Passive and Active Avoidance Learning in Depressives

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In order to aid in the understanding of the personality components that contribute to the symptoms of depression, the learning process of persons labeled as depressed was examined. Twenty female subjects who were either receiving or being evaluated for psychotherapy participated in this study. Based on MMPI and DACL scores, 10 depressed and 10 nondepressed subjects were placed in avoidance learning situations. An active avoidance situation required making the correct button press to avoid a sounding buzzer; the absence of the button-pressing response constituted a passive avoidance situation, There was no significant difference between the two groups in learning across ... continued below

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v, 26 leaves: ill.

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Weeks, Randall E. December 1979.

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  • Weeks, Randall E.

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In order to aid in the understanding of the personality components that contribute to the symptoms of depression, the learning process of persons labeled as depressed was examined. Twenty female subjects who were either receiving or being evaluated for psychotherapy participated in this study. Based on MMPI and DACL scores, 10 depressed and 10 nondepressed subjects were placed in avoidance learning situations. An active avoidance situation required making the correct button press to avoid a sounding buzzer; the absence of the button-pressing response constituted a passive avoidance situation, There was no significant difference between the two groups in learning across avoidance conditions, Depressives were found 'to be less persistent in responding than were nondepressives. Results were explained as supporting a learned helplessness model of depression.

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v, 26 leaves: ill.

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  • December 1979

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  • May 10, 2015, 6:16 a.m.

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  • May 25, 2016, 11:31 a.m.

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Weeks, Randall E. Passive and Active Avoidance Learning in Depressives, thesis, December 1979; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc504124/: accessed June 19, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .