SUPPRESS OR ACCEPT? A PILOT STUDY TO EVALUATE THE EFFECT OF COPING STRATEGIES ON ERN AMPLITUDE AMONG INDIVIDUALS WITH OBSESSIVE-COMPULSIVE TRAITS

2019 ◽  
Vol 17 (3) ◽  
pp. 283-301
Author(s):  
Laura Zambrano-Vazquez ◽  
Yvette Z. Szabo ◽  
Craig Lee Santerre ◽  
John J.B. Allen
Keyword(s):  
Clinical Symptoms ◽  
Video Clip ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Healthy Population ◽  
Marginal Effect ◽  
Obsessive Compulsive ◽  
Thought Control ◽  
Error Related Negativity ◽  
Acceptance Condition

Intrusive thoughts are characteristic of psychological disorders; attempts to cope can become maladaptive perpetuating the problem (e.g., thought suppression), while others can provide long-term symptoms relief (e.g., acceptance). Although emerging research begins to explore the neural correlates of these strategies in healthy population, it is important to explore these strategies in populations more likely to naturally attempt to use such strategies (clinical symptoms). The present study explored if the use of cognitive strategies to manage intrusive cognitions would be differentially reflected in psychophysiological measures (i.e., error-related negativity) of individuals characterized by obsessive-compulsive symptoms -a group commonly associated with suppression efforts- relative to a low OC control. 67 participants with high and low OC symptoms were randomly assigned to cognitive strategy (suppression or acceptance). Participants watched an emotion-eliciting video clip and used the assigned cognitive strategy while performing the Stroop task. EEG data was collected. Consistent with well-established and emerging literature, ERN was enhanced in individuals with high OC symptoms and a marginal effect of thought-control strategy was observed, such that ERN amplitude was reduced in the suppression condition and greater for the acceptance condition. Uniquely, the study expanded on emerging literature by exploring whether the relationship between ERN and cognitive strategies was moderated by OC level. Although results were not conclusive, these preliminary findings represent an important first step to study effects of suppression and acceptance on the ERN in a sample characterized by clinically-relevant symptoms and overall encourage further exploration.

The treatment of magical ideation in two individuals with obsessive compulsive disorder

2010 ◽  
Vol 4 (1) ◽  
pp. 16-29 ◽  
Author(s):  
Danielle A. Einstein ◽  
Ross G. Menzies ◽  
Tamsen St Clare ◽  
Juliette Drobny ◽  
Fjola Dogg Helgadottir
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Video Clip ◽  
Magical Thinking ◽  
Behaviour Therapy ◽  
Obsessive Compulsive ◽  
Magical Ideation ◽  
Obsessive Compulsive Symptoms ◽  
Compulsive Disorder ◽  
Mediating Role ◽  
Pre Treatment

AbstractData collected from clinical populations indicate that magical ideation (MI) may play a causal or a mediating role in the expression of obsessive compulsive symptoms. If this is the case then when targeted in treatment, symptoms of obsessive compulsive disorder (OCD) should be altered. Two individuals diagnosed with OCD received a trial treatment targeting magical thinking. The intervention consisted of a series of procedures designed to undermine superstitious/MI without targeting obsessions or compulsions. The procedures involved critical analysis of the following material: (1) a free astrology offer; (2) a horoscope prediction exercise; (3) a description of four different cultural explanations of the origin of fire; (4) an instructive guide for Tarot card readers; (5) a report of a UFO sighting; (6) a video-clip describing a cult festival; (7) a description of a ‘hoax’ channeler and (8) a superstition exercise. Measures of obsessive compulsive symptoms, superstition, MI and thought–action fusion were administered pre-treatment, post-treatment and at 3 months’ follow-up. According to the twofold criterion of Jacobson et al. (Behaviour Therapy 1984, 15, 336–352), following treatment the patients were identified as being recovered on measures of magical and superstitious thinking and on the Padua Inventory.

Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential

2008 ◽  
Vol 78 (1) ◽  
pp. 84-106 ◽  
Author(s):  
MARK CONLEY
Keyword(s):  
Adolescent Literacy ◽  
Teacher Educator ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
School To Work ◽  
Future Research ◽  
Great Promise ◽  
Cognitive Strategy Instruction ◽  
Literacy Research

"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

scholarly journals Atypical action updating in a dynamic environment associated with adolescent obsessive-compulsive disorder

2021 ◽  
Author(s):  
Aleya A Aziz Marzuki ◽  
Matilde Vaghi ◽  
Anna Conway-Morris ◽  
Muzaffer Kaser ◽  
Akeem Sule ◽  
...  
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Young Patients ◽  
Dynamic Environment ◽  
Prediction Errors ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Error Related Negativity ◽  
The Face ◽  
Cognitive Information ◽  
Confidence Ratings

