Dissertations / Theses on the topic 'Interpretive bias'
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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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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 characteristics are shown by normal individual high in trait anxiety (Mathews, Richards & Eysenck, 1989; Mogg, Bradley & Hallowell, 1994; Mathews & MacLeod, 1994), and by examining clinically anxious patients who repeatedly report elevated trait anxiety levels (MacLeod, Mathews & Tata, 1986; Mogg & Bradley, 1998). '...' Two alternative hypotheses regarding this relationship are proposed. One hypothesis is that attentional and interpretive biases are concurrent expressions of a single underlying biased selectivity mechanism that characterises anxiety vulnerability (the Common Mechanism account). In contrast, a quite different hypothesis is that attentional and interpretive biases are independent cognitive anomalies that represent separate pathways to anxiety vulnerability (the Independent Mechanisms account). The present research program was designed to empirically test the predictions that differentiate the Common Mechanism and Independent Mechanisms accounts. The general methodological approach that was adopted was to employ bias manipulation tasks from the literature that have been developed and validated to directly modify one class of processing bias (i.e. attentional bias or interpretive bias). The effect of these direct bias manipulation tasks on a measure of the same class of processing bias or the other class of processing bias was then examined. The Common Mechanism and Independent Mechanisms accounts of the relationship between attentional and interpretive bias generate differing predictions concerning the impact of directly manipulating one class of processing bias upon a measure of the other class of processing bias. The central difference between the alternate accounts is their predictions regarding cross-bias transfer, that is the transfer of training effects from direct manipulation of one class of processing bias to a measure of the other class of processing bias. Whereas the Common Mechanism account predicts that such cross-bias transfer will occur, the Independent Mechanisms account does not predict such transfer. A series of seven studies is reported in this thesis. There was some difficulty achieving successful bias modification using bias manipulation approaches established in the literature; however when such manipulation was achieved no cross-bias transfer was observed. Therefore the obtained pattern of results was consistent with the Independent Mechanisms (IM) account, and inconsistent with the Common Mechanism (CM) account. A more detailed version of the IM account is developed to more fully accommodate the specific results obtained in this thesis.
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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 first, systematically and specifically manipulating interpretive bias, and second, assessing the consequences of such manipulations for anxiety vulnerability as assessed by individual differences in the intensity of emotional reaction to a subsequent stressor. This research was conducted in two phases. The studies in Phase 1 were designed to permit the development of training tasks, capable of inducing group differences in interpretive bias. The employed approach to such interpretive training involved the modification of priming tasks previously used to assess interpretive bias. In each trial of such priming tasks, homograph primes with both threatening and non-threatening meanings are first presented, followed by targets which, on different trials, are related to their threatening or to their non-threatening meanings. Participants are required to respond to identify each target, using the prime as a cue. In order to create interpretive training tasks capable of manipulating interpretive bias, contingencies were introduced into such priming task methodologies, such that the targets were related to differentially valenced prime meanings for different groups of participants. For the threat training group, the targets presented during training were always related to the threatening meanings of the 2 homograph primes, making it advantageous for these participants to interpret the primes in a threat-congruent fashion, with the intention of inducing a threat-congruent interpretive bias. For the non-threat training group, the targets in training were always related to the non-threatening meanings of the ambiguous primes, making it advantageous to interpret the primes in a non-threat-congruent fashion, with the intention of thus encouraging a non-threat-congruent interpretive bias. The success of these training procedures in modifying interpretive bias was then assessed in subsequent, non-contingent versions of these priming procedures
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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 homogenous in their clinical focus. A common confound in this research appeared to be lack of between-group differences due to unanticipated improvements in control groups. An empirical study is then presented, which explored the efficacy of a home-based CBM package targeting worry in an older adult sample reporting generalised anxiety symptomology. Six individuals participated in this nonconcurrent multiple baseline study involving a seven-day CBM training phase and follow-up. The study identified a moderate response to CBM, in which half the sample showed evidence of training improvements in daily well-being measures. Overall changes in diagnostic scores of generalised anxiety symptomology indicated statistically reliable but not clinically meaningful progress. Performance data provided key insight into potential moderating factors affecting CBM efficacy, such as anxiety-related interference of engagement with the training. Despite the study’s originality in terms of both the sample’s age cohort and clinical presentation, the results largely coincide with the 12 reviewed studies. The portfolio concludes with recommendations for future research, with advice to extend the age range of study samples to include appropriate lifespan representation.
