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Blunted motivation is a core symptom of Major Depressive Disorder (MDD). Although the empirical picture is mixed, cognitive processes that can be collectively referred to as reward processing have been found to be consistently muted in MDD; most notably, reward sensitivity and reinforcement learning. Works on the modulation of response vigor in individuals with MDD have examined various types of reward, but recent research has shown that in the general population, response vigor is not modulated by type of reward on tasks that are highly similar to those used in these experiments. The present study implemented a form of non-reward related reinforcement which has repeatedly been shown to modulate response vigor in the general population. It investigated whether modulation of response vigor by this type of reinforcement would be effective in individuals with MDD. Clinically depressed individuals (N = 121; 76 post-exclusion) engaged in a task in which their responses led to predictable and immediate sensorimotor effects, or no such effects. Response vigor increased when responses led to sensorimotor effects, which was comparable to the increase found in the general population. These findings support the utility of isolating the computations leading to different reinforcement types and suggest that motivational deficits in MDD may be specific to the type of reward (i.e., hedonically or otherwise explicitly desired stimuli). These results contribute to the literature by suggesting that the reinforcement from sensorimotor predictability stems from processes devolved to motor control, whereas reinforcement from rewards may depend on more general-purpose processes. [ABSTRACT FROM AUTHOR]

Contemporary theories of wellbeing have offered an alternative to traditional psychology by emphasizing strengths rather than weaknesses as a means of leveraging growth and improvement. The present study examined whether cost-effective strengths interventions through self-reflection on strengths versus weaknesses, without teaching or feedback, can bring positive outcomes and limit the negative effects that the first university examination period has on first-year students. One hundred and three students were randomly assigned to three conditions: focus on strengths, focus on weaknesses, or focus on neutral experiences. The students kept a weekly written record of their experiences. Participants completed self-report questionnaires examining psychological wellbeing, psychological distress, positive and negative affect, self-esteem, and optimistic and pessimistic views of the future at the beginning and at the end of the intervention. Results indicate that reflecting on strengths for a 5-week period prior to exams prevented the surfacing of negative emotions and distress, as well as a decline in wellbeing due to the impending examination period. The intervention also enhanced feelings of optimism about the future. Baseline levels of self-esteem and positive affect determined who would achieve the greatest improvement in mood by reflecting on strengths. In conclusion, the study findings suggest that awareness-of-strengths interventions elicit more desirable psychological outcomes than do interventions focused on weaknesses or on neutral events. The study also shows that cost-effective, easy-to-administer strengths interventions