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Biomedical subjects

M J Power

Publications and source records attributed to M J Power.

48 records · Page 3Linked to original sources
PubMed1987

The perception of life events in depressed inpatients and hospitalized controls.

Causal and consequence explanations for past life events, future life events, and a set of hypothetical events were obtained from depressed inpatients (N = 18) and a group of matched hospitalized controls (N = 18). Most of the causal dimensions were found to distinguish depressives from controls in the direction predicted by the Reformulated Learned Helplessness Theory, but the strongest support was obtained with the hypothetical events rather than with past or future events.

Adolescent↗
PubMed1986

Cognitive approaches to depression: a theoretical critique.

Three cognitive approaches to depression are reviewed in terms of recent advances in cognitive psychology. The approaches considered are those based on associative networks, schemata, and explanatory styles. It is argued that each of these approaches has significant limitations that can be overcome if they are replaced by the theory of mental models (Johnson-Laird, 1983). A number of specific advantages for this theory are outlined and the basis is provided for a new cognitive approach to depression.

Cognition↗
PubMed1985

The selection of patients for group therapy.

Patients are selected for group therapy primarily on the basis of therapists' clinical judgements. Although a number of clinicians have attempted to specify what these judgements might be, a brief survey of these accounts shows little agreement apart from the proposal that appropriate patients should have interpersonal difficulties. Most clinicians appear to select patients on the basis of whether they are suitable for the type of therapy on offer (e.g. dynamic psychotherapy or behaviour therapy), rather than the format of the therapy (e.g. individual or group). Recent attempts to use self-report questionnaires also confound therapy type and therapy format. However, it is argued that a combination of clinical judgement, self-report questionnaire, and observation of patients in preparatory groups may overcome the problem of premature termination--a problem that has negative effects both for the patient who drops out and for the patients who remain.

Clinical Competence↗
PubMed1977

The synthesis of D-ribofuranosyl derivatives of methyl propiolate and a study of the activating influence of the ester group in cycloaddition reactions.

2,3,5-Tri-O-benzyl-D-ribofuranosyl bromide (17) has been converted into methyl 3-(2,3,5-tri-O-benzyl-beta-D-ribofuranosyl) propiolate (8) and its alpha anomer 10 in 21 and 42% yields, respectively, by reaction with the silver salt of methyl propiolate. Attempts to prepare 8 from (beta-D-ribofuranosyl)ethyne (1) by standard methods were unsuccessful. The reactions of the esters 8 and 10 and the ethyne 1 with several 1,3-dipoles have been examined. With diazomethane, 8 and 10 gave the pyrazole esters 20 and 28, respectively, whereast the ethyne 1 reacted more slowly to give a mixture of 23 (37%) and 26 (31%). The ester 10 was converted into the triazoles 32 (51%) and 36 (34%) by reaction with benzyl azide. Treatment of the ester 10 with phenylhydrazine gave the pyrazolone 38 in 71% yield. A number of the products of dipolar addition have been converted into new D-ribofuranosyl-pyrazoles and -triazoles by hydrogenolysis.

Chemical Phenomena↗
PubMedDate not supplied

The directed forgetting task: application to emotionally valent material.

Three experiments are reported which investigate the application of the directed forgetting task to emotionally valent material and to different mood states. In this task, some subjects are told when halfway through an intentional or incidental learning task that the trials presented so far are to be forgotten because they were merely practice. However, at the end of the subsequent list, the subjects are then asked to recall all of the previous items including those that they were instructed to forget. The results typically show that significantly fewer directed forgetting items are recalled whether the task is an intentional or incidental learning one. In the first experiment, normal and 'depressed' students rated positive and negative material for pleasantness; although directed forgetting effects were obtained, there were no differential effects of mood state nor of valence of the material. In order to investigate this effect further, a variant of this task was used in Experiment 2 in which the positive and negative material had to be processed in relation to the self. The results showed that differential forgetting now occurred; healthy students recalled more positive than negative information, but this positive bias was not obtained for 'depressed' students who showed an even-handed level of recall. In Experiment 3, groups of clinically depressed, clinically anxious, and normal controls were presented with the directed forgetting task. The key finding showed that the depressed subjects showed a retrieval facilitation for to-be-forgotten negative adjectives, an effect that was not present for the other two groups. It is concluded therefore, that the directed forgetting task could be usefully extended to investigate cognition-emotion interactions in clinical populations.

Adult↗