Background Computational research had determined that adults with obsessive-compulsive disorder (OCD) display heightened action updating in response to noise in the environment and neglect meta-cognitive information (such as confidence) when making decisions. These features are proposed to underlie patients compulsions despite knowledge they are irrational. Nonetheless, it is unclear whether this extends to adolescents with OCD as research in this population is lacking. Thus, this study aimed to investigate the interplay between action and confidence in adolescents with OCD. Methods Twenty-seven adolescents with OCD and 46 controls completed a predictive-inference task, designed to probe how subjects actions and confidence ratings fluctuate in response to unexpected outcomes. We investigated how subjects update actions in response to prediction errors (indexing mismatches between expectations and outcomes) and used parameters from a Bayesian model to predict how confidence and action evolve over time. Confidence-action association strength was assessed using a regression model. We also investigated the effects of serotonergic medication. Results Adolescents with OCD showed significantly increased learning rates, particularly following small prediction errors. Results were driven primarily by unmedicated patients. Confidence ratings appeared equivalent between groups, although model-based analysis revealed that patients confidence was less affected by prediction errors compared to controls. Patients and controls did not differ in the extent to which they updated actions and confidence in tandem. Conclusions Adolescents with OCD showed enhanced action adjustments, especially in the face of small prediction errors, consistent with previous research establishing just-right compulsions, enhanced error-related negativity, and greater decision-uncertainty in paediatric-OCD. These tendencies were ameliorated in patients receiving serotonergic medication, emphasising the importance of early intervention in preventing disorder-related cognitive deficits. Confidence ratings were equivalent between young patients and controls, mirroring findings in adults OCD research.

scholarly journals Some Predictors of Depressive Disorders in the Context of Clinical Patomorphosis

2021 ◽  
Vol 6 (4) ◽  
pp. 77-82
Author(s):  
O. O. Belov ◽  
Keyword(s):  
Cognitive Impairment ◽  
Clinical Picture ◽  
Depressive Disorders ◽  
Clinical Symptoms ◽  
Emotional Lability ◽  
Obsessive Compulsive ◽  
Diagnostic Strategies ◽  
Low Mood ◽  
Self Blame ◽  
Initial Stage

The purpose of the study was to study the clinical and psychopathological phenomenology of the initial stage of depressive disorders in the context of clinical pathomorphosis. Materials and methods. Features of clinical symptoms of the initial stage of depressive disorders in the comparative aspect in the context of clinical pathomorphosis based on the analysis of medical records of 236 patients who were treated for depressive disorders in 1971-1995 (ICD-9 codes 296.1, 296.3) and clinical examination of 245 patients with depressive disorders in 2015-2019 (ICD-10 codes F 31.3, F 31.4, F 32.0, F 32.1, F 32.2, F 33.0, F 33.1, F 33.2) are considered. Results and discussion. It was established that there is a predominance in the clinical picture of modern depressive disorders of low mood (in general in 91.4% of patients, 91.6% of men and 91.3% of women, p>0.05), dyssomnia (93.1%, 92.5% and 93.5%, respectively, p>0.05), anxiety, fear (84.5%, 78.5%, 89.1%, respectively, p<0.01), asthenia (82.4%, 77.6% and 86.2%, respectively, p>0.05), somatic vegetative symptoms (82.9%, 77.6% and 87.0%, respectively, p<0.01), apathy (78.8%, 69.2% and 86.2%, respectively, p<0.01) and ideas of self-humiliation and self-blame (69.8%, 72.9% and 67.4%, respectively, p<0.01), and the relatively low prevalence of obsessive symptoms (55.1%, 54.2% and 55.8%, respectively, p<0.05), emotional lability (51.0%, 54.2% and 48.6%, respectively, p<0.01) and cognitive impairment (45.3%, 43.9% and 46.4%, respectively, p<0.05) with a predominance of emotional lability and ideas of self-humiliation and self-blame in men, and manifestations of anxiety, fear, apathy, cognitive impairment, obsessive and somatic vegetative symptoms in women, which gives grounds to consider that the main predictors of depressive disorder at the initial stage of low mood are dyssomnia, anxiety fear, asthenia and somatic vegetative symptoms. The revealed features suggest the presence of a clinical pathomorphosis of depressive disorders. The clinical pathomorphosis of the initial stage of depressive disorders is in a significant reduction in the clinical picture of low mood, ideas of self-abasement and self-blame, emotional lability and cognitive impairment, and an increase in anxiety, fear, asthenia, apathy, obsessive symptoms and obsessive-compulsive symptoms, with significantly greater gender differentiation of clinical symptoms of depression. Conclusion. The identified patterns are embedded in the general trend towards polymorphism and clinical undifferentiation of modern depressive disorders, significant involvement of patients with sleep disorders, asthenic, apathetic and somatic vegetative symptoms, which requires revision of diagnostic strategies and individualization of diagnosis. The identified patterns can be used for early diagnosis of depressive disorders and prevention of depression

scholarly journals Evidence that endpoint feedback facilitates intermanual transfer of visuomotor force learning by a cognitive strategy

