Effects of real and recalled success on learned helplessness and depression.

The effects of recalling past successes on the deficits in learned helplessness and depression were examined and, for learned helplessness, compared with those of real success. Ss were 84 female, English university students who had been rated on the Beck Depression Inventory. Depressed Ss and nondepressed Ss receiving unsolvable problems showed deficits in anagram performance and some evidence of lowered mood compared with nondepressed Ss receiving no unsolvable problems. Experience with solvable letter substitution problems reversed anagram deficits and low mood associated with learned helplessness, replicating previous findings. Recalling successes on letter substitution problems had no effect on the anagram deficits in learned helplessness and depression and had an effect in improving mood only in learned helplessness. Real and recalled success both significantly modified attributions for failure in the learned helplessness condition. Results suggest real success does not have its therapeutic effects by modifying attributions for failure toward external factors. Some evidence of a facilitatory effect of depression on initial anagram performance was obtained. It is concluded that recall of past successes, while easier to arrange than real success experiences, may not be a powerful clinical procedure. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectations of success and anagram performance of depressives in a public and private setting.

Three groups of Ss—depressed, nondepressed, and nondepressed pretreated with an inescapable-noise/insoluble-problems manipulation—were compared on anagram performance and on stated expectations of success on trials of a perceptual task. Ss were 48 undergraduates who had been rated on the Beck Depression Inventory, the MMPI Depression scale, and the Self-Consciousness Scale. The design, frequently used in learned helplessness research, was used in both a public (experimenter present) and a private (experimenter absent) condition. Expectancy-of-success results revealed differences among the group's behaviors across the public–private conditions, suggesting that interpersonal mechanisms between S and experimenter rather than a learned helplessness conceptualization may account for these data. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reversal of performance deficits and perceptual deficits in learned helplessness and depression.

Tested therapeutic implications of the learned helplessness model of depression in 2 experiments with a total of 128 undergraduates. Depression was assessed with the Beck Depression Inventory. Nondepressed Ss receiving inescapable noise and depressed/no-noise Ss later showed noise escape deficits in a shuttlebox and perceptions of response-reinforcement independence when compared with nondepressed/no-noise Ss. Experience with solvable discrimination problems reversed the escape deficits and perceptions of response-reinforcement independence associated with both inescapability and depression. Results support the learned helplessness model of depression, which claims (a) that uncontrollable events induce distorted perceptions of response-reinforcement independence in nondepressed people which cause performance deficits parallel to those found in naturally occurring depression, and (b) that experience with controllable events reverses the perceptions of response-reinforcement independence and the performance deficits associated with both helplessness and depression. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and the perception of reinforcement.

Tested the prediction of the learned helplessness model of depression that depressed Ss tend to perceive reinforcement as more response-independent than do nondepressed Ss in skill tasks, but not in chance tasks. Changes in expectancies for success following reinforcement in chance and skill tasks were examined in 32 college students. The Rotter Internal-External Control Scale and Beck Depression Inventory were used to classify Ss into 4 groups: depressed high external, depressed low external, nondepressed high external, and nondepressed low external. The predictions were confirmed: nondepressed Ss showed greater expectancy changes than depressed Ss in skill, while the changes of depressed and nondepressed Ss were similar in chance. Externality had no significant effect on expectancy changes in chance or skill. Results indicate that depression entails a specific cognitive distortion of the consequences of skilled action. (27 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Universal versus personal helplessness in depression: Belief in uncontrollability or incompetence?

The learned helplessness model of depression predicts that depressed individuals believe outcomes are more response independent than do nondepressed individuals in a skill situation. The present study assessed whether depressives' cognitive distortions are specific to their belief about their own skilled action or are a result of a general belief in uncontrollability in the world. Changes in expectancies following success and failure in skill and chance tasks were examined in 32 depressed and 32 nondepressed college students who either performed themselves or observed a confederate perform a pair of tasks. In the skill task, depressed Ss showed significantly smaller changes in expectancy than nondepressed Ss when estimating the probability of their own success. In contrast, depressed and nondepressed Ss did not differ when estimating the probability of another person's success on the identical skill task. It is inferred that depressed individuals view themselves as helpless in a skilled situation but do not view the situation itself as uncontrollable. Results are discussed in terms of the reformulated learned helplessness model. (52 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectancy changes in depression and schizophrenia.

