Frustation and learned helplessness.

This article reports the transfer of learned helplessness from one aversive motivator, shock to another, frustration. In experiment 1, animals were trained to approach food in a runway and concomitantly exposed to either escapable, inescapable, or no shock in a different situation. Extinction was conducted in the runway, and subsequently the animals were tested for hurdle-jump escape from the frustrating goal box. Inescapably shocked rats failed to learn to hurdle-jump, whereas escapably or nonshocked animals learned the frustration escape response. Experiment 2 replicated the basic finidngs of Experiment 1 and showed transfer of learned helplessness from shock to frustration when no running response had been first acquired in the runway.     

On learned helplessness

“Learned helplessness” and its Pavlovian analog, learned irrelevance, are phenomena thought integral to understanding depression, PTSD, psychosomatic vulnerability, and a variety of diseases and immune disorders. The origin and development of research on learned helplessness is briefly overviewed with attention to the reasons for the controversy that surrounds the study of learned helplessness and derived physiological, psychological, and behavioral phenomena. The need to remedy past focus on American research and English language journals in this area is noted. The heuristic value as well as the wide ranging empirical value of the research domain is lauded. The meretricious emerging social and legal barriers to this research are noted to be unrealistic and unfortunate.     

Epistemic needs and learned helplessness

This study assesses the impact of non-specific epistemic needs—the need for structure and the fear of invalidity—on expectancy of control and performance following unsolvable problems. Subjects answered a questionnaire tapping their non-specific epistemic needs and were exposed to either no feedback or failure in unsolvable problems. Then their expectancies of control and performance were assessed. The results showed that a high need for structure was associated with a transfer of the expectancy of uncontrollability and worse performance following failure. The results are discussed in terms of Kruglanski's lay epistemic theory.     

Repression-sensitization differences in recovery from learned helplessness.

The performance of repressors and sensitizers on a solvable anagram task was assessed after either a short delay (0 to 30 min) or a long delay (2 to 6 hr) following a standard learned helplessness induction. Results indicated that all subjects exposed to the learned helplessness induction exhibited performance deficits, compared with control subjects exposed to no induction. Furthermore, subjects who were tested after the short delay did not perform as well as subjects tested after a long delay. No difference in overall anagram performance was found between repressors and sensitizers. Consistent with theoretical predictions, however, the anagram performance of repressor subjects was significantly better in the long-delay than in the short-delay condition; this significant recovery effect between short- and long-delay conditions was not obtained for sensitizer subjects. Possible theoretical mechanisms for these effects and implications for future research are noted.     

Sex differences in attributions and learned helplessness

This investigation assessed the hypothesis that girls are more likely to be learned helpless in math than boys. Students in grades 5 through 11 completed questionnaires assessing their causal attributions for success and failure in mathematics, their self-concepts of math ability, and their expectations for both current and future success in math. Results indicated that sex differences in attributions depended on the type of methodology used (open-ended or rank-ordered questions). The most consistent difference involved the differential use and ranking of ability, skills, and consistent effort. No sex differences were found in either students' perceptions of their own math ability or in their current achievement expectations. Girls, however, rated their future expectations slightly lower than did boys. Taken together, these results provide little support for the hypothesis that girls are generally more learned helpless in mathematics than are boys.     

Persistence of learned helplessness in humans

The duration of the effects of a common learned helplessness induction procedure, exposure to insoluble concept-formation problems, was assessed by varying the interval between the induction procedure and subsequent exposure to soluble anagrams. Participants tested immediately or 30 min after the induction procedure exhibited reliable helplessness deficits on all dependent measures. These effects, relative to the performance of a nonhelpless control group, were absent in subjects who experienced delays of 2 or 6 hr before anagram testing. The implications of these results for the development of more enduring helplessness effects and for the conducting of research into analogue intervention are discussed.     