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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 selective processing mechanism. The Independent Mechanism account proposes that independent mechanisms underlie each bias. . . An apparent contradiction is that the manipulation of one bias served to also modify the other bias, despite the observation that the magnitude of the resulting change in both biases was uncorrelated. Neither the Common Mechanism nor the Independent Pathways accounts can adequately explain this pattern of results. A new account is proposed, in which attentional and interpretive biases are viewed as representing mechanisms that are related but that are not the same. Theoretical and applied implications of these findings are discussed, including the possibility that the two biases each may best predict emotional reactions to quite different stressful events and that training programs designed to attenuate allocation of attentional resources to threat may serve to reduce both attentional and interpretive selectivity in emotionally vulnerable individuals.
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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 and environmental origins of these interpersonal cognitive biases and their temporal prediction of symptoms across a 2-year period. Data show that interpersonal cognitive factors are strongly influenced by non-shared environmental factors, and moreover, predict symptoms across time. The final section of the thesis comprises four studies using Cognitive Bias Modification of Interpretations (CBM-I) training methodology to show that both positive and negative interpretive biases for interpersonal information can be induced in adolescents. Positive biases are shown to persist for at least 24 hours after training, and induced positive and negative biases are shown to differentially predict anxious responses to an experimental stressor. Evidence is also provided to suggest that effects following training positive interpretive biases may transfer to other cognitive measures, namely appraisals of ambiguous emotional faces. Finally, data tentatively show that CBM-I training may be useful in reducing negative interpretations of interpersonal information made by 11-year-old children undergoing the transition to secondary school. In summary, studies in this thesis support the contribution of cognitive biases to mood and anxiety symptoms in childhood and adolescence. They further extend this knowledge by suggesting that these reflect individual-specific (non-shared) environmental risks to predict symptoms across time. These biases may also be amenable to change through training interventions, with some - albeit weak - effects on other cognitive outcomes.
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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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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 examine anxiety and interpretive bias in adolescent humans. In rats, we examined performance on common tests of anxiety-like behaviour: the emergence test, open field and elevated plus-maze. Exploration on these tests increased from mid-adolescence into adulthood, and greater exploration by females was apparent from late adolescence. While the behaviours themselves remain interesting, caution on interpreting these behaviours as anxiety-related warranted and is discussed throughout the thesis. Potential effects of the ovarian cycle and testing order on EPM performance were also examined. In humans, 12-14 year old adolescents complete visual and written interpretive bias tasks, this bias being considered to be a cognitive vulnerability for anxiety. The results showed that, when imagining themselves in ambiguous scenarios, girls were more negative in their interpretations than boys. Additionally, both sexes also interpreted social scenarios more negatively than non-social scenarios. As puberty is thought to be important to the emergence of disorder during adolescence, interpretive bias could potentially mediate the puberty-anxiety relationship. While more interpretive bias work is needed in both species, the recent development of interpretive bias tasks for rodents provides an opportunity to move away from difficult to interpret tests of anxiety-like behaviour in rodents, and should allow for greater convergence of the human and rodent anxiety research.
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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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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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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 psychological mechanisms which may underlie the drug-aggression relationship. Part 2 comprises the empirical paper. It reports a novel investigation into the perception of aggressive content in ambiguous information to determine whether increased aggression in dependent drug users may be related to an aggressive interpretative bias. The study compared 21 opiate-dependent, 21 opiate- abstinent and 22 healthy unemployed controls. It found that opiate users showed a bias away from aggressive and towards neutral interpretations. This may mean that opiate users may perceive potentially aggressive information benignly and this could make them more prone to engaging in risk situations and behaviours. Part 3 comprises a critical appraisal of the research and comments on both my experience of conducting the research and on validity issues within the study.