Does the learned helplessness model of depression apply to clinically depressed patients and is it specific to depression? Changes in expectancy following success and failure in skill and chance tasks were assessed for depressed nonschizophrenics (unipolar depressives), depressed schizophrenics, nondepressed schizophrenics, and normal controls (32 Ss, aged 18–50 yrs). Unipolar depressives showed smaller changes in expectancy of future success after failure in the skill task than did the controls and both schizophrenic groups. Depressed schizophrenics did not show smaller expectancy changes than nondepressed schizophrenics. The learned helplessness model has been tested primarily in populations with subclinical depression; the present results provide partial support for learned helplessness as a model of one type of severe clinical depression and suggest that learned helplessness is not a general feature of psychopathology. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expectancies, mood, and performance of depressed and nondepressed psychiatric inpatients on chance and skill tasks.

The learned helplessness model of depression predicts that, compared with nondepressed patients, depressed patients will demonstrate psychomotor deficits, provide lower subjective evaluations of their performance, and perceive reinforcement in skill tasks as more response independent. These predictions were tested in 32 depressed (mean age 35 yrs) and 32 nondepressed (mean age 38 yrs) psychiatric inpatients, who had been administered the Quick Test and the Beck Depression Inventory. Ss performed card- and peg-sorting tasks in which measures of performance, ratings of mood and expectancy of success, and subjective evaluations of performance were obtained under chance and skill reinforcement conditions. Although some support was obtained for the prediction that depressives provide lower evaluations of their performance than nondepressives, the other predictions were not supported. Comparisons between depressed and nondepressed schizophrenics indicate that the mood of depressed schizophrenics was especially sensitive to task outcome for both skill and chance conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attributions for success on the alleviation of learned helplessness and depression.

Investigated the effects of attributions for success on the alleviation of mood and performance deficits of 104 19–60 yr old clinically depressed inpatients. Ss were assigned to either an acutely depressed group or an improved depressed group that was exposed to a learned helplessness induction procedure. Ss received 80% positive feedback on a task allegedly measuring social intelligence. Concurrently, Ss were exposed to experimental manipulations designed to induce attributions of this experience to 1 of 4 types of causes (internal–general, internal–specific, external–general, external–specific). Following this task, Ss' mood, expectancies, and anagram performance were assessed. Results indicate that helpless and depressed Ss who received the internal attribution manipulations reported less depressed mood than Ss in the external attribution conditions. Similarly, Ss in the general attribution conditions performed better and reported higher expectancies for success on the anagrams than Ss in the specific attribution conditions. Results are supportive of an attribution theory model of learned helplessness and depression. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression, interpersonal standard setting, and judgments of self-efficacy.

Investigated the relationship between standard setting and judgments of self-efficacy in the domain of interpersonal functioning for depressed and nondepressed Ss. Consistent with a self-control model of depression, a large discrepancy between personal standards and judgments of personal efficacy for performance was postulated to be related to depression. Undergraduate students who scored above 13 on 2 administrations of the Beck Depression Inventory composed the depressed group. 39 depressed and 39 nondepressed students rated their minimal standards for adequate interpersonal performance, its importance to them, and their judgments of self-efficacy for the same tasks, using the Interpersonal Concerns Questionnaire. Depressed Ss showed a larger discrepancy between strength of interpersonal standards and strength of self-efficacy than did normal Ss. Depressed Ss expressed a lower strength of self-efficacy than did nondepressed Ss, but they did not differ on their interpersonal standards. Importance and the strength for standards are consistent with recent extensions of P. M. Lewinsohn's (1974) model of depression, which suggests that disruptions in self-evaluation are related to lowered judgments of self-efficacy for depressed Ss. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An attempt to reverse performance deficits associated with depression and experimentally induced helplessness.

