Psychology Theses and Dissertations

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https://hdl.handle.net/1794/995

This collection contains some of the theses and dissertations produced by students in the University of Oregon Psychology Graduate Program. Paper copies of these and other dissertations and theses are available through the UO Libraries.

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Browsing Psychology Theses and Dissertations by Author "Beauchamp, Kathryn"

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    Context-Specific Inhibitory Control Training in Adolescents with a Range of Early Life Stress Exposure: Employing a Translational Neuroscience Approach for Innovative Intervention Development
    (University of Oregon, 2018-09-06) Beauchamp, Kathryn; Fisher, Philip
    Early experience critically shapes cognitive, affective, and behavioral development, and experiences of early life stress (ELS) have been documented to negatively impact developmental trajectories. An increasing need exists for innovative intervention development to ameliorate negative impacts of ELS. Translational neuroscience approaches hold promise for addressing the needs of individuals who have experienced ELS through the development and testing of targeted intervention strategies grounded in neuroscientific knowledge. The current dissertation work employed a translational neuroscience approach to improve inhibitory control (IC) in a group of adolescents (N=20) exposed to a range of ELS via a brief, computerized training paradigm. Baseline analyses of the association between ELS and IC revealed a positive relationship (i.e., increased ELS, increased IC performance), counter to hypotheses. The IC training did not significantly improve IC in the training group compared to the control group over time, contrary to hypotheses and previous work demonstrating the effectiveness of this IC training in young adults. Transfer of training effects to a non-trained IC task and to real-world risk-taking behavior were limited. ELS demonstrated some moderation of neural effects of IC training. The use of neuroimaging in this dissertation work allowed for further investigation of neural mechanisms even in the absence of significant behavioral training, transfer, and moderation effects. Results are discussed in the context of the utility of such IC training approaches for adolescents with ELS exposure and of translational neuroscience approaches more broadly. Future directions for IC training, translational neuroscience intervention approaches, and the incorporation of neuroimaging in this work are explored. This dissertation includes unpublished co-authored material.