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Psychology Presentation Time: 12:00 – 1:30 p.m

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Presentation Time: 12:00 – 1:30 p.m.

D. MacDonald1, M. C. Watt1, L. Bilek2

1Department of Psychology, 2Department of Human Kinetics
Anxiety sensitivity (AS) is the fear of arousal-related sensations (e.g., increased heart rate, respiration, and sweating) due to the belief that these sensations have harmful consequences. Evidence suggests that individuals with high AS tend to avoid activities that educe these sensations, such as exercise. The present study investigated whether varsity athletes, who experience arousal sensations regularly, would have lower levels of AS than typically is found among undergraduates. Participants included 205 varsity athletes (126M, 79F) from various sports teams. Athletes scored significantly lower on the Anxiety Sensitivity Index (ASI, Peterson & Reiss, 1992) and reported significantly fewer childhood experiences wherein they may have learned to fear arousal sensations than typically is found in undergraduate samples. As predicted, athletes with higher (vs. lower) ASI scores reported significantly more cognitive anxiety related to competition but, contrary to predictions, were not more likely to view these sensations as being debilitating to their athletic performance. Results are discussed in terms of developmental antecedents of AS.

Presentation Time: 1:30 – 3:00 p.m.

T. T. MacDonald and M. C. Watt

Department of Psychology
The present study examined relations between levels of anxiety sensitivity (AS) and physical activity in a sample of adolescents. It had been hypothesized that students high in AS would be less likely to participate in physical activity and less likely to use physical activity as a means of coping with stress. Participants included two hundred and twenty-six high school students (119 M, 107 F) ranging in age from 15 to 19 years. Levels of physical activity as well as attitudes toward physical activity were assessed. Measures included the Children’s Anxiety Sensitivity Index (CASI), State-Trait Anxiety Inventory for Children (STAIC), and the Glyshaw Coping Inventory. As predicted, high AS (vs. low AS) students reported doing significantly less physical activity in an average week and described themselves as being less physically fit. As compared to low AS students, high AS students were significantly more apt to report disliking the tired feeling associated with physical activity and doing such activity in the presence of others. High AS (vs. low AS) students were significantly less apt to use physical activity to cope with stress. Consistent with predictions, females reported significantly higher levels of AS than males.
Presentation Time: 1:30 – 3:00 p.m.

J. McLaughlin Advisor: Dr. K. MacLean

Department of Psychology
The present study investigates the role of mind-mindedness in the prediction of quality of attachment in the preschool years.  Previous research has shown that the quality of the attachment relationship between a caregiver and their child can be affected by different aspects of cognitive development.  Elizabeth Meins (2001), found that the ability of a primary caregiver to view his or her child as a being with a mind was directly related to the quality of attachment that the child formed.  That is mothers who scored high on the mind-mindedness measure were more likely to have children classified as securely attached than were mothers who scored low on this measure.  The present study used the Geneva Emotion Eliciting Scenario(GEES) as an alternate procedure for measuring preschool attachment.  The resulting scenarios were coded using Crittenden’s Preschool Assessment of Attachment (PAA).  Mind-Mindedness was measured using the Mind-Mindedness Interview developed by Meins.  Results are discussed in terms of their relevance to the extant literature linking attachment and cognition

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