Vicariously and directly learned helplessness and effectiveness1

Experiment 1 demonstrated the typical helplessness effect of inescapability on directly participating female subjects. Predictions drawn from social learning theory and comparison level theory on vicariously learned helplessness and effectiveness were then tested in a second study employing the prototypical learned helplessness induction design. In Experiment 2, 180 women served as either observers or direct participants and were pretreated as dyads with escapable, inescapable, or irrelevant noise. Consistent with social learning theory, subsequent instrumental task performance demonstrated facilitation effects of escapability on observers, and the same effect on direct participants also was found. No debilitation effects of vicariously or directly experienced inescapability were obtained. The combined results suggest that the induction of helplessness and effectiveness may depend on the social context in which relative controllability is operative, and are discussed primarily in terms of possible coaction effects.     

Attributional style and the generality of learned helplessness

According to the logic of the attribution reformulation of learned helplessness, the interaction of two factors influences whether helplessness experienced in one situation will transfer to a new situation. The model predicts that people who exhibit a style of attributing negative outcomes to global factors will show helplessness deficits in new situations that are either similar or dissimilar to the original situation in which they were helpless. In contrast, people who exhibit a style of attributing negative outcomes to only specific factors will show helplessness deficits in situations that are similar, but not dissimilar, to the original situation in which they were helpless. To test these predictions, we conducted two studies in which undergraduates with either a global or specific attributional style for negative outcomes were given one of three pretreatments in the typical helplessness triadic design: controllable bursts of noise, uncontrollable bursts of noise, or no noise. In Experiment 1, students were tested for helplessness deficits in a test situation similar to the pretreatment setting, whereas in Experiment 2, they were tested in a test situation dissimilar to the pretreatment setting. The findings were consistent with predictions of the reformulated helplessness theory.     

Cognitive effects of life stress and learned helplessness

Abstract Stressful life events and learned helplessness attributional styles have been shown to impact a variety of personal outcomes. This study examined how these factors influence two classes of cognitive behaviors: the occurrence of intrusive thoughts and performance in memory and verbal-spatial reasoning tasks. Negative life change and attributions for negative events predicted different types of cognitive responses. Individuals reporting higher levels of life stress were more likely to experience distracting thoughts that were unrelated to the current task, whereas individuals with learned helplessness attributional styles tended to have more worrisome thoughts about their task performance. In general, individuals reporting high levels of negative life stress tended to perform more poorly in tasks, whereas individuals with learned helplessness attributional styles tended to perform better than those who did not share this explanatory style. These results suggest that life stress and attributional style have important influecnes on cognitive processes, and that a learned helplessness attributional style can have beneficial effects on behavior in some situations.     

Situation similarity and the generalization of learned helplessness

An experiment is reported which investigated the effects of situation similarity on learned helplessness. After initial pretreatment strong helplessness effects were found on a similar, but not on a dissimilar, test task. It was concluded that situation similarity is an important determinant of the generalization of the learned helplessness phenomenon.     

The distortion of self-perception by learned helplessness

This study examined the impact of learned helplessness on self-perception of competence. The participants were 180 undergraduates who were placed in control, failure, or success groups where they were given a list of traits on which to evaluate themselves, followed by an anagram-solution test. Significant performance effects were observed on the test; self-assessment was more representative of actual ability, however, than of the treatment situation. The results suggest that although experiencing uncontrollable failure may result in performance deficits, perception of ability may not be distorted.     

Three accounts of the learned helplessness effect

Two experiments tested predictions drawn from test anxiety theory, learned helplessness theory, and Wortman and Brehm's (1975) integration of helplessness and reactance theories. Experiment 1 demonstrated that performance deficits predicted by learned helplessness do not rely on experimenter-induced failure. It also showed such deficits to be unrelated either to negative affect following exposure to pretreatment or to causal attributions about pretreatment task performance. Experiment 2 showed that experience of uncontrollability need not result in impaired performance, because failure on an unimportant task did not produce the deficits predicted by learned helplessness theory. This result provides qualified support for the integrative model. Finally, because the subjective measures used in Experiment 2 were not consistent with performance measures, the reliability of self-reports is questioned.     