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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. Secondly, whilst existing research provides a nuanced picture of these multiple dynamics involved in the state’s reproduction of gender inequality, we cannot yet fully account for the processes through which these dynamics are maintained. As a result, our explanations of how change could be achieved are also under-developed. This thesis uses gender mainstreaming (GM) implementation as a model to explore these research problems, examining the processes underlying the ‘disappointing’ policy outcomes which existing analyses of GM implementation have documented (Bretherton 2001, Daly 2005, Mazey 2000). Whilst these existing studies provide an essential starting point, this thesis argues that many have applied an implicitly rigid or rationalistic approach to policy analysis, highlighting the disparity between the intended and actual outcomes of GM. This kind of approach fails to operationalise our understanding of the construction of gender as a process and a constantly renegotiated phenomenon. It also fails to exploit the research opportunities which GM implementation provides. To enable such an analysis, this thesis draws together literatures from policy studies, particularly interpretative policy analysis (Colebatch 2009, Pressman and Wildavsky 1984, Yanow 1993) and science and technology studies/the sociology of knowledge (STS/SK) (Latour and Callon 1981, Law 1986) to apply an understanding of policy implementation as a process of negotiation, where we analyse how policy is interpreted, understood and enacted, on the ground. This perspective emphasises how local responses to strategic policy demands emerge through collective processes of interpretation, which are heavily affected by pre-existing policy assumptions, activities and practices (Wagenaar 2004, Wagenaar et al 2003). These concepts are used to operationalise the concept of gender knowledge (Andresen and Doelling 2002, Caglar 2010, Cavaghan 2010, 2012, Doelling 2005) to investigate how shared (non)perceptions of gender inequality are institutionalised and perpetuated, whilst competing notions are marginalised. Thus developed, the gender knowledge concept enables us to grasp and analyse (non)perceptions of the gender inequality issue; the evidence or ways of thinking which underpin them; and the processes, materials and persons involved in institutionalising them to the exclusion of competing perceptions. This approach therefore operationalises the notion that gender and gendering is a process and connects the ‘genderedness of organisations’ (Benschop and Verloo 2006, Rees 2002) to gendered policy outputs. Examining ‘what is happening’ when GM is implemented in this manner provides an opportunity to identify mechanisms of resistance, i.e. the processes through which the production of gender inequality is maintained. By corollary, examining ‘successful’ incidences of GM implementation provides empirical examples of how change has occurred. The project thus aims to produce theoretical insights which can be extrapolated to a wider understanding of the perpetuation of the state production of gender inequality.
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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 factor implicated in worry, and an interview related to processes involved in worry. Among the two measures of IU, one was a self-report questionnaire measuring explicit beliefs about uncertainty, while the other was a computerized task designed to assess automatic threat associations related to uncertainty. It was hypothesized that compared to the positive induction group, the negative induction group would evidence: (1) more explicit negative beliefs about uncertainty, (2) stronger automatic associations related to uncertainty, and (3) higher levels of worry. Results revealed that interpretive bias was successfully induced, but did not lead to group differences on IU or worry. In contrast to previous studies (Mathews & Macintosh, 2000), no effect of the training on state anxiety was found. Potential explanations for the discrepant findings are discussed as well as treatment implications for interpretive bias modification during therapy.
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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 complexities of scholarly research, individual course instructors’ personal beliefs about classroom and behavior management and problem behaviors, and the implications of those personal beliefs upon text selection and course content that guide the preservice teacher’s developing philosophies to meet the challenges of today’s diverse educational settings provide the foundation for this interpretive analysis. Findings suggest that, regardless of the documented need for additional preservice teacher preparation in managing student behavior in general and problem behavior specifically, course content on problem behaviors in the classroom management course depends upon the course instructors’ personal beliefs about classroom and behavior management that developed through their personal knowledge, experience, and preferences. Academic freedom serves as a centerpiece of university professor and student rights. Academic freedom must support academic responsibility in the design, implementation, and evaluation of curriculum, preparation of course materials, complementary course offerings, and a competent and judicious treatment of the subject. Findings of this study reveal that the university’s academic responsibility for providing a “competent and judicious treatment of the subject” relies upon the personal beliefs of the individual course instructor.text
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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, les participants étaient invités à répondre à des questionnaires évaluant la personnalité, les processus cognitifs et l’agressivité. Puis, pendant l’enregistrement de leur activité cérébrale, ils devaient lire des scénarios d’interactions sociales et attribuer une intention aux comportements décrits comme ambigus et provocateurs. Nous avons analysé la N400, une composante de potentiels reliés aux évènements, associée à la présentation d’intentions inattendues hostiles ou non hostiles après chaque scénario. Des analyses de corrélations de Pearson et de régressions linéaires multiples ont été réalisées pour examiner la validité de notre modèle de médiation. Les résultats montrent que la N400 est plus forte lors de la présentation d’intention non hostile inattendue que lors de la présentation d’intention hostile inattendue dans les régions centropariétales. La personnalité antisociale et la violation des attentes hostiles étaient reliées positivement à l’agressivité réactive. La personnalité antisociale prédisait l’agressivité réactive même à l’ajout de la violation des attentes hostile (Z = .30, p = .76) ou de la violation des attentes non hostiles (Z = -.32, p = .75) comme médiateur. En somme, le rôle médiateur du biais d’attribution d’intention n’est pas confirmé et d’autres études sont nécessaires pour mieux comprendre le lien entre la personnalité antisociale et l’agressivité réactive.Every day, around the world, aggressive behaviors are committed against individuals, causing physical, psychological and financial harm. In response to provocation, these assaults are said to be reactive and can be fuelled by cognitive biases of attributing hostile intent and antisocial personality styles. Filling a gap in the scientific literature, the purpose of this study is to evaluate hostile intent bias and its role in the relationship between antisocial personality and reactive aggression. To this end, participants were asked to complete questionnaires assessing personality, cognitive processes and aggression. Then, while recording their brain activity, they were asked to read scenarios of social interactions and to attribute intent to behaviors described as ambiguous and provocative. We analyzed the N400, an event-related potential component associated with the presentation of unexpected hostile or non-hostile intentions after each scenario. Pearson correlation and multiple linear regression analyses were performed to examine the validity of our mediation model. The results show that the N400 is stronger in the presentation of unexpected non-hostile intent than in the presentation of unexpected hostile intent in the centro-parietal regions. Antisocial personality and violation of hostile expectations were positively related to reactive aggression. Antisocial personality predicted reactive aggression even with the addition of hostile expectation violation (Z = .30, p = .76) or non-hostile expectation violation (Z = -.32, p = .75) as a mediator. In sum, the mediating role of intention attribution bias is unconfirmed and further studies are needed to better understand the link between antisocial personality and reactive aggression.