2021 ◽  
Author(s):  
Jack De Havas ◽  
Patrick Haggard ◽  
Hiroaki Gomi ◽  
Sven Bestmann ◽  
Yuji Ikegaya ◽  
...  
Keyword(s):  
Response Times ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Behavioral Observation ◽  
Separate Experiment ◽  
Intermanual Transfer ◽  
Motor Representation ◽  
Independent Manner ◽  
Continuous Feedback ◽  
Adaptation Task

Humans continuously adapt their movement to a novel environment by recalibrating their sensorimotor system. Recent evidence, however, shows that explicit planning to compensate for external changes, i.e. a cognitive strategy, can also aid performance. If such a strategy is indeed planned in external space, it should improve performance in an effector independent manner. We tested this hypothesis by examining whether promoting a cognitive strategy during a visual-force adaptation task performed in one hand can facilitate learning for the opposite hand. Participants rapidly adjusted the height of visual bar on screen to a target level by isometrically exerting force on a handle using their right hand. Visuomotor gain increased during the task and participants learned the increased gain. Visual feedback was continuously provided for one group, while for another group only the endpoint of the force trajectory was presented. The latter has been reported to promote cognitive strategy use. We found that endpoint feedback produced stronger intermanual transfer of learning and slower response times than continuous feedback. In a separate experiment, we found evidence that the aftereffect is indeed reduced when only endpoint feedback is provided, a finding that has been consistently observed when cognitive strategies are used. The results suggest that intermanual transfer can be facilitated by a cognitive strategy. This indicates that the behavioral observation of intermanual transfer can be achieved either by forming an effector-independent motor representation, or by sharing an effector-independent cognitive strategy between the hands.

Immediate Reproduction of Temporal Information under Four Cognitive Strategies

1983 ◽  
Vol 56 (2) ◽  
pp. 375-381 ◽  
Author(s):  
Michel Guay ◽  
Robert B. Wilberg
Keyword(s):  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Time Estimation ◽  
Temporal Information ◽  
Auditory Cues ◽  
Retention Characteristics ◽  
Two Measures ◽  
Four Levels ◽  
Mental Counting ◽  
Measures Of Performance

The main purpose was to determine the retention characteristics of temporal information when subjects experienced time under a retention interval of immediate reproduction and various cognitive strategies for time estimation. Four levels of cognitive strategy were used, viz., conscious, mental counting, counting aloud without auditory cues, and counting aloud with auditory cues. The latter three cognitive strategies were experimenter-defined, time-aiding techniques. Subjects were instructed to refrain from employing time-aiding techniques under a conscious cognitive strategy for time estimation. Visual durations of 1, 2, and 4 sec. were estimated by 12 subjects under the method of reproduction. Two measures of performance were computed, viz., variable and constant errors. The general conclusions were: (a) the effectiveness of mental counting, counting aloud without auditory cues, and counting aloud with auditory cues as cognitive strategies over conscious cognitive strategy in terms of variability depends on the duration used, and (b) in terms of accuracy and variability an increase in the number of cues under time-aiding techniques does not necessarily produce better performance.

The Potential Role of 5-HT1D Receptors in the Pathophysiology and Treatment of Obsessive-Compulsive Disorder

CNS Spectrums ◽  
1998 ◽  
Vol 3 (8) ◽  
pp. 46-49 ◽  
Author(s):  
Liat Stern ◽  
Joseph Zohar ◽  
Thalma Hendler ◽  
Iulian Ianco ◽  
Yehuda Sasson
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Clinical Symptoms ◽  
Epidemiological Studies ◽  
Obsessive Compulsive ◽  
Genetic Studies ◽  
Compulsive Disorder ◽  
Everyday Activities ◽  
Research Fields ◽  
Patterns Of Behavior

Obsessive-compulsive disorder (OCD) is a psychiatric disorder in which the patient suffers from recurrent intrusive ideas, impulses, thoughts (obsessions), and/or patterns of behavior (compulsions) that are ego-alien and produce anxiety if resisted. The ego-dystonic nature of OCD is one of the hallmarks of this disorder. OCD can be a disabling condition because the obsessions and compulsions are time-consuming and interfere with patients' everyday activities and their relationships with friends and family. In severe cases, OCD conflicts even with the simplest tasks of daily living.Research interest in OCD has been growing steadily in the past decade. A search on MEDLINE reveals an over 300% increase in citations on OCD from 1986 to 1998. These range across the spectrum of research fields, from genetic studies, brain imaging, and neurobiological research examining the underlying pathogenesis of OCD to epidemiological studies evaluating the course of clinical symptoms, comorbidities, and outcomes. Each area represents an important piece in the complex jigsaw puzzle of OCD.

scholarly journals Transfer of metacognitive skills in self-regulated learning: an experimental training study

2020 ◽  
Vol 15 (3) ◽  
pp. 455-477
Author(s):  
Corinna Schuster ◽  
Ferdinand Stebner ◽  
Detlev Leutner ◽  
Joachim Wirth
Keyword(s):  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Training Transfer ◽  
Metacognitive Skills ◽  
Far Transfer ◽  
Near Transfer ◽  
Training Conditions ◽  
Self Regulated Learning ◽  
Learning Tasks ◽  
Regulated Learning

Abstract Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed.

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