Effects of prolonged deprivation on learned helplessness

The influence of prolonged deprivation on response to uncontrollable outcome was investigated among 104 young Indian students. They received an unsolvable block design task followed by an anagram solution test and an attribution questionnaire. As predicted, the high-deprived and the female students displayed greater helplessness than their low-deprived and male counterparts, and they attributed uncontrollable outcome more to internal, stable, and global causes.     

Cognitive processes in intimate conflict: II. efficacy and learned helplessness

Abstract

This paper, in presenting the second part of a cognitive model of family conflict, discusses the influence of efficacy expectations on conflict attitudes and behavior. It proposes (a) that high efficacy enhances persistence in family problem solving, while low efficacy inhibits such efforts, and (b) that chronic low efficacy may lead to learned helplessness responses in family members. Drawing together the cognitive model of family conflict, the author discusses the joint impact of causal attributions and efficacy expectations on family conflict, then describes the two relevant research studies and discusses several implications of the model for family research and family therapy.     

The effect of control and predictability in learned helplessness

The present 2 x 2 study deals with the influence of controllability and predictability of an aversive noise stimulus on a subsequent learning task. Eighty-four subjects participated in two experiments. In correspondence with the concept of learned helplessness, controllability was shown to be the dominant factor in the first experiment. In the second experiment, a modified test task was used in which both factors were shown to act in specific ways: The main influence of controllability is upon response measures (latency, omission), whereas unpredictability retardates learning of new predictive connections. The results are discussed in terms of contingency learning.     

Predictability,controllability, and inoculation against learned helplessness

Nondepressed human subjects were divided into seven groups. On a series of discrimination problems, a helplessness group received insoluble problems, a solvable group received contingent feedback, and a no treatment control group received no feedback. For two other groups insoluble problems were preceded by success feedback on a different task presented according to a fixed ratio (FR) or variable ratio (VR) schedule of reinforcement. Two control groups received either FR or VR schedules of success but were not examined on the discrimination problems. All groups were tested for escape/avoidance performance on a human shuttle box. Both FR and VR schedules produced an inoculation against learned helplessness; escape performance by the helplessness group was significantly worse than that of FR and VR inoculation groups. These latter groups performed similar to the solvable and three control groups. Significantly worse than that of FR and VR inoculation groups. These latter groups performed similar to the solvable and three control groups. Significantly fewer subjects in the VR inoculation group exhibited avoidance responses than their counterparts in the FR inoculation group. despite similar escape performance. The findings indicate that learned helplessness can be prevented in humans and suggest different sources of interference produced by unpredictable and uncontrollable events.     

Achievement motivation,psychological reactance,and learned helplessness

Two experiments are reported in which the behavior of subjects classified as high or low on achievement motivation was studied following experience of uncontrollable, nonaversive outcomes, using a triadic design. In both experiments, subjects high on achievement motivation displayed facilitation, whereas subjects low on achievement motivation displayed slight interference or no effect. In the second experiment it was shown that the experimental treatment was successful in inducing the expectation of response-outcome independence without associated perceptions of failure. It differed in this respect from manipulations used in most reported studies of human helplessness. The results are discussed in relation to theories of achievement motivation, psychological reactance, and learned helplessness.The first experiment was conducted by the first author under the supervision of the second author in partial fulfillment of the requirements for the B.A. Honors degree in psychology at the University of Adelaide. The authors wish to thank J. M. Innes and E. E. Rump for their helpful comments.     

The generality of learned helplessness in the rat

Two experiments were simultaneously conducted in which two different groups of 40 rats each were exposed to one of two different stressors. In both experiments half the subjects were pretreated with shock, half with underwater exposure. For each pretreatment stressor, half the subjects were allowed to escape, the other half were not. The experiments differed in the test task used. Approximately 24 hr after pretreatment, one-half the subjects from each pretreatment group received 20 water-escape trials in an underwater maze, the other half received 20 shock-escape trials in a two-way shuttle box. The subjects in each of the inescapable pretreatment conditions were slower to escape in the subsequent shock-escape and water-escape tasks when compared with subjects in the corresponding escapable pretreatment condition. The “learned helplessness” effect appeared to be no smaller when aversive stimuli were changed between pretreatment and test than when they remained the same.