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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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碩士國立政治大學
心理學系
106
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 completed seven questionnaires and SWAP. The results showed that high social anxious individuals had greater threat interpretative bias and smaller benign interpretative bias compared to low social anxious individuals. Further, it was important to note that when comparing within group, actually not high but low social anxious individuals showed some special interpretation patterns. In addition, the statistics revealed significant correlations between on-line and off-line data, threat and benign interpretative bias. The current study also had found the consistency between SWAP and questionnaires measurements. In study 2, eighty high social anxious participants from study 1 were assigned randomly into modification training and neutral control group. All participants completed eight interpretaional training sessions delivered over four weeks (twice a week). Participants were also required to complete postassessments and follow-up assessments. The results indicated that the modification training program successfully increased the benign interpretative bias and decreased the threat interpretative bias, compared to the neutral control condition. When exploring the training mechanism, the current study discovered that modification training program helped high social anxious individuals gain the same interpretation patterns as low social anxious individuals had. However, the modification training program didn’t reduce social anxiety symptoms in high social anxious individuals. This unexpected finding were discussed. In conclusion, SWAP may have clinical utility when applied as assessment and intervention.
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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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碩士國立清華大學
計量財務金融學系
102
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-Jacobi-Bellman equation. Furthermore, we extend concept of multiple resources of model uncertainty in Uppal and Wang (2003). Not only incorporate we a parameter that represents all level of ambiguity into objective function but also we add a matrix that reflects different levels of marginal ambiguity.
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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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碩士國立中正大學
臨床心理學研究所
103
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 of participants, including clinical social anxiety disorder patients (n = 10) ,non-clinical high (n = 47) and low (n = 46) social anxious individuals, but only non-clinical participants received the mood manipulation before the experimental task. Stimuli in this experimental task were used photographs of morphed two emotional facial expressions, and disgust expression was used as target threat stimulus. All participants were asked primality to judge the emotion type and rate approachability for each morphed facial expression. The results showed that high social anxious individuals were more probably to judge the morphed facial expressions as disgust expression that had the meaning of social threat, and rated lower level of approachability. However, there was no finding that the interpretative bias of high social anxious individuals would be affected significantly by mood manipulation. Moreover, the present study showed some additional findings, including that: high social anxious individuals might underestimate the positive of morphed facial expressions, and the interpretative bias might appear only when high social anxious individuals were in social interaction situation and interpreted the social information by personal viewpoint. And social anxiety and depression might also have co-effect to the interpretative bias of high social anxious individuals. The main contribution of this study had the evidence that high social anxious individuals had negative interpretative bias for the social threat morphed facial expression. Based on these findings, the present study suggested that workers in clinical practice may use cognitive therapy, computerized cognitive training and other therapeutic skills to modify the interpretive bias of high social anxious individuals, and then achieve the improvement of social anxiety symptoms.
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Gandolfo, Nastasja. "Die Bedeutung der italienischen Kammerkantate für Maria Antonia Walpurgis von Bayern als Interpretin und Sammlerin von 1747 bis 1763." 2020. https://slub.qucosa.de/id/qucosa%3A71274.
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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 the Czech Republic and the Russian Federation view the concept of absolute interpreter's neutrality. At the same time it inquires whether they sometimes face the absence of interpreter's neutrality. Lastly, it outlines factors that can influence interpreter's neutrality and examines possible impacts of neutrality absence on interpreting performance. The results of empirical part may become a springboard for further research in interpreter's neutrality.