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An investigation of risky decision-making : = The role of temperament, development, early adversity, and ADHD.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An investigation of risky decision-making :/
其他題名:	The role of temperament, development, early adversity, and ADHD.
作者:	Humphreys, Kathryn Leigh.
面頁冊數:	1 online resource (163 pages)
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781303910500

An investigation of risky decision-making : = The role of temperament, development, early adversity, and ADHD.
Humphreys, Kathryn Leigh.

An investigation of risky decision-making :The role of temperament, development, early adversity, and ADHD. - 1 online resource (163 pages)

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.

Thesis (Ph.D.)--University of California, Los Angeles, 2014.

Includes bibliographical references

Exploration is a process that inherently brings both risk of negative outcomes and opportunities for success. With either outcome, that exploration, or risk-taking, results in feedback and the potential for learning. Measuring risk-taking, and the ability to learn from risk-taking, has clear relevance. Previous laboratory-based assessments of risk-taking and learning have been limited. Although tasks included implicit rules that could be deduced from experience to guide subsequent decision-making, participants have had limited ability to explore the task environment. The purpose of this investigation was to examine risky decision-making on a novel task, the Balloon Emotional Learning Task (BELT), in four studies. The first provided initial validation of the BELT and examined the association of personality/temperament factors in relation to risk-taking and learning. The second study examined age-related changes in risky decision-making in individuals ranging from 3--26 years of age. The third study examined the association of maternal deprivation, age, and sex with risk-taking and the functional outcome of risk-taking. The fourth study examined the association of childhood attention-deficit/ hyperactivity disorder (ADHD) on risky decision-making and learning on the BELT measured from a two-year prospective longitudinal study. Across all samples, individual differences in learning from risk-taking were observed, and they were significantly associated with personality traits, age, early adversity, and ADHD. The results have implications for empirical investigations of risk-taking and its functional outcome, and how decision-making can be influenced by feedback. The findings also highlight the importance of considering sensitivity to negative feedback and learning from experience in the successful decision-making in the context of risk.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781303910500Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

An investigation of risky decision-making : = The role of temperament, development, early adversity, and ADHD.
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245 1 3 $a An investigation of risky decision-making : $b The role of temperament, development, early adversity, and ADHD.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
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502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2014.
504 $a Includes bibliographical references
520 $a Exploration is a process that inherently brings both risk of negative outcomes and opportunities for success. With either outcome, that exploration, or risk-taking, results in feedback and the potential for learning. Measuring risk-taking, and the ability to learn from risk-taking, has clear relevance. Previous laboratory-based assessments of risk-taking and learning have been limited. Although tasks included implicit rules that could be deduced from experience to guide subsequent decision-making, participants have had limited ability to explore the task environment. The purpose of this investigation was to examine risky decision-making on a novel task, the Balloon Emotional Learning Task (BELT), in four studies. The first provided initial validation of the BELT and examined the association of personality/temperament factors in relation to risk-taking and learning. The second study examined age-related changes in risky decision-making in individuals ranging from 3--26 years of age. The third study examined the association of maternal deprivation, age, and sex with risk-taking and the functional outcome of risk-taking. The fourth study examined the association of childhood attention-deficit/ hyperactivity disorder (ADHD) on risky decision-making and learning on the BELT measured from a two-year prospective longitudinal study. Across all samples, individual differences in learning from risk-taking were observed, and they were significantly associated with personality traits, age, early adversity, and ADHD. The results have implications for empirical investigations of risk-taking and its functional outcome, and how decision-making can be influenced by feedback. The findings also highlight the importance of considering sensitivity to negative feedback and learning from experience in the successful decision-making in the context of risk.
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538 $a Mode of access: World Wide Web
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650 4 $a Developmental psychology. $3 557458
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690 $a 0620
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710 2 $a University of California, Los Angeles. $b Psychology 0780. $3 1186652
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