al. (1999), Hansen et al. (1999) and Maenhout (1999) to construct a robust control model with constraint conditions. We solve the optimal ratios to allocate asset into different countries through Hamilton-Jac

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25

Dunn, Sandra Hall. "Preservice teacher preparation for managing problem behaviors : an interpretive qualitative analysis of the classroom management course." 2009. http://hdl.handle.net/2152/17372.

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This dissertation examines the content of a required classroom management course to determine how preservice teachers are prepared for managing problem behaviors. Qualitative content analysis of interviews with four adjunct classroom management course instructors, their course syllabi, textbooks, assignments and projects, ancillary course materials, fieldwork, and formative assessment revealed how the topic of problem behaviors is incorporated and implemented in the design of the course and how the topic is addressed in the textbooks and other course materials selected for the course. The com

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26

Wei, Chung-Lin, and 魏仲琳. "Interpretative Bias for Morphed Facial Expressions in Social Anxious Individuals: The Influences of State Anxiety Induction." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/q5sz3k.

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碩士<br>國立中正大學<br>臨床心理學研究所<br>103<br>According to the cognitive psychopathology models, interpretative bias is one of the most important cognitive factors that develop and maintain the symptoms of social anxiety. The main purpose of the present study was to investigate the interpretative bias for social threat morphed facial expressions in high social anxious individuals. In addition, the present study accessed the anxiety-provoking task in the experiment, to find out the effect of state anxiety on the interpretative bias of high social anxious individuals. In this study, there were three groups

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27

Ursulet, Adriana. "Le rôle médiateur du biais d’attribution d’intention hostile dans la relation entre l’agressivité et la personnalité antisociale : une étude des potentiels reliés aux évènements." Thesis, 2020. http://hdl.handle.net/1866/25145.

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Tous les jours, dans le monde, des comportements agressifs sont commis à l’égard d’individus, causant des préjudices physiques, psychologiques et financiers. En réponse à une provocation, ces agressions sont dites réactives et peuvent être alimentées par des biais cognitifs d’attribution d’intention hostile et des styles de personnalité antisociale. Comblant un trou dans la littérature scientifique, cette étude a pour but d’évaluer le biais d’attribution d’intention hostile ainsi que son rôle dans la relation entre la personnalité antisociale et l’agressivité réactive. Dans cette perspective,

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28

Shyianok, Krystsina. "Tlumočnická neutralita při tlumočení na vysoké úrovni." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-389229.

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(in English): The diploma thesis "The interpreter's neutrality when interpreting for high-level officials" is a theoretical and empirical work and consists of two parts. The theoretical part tries to look into the concepts of neutrality, impartiality and bias and to point out the multidimensional nature of interpreter's neutrality. It also provides an overview of existing approaches to interpreter's neutrality and highlights the essence of high-level interpreting. The empirical part is a research probe that maps how professional conference interpreters who interpret for high-level officials in

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