The learned helplessness model of depression predicts that any effective treatment for reactive depression should also reverse performance deficits associated with experimentally induced helplessness, and vice versa. A study was conducted to test this prediction. Ss were 62 college students who were exposed to experimental manipulations designed to induce helplessness or who scored above a group mean on the Beck Depression Inventory. Depressed and helpless Ss were randomly assigned to 4 groups. The 2 treatment groups received either E. Velten's (1968) mood statements for the induction of elation or a set of simple anagrams to solve. The 2 remaining groups were exposed to no-treatment conditions. All Ss were tested for helplessness on a series of concept formation problems. Results fail to confirm the predictions of the learned helplessness model of depression. Although treatment was effective with helpless Ss, the performance of treated depressed Ss was not enhanced. Also, depressed Ss given anagrams performed more poorly than depressed Ss given mood statements. Several possible explanations for the findings are considered. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reversal of cognitive and affective deficits associated with depression and learned helplessness by mood elevation in patients

Therapeutic implications of the learned helplessness model of depression were tested in a clinical population (48 male medical and psychiatric patients of a VA hospital). In pretreatment, 2 groups of nondepressed medical patients waited, 2 groups of nondepressed medical patients received helplessness training, and 2 groups of psychiatric patients (diagnosed as primary affective disorder) waited. In treatment, Ss received either E. Velten's (1968) mood-elation procedure as "therapy" or Velten's (1968) mood-neutral procedure as placebo. Performance on cognitive and mood tasks was assessed. Three separate administrations of the Depression Adjective Check List indicated that helplessness training induced depressive affect, and the mood elation procedure decreased depressive affect for both helpless and depressed Ss. The mood neutral procedure and the waiting periods were associated with no affective changes. On the cognitive (anagrams) task, performance deficits were associated with helplessness and depression but were reversed by mood elation. Results are interpreted as consistent with the learned helplessness model of depression. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem solving and suicidality among prison inmates: Another look at state versus trait.

Examines the relationships between means–ends problem solving and suicidality among adult male prison inmates in light of new evidence based on inpatient and college student populations suggesting that state, rather than trait, vulnerabilities may be responsible for problem-solving deficits and differences. Using the Means–Ends Problem-Solving Procedure with 93 state prison inmates, it was found that among inmates with a history of parasuicide, current suicidality did not affect problem-solving performance. Among nonsuicidal inmates, parasuicide history had no effect on problem solving or affect–suicidality measures. Although these results support new research suggesting that trait problem-solving deficits are not causally linked to suicidality, they raise questions about the potentially unique relationships among suicidality, problem solving, depression, and hopelessness in incarcerated populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and learned helplessness in man.

Demonstrated similarity of impairment in naturally occurring depression and laboratory-induced learned helplessness in 48 undergraduates. 3 groups each of depressed and nondepressed Ss were exposed to escapable, inescapable, or no noise. Then they were tested on a series of 20 patterned anagrams. Depressed-no-noise Ss were much poorer at solving individual anagrams and seeing the pattern than nondepressed-no-noise Ss. Inescapable noise produced parallel deficits in nondepressed Ss relative to escapable or no noise, but inescapable noise did not increase impairment in depressed Ss. Findings support the learned helplessness model of depression, which claims that a belief in independence between responding and reinforcement is central to the etiology, symptoms, and cure of reactive depression. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive theory and the generality of pessimism among depressed persons.

38 depressed (as measured by the Beck Depression Inventory) and 52 nondepressed college students were given a series of anagrams to solve. A 1-chance subgroup was informed that they would win a free movie ticket if they were successful in the task. A 2nd-chance subgroup received the same instructions as the 1-chance subgroup but were also informed that if they failed, they would have another opportunity in a different, undefined task. Ss were subdivided into success and failure subgroups that either succeeded at or failed the anagram task. Immediately afterwards, Ss reported their emotional state on the Multiple Affect Adjective Check List. Depressed Ss reported greater depression, anxiety, and hostility than nondepressed Ss in the 1-chance condition but not in the 2nd-chance condition; this interaction occurred independent of Ss' success or failure in the task. Results are viewed as indicating that current cognitive theories about the generality of pessimism in depression are incomplete. An explanation of the results in terms of the saliency of future reward opportunity is suggested as a basis for further study. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression and social problem solving.

20 depressed patients with major depressive disorder, 20 nondepressed matched control Ss, and 17 patients with anxiety disorders were compared in different measures of social problem solving. Problem solving was assessed with the Means-Ends Problem-Solving Test (Study 1), the solution of personal problems, and a problem-solving questionnaire (Study 2). Results showed that, as predicted, depressed Ss suffered from a deficit in problem solving in all 3 measures. The majority of these deficits were also displayed by the clinical control group rather than being specific to a diagnosis of depression. However, depressed Ss produced less effective solutions than did normal and clinical control Ss. The results suggest that depressed and anxious patients may have difficulties at different stages of the problem-solving process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational and associative aspects of mild depression in skill and chance tasks.

In Exp I, the levels of aspiration and expectancies for success of 281 mildly depressed and nondepressed college students on a skill and chance task were studied. The 2 groups did not differ in expectations for success, but depressed Ss displayed elevated levels of aspiration, particularly for the skill task. Exp II, with 120 college students, tested the prediction, based on an attainment discrepancy model, that increases in expectancy for success would be a function of the interaction of performance level and the skill–chance nature of a task for mildly depressed Ss but not for nondepressed Ss. Comparisons of increases in expectancy for success following average and superior performance support this prediction. The prediction that locus of control (Rotter's Internal–External Locus of Control Scale) and depression (Beck Depression Inventory) would not be significantly correlated was also confirmed. Results indicate that the level of aspiration of mildly depressed persons may be particularly elevated in skill tasks, resulting in the perception of average performance in such tasks as unsuccessful. (48 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of amount of helplessness training and internal–external locus of control on mood and performance.

Based on C. B. Wortman and J. W. Brehm's (1975) integration of reactance theory with M. E. Seligman's (1972, 1975) model of learned helplessness, the present study examined the effects of amount of helplessness training and internal–external locus of control on subsequent task performance and on self-ratings of mood. 90 undergraduates were divided into internal and external groups on the basis of their scores on Rotter's Internal–External Locus of Control Scale and were then given either high, low, or no helplessness training on a series of concept-formation problems. After completing the Multiple Affect Adjective Check List, all Ss worked on an anagram task presented as a 2nd experiment by a 2nd experimenter. Internals exhibited greater performance decrements and reported greater depression under high helplessness than did externals. In the low helplessness conditions, internals tended to perform better than control Ss, while externals tended to perform worse than control Ss; low helplessness Ss also reported the highest levels of hostility. The results are discussed within the context of Wortman and Brehm's integration of reactance and learned helplessness theories. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness, depression, and the illusion of control.

Do people previously exposed to uncontrollable aversive events, like naturally depressed people, fail to succumb to an illusion of control in a situation in which events occur noncontingently but are associated with success? 120 depressed and nondepressed undergraduates (as determined by Beck Depression Inventory and Multiple Affect Adjective Check List) were assigned to 1 of 3 groups that make up the typical triad used in studies of learned helplessness: controllable noises, uncontrollable noises, or no noises. Following pretreatment, Ss judged how much control they had in a noncontingency learning problem. For half of the Ss, events were noncontingent and associated with failure; for the remaining Ss, events were noncontingent but associated with success. Contrary to the predictions of learned helplessness theory, nondepressed Ss previously exposed to uncontrollable noises showed a robust illusion of control in the condition in which events were noncontingent but associated with success; nondepressed Ss previously exposed to controllable noises judged control accurately. Depressed Ss also judged control accurately regardless of their previous noise experience. Results are interpreted as consistent with the egotism hypothesis. (56 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depressive attributional style.

143 undergraduates completed an attributional style scale designed by the authors, the short form of the Beck Depression Inventory, and the Multiple Affect Adjective Check List. Results show that depressed Ss, compared to nondepressed Ss, attributed bad outcomes to internal, stable, and global causes, as measured by the attributional style scale. This attributional style was predicted by the reformulated helplessness model of depression. In addition, relative to nondepressed Ss, depressed Ss attributed good outcomes to external, unstable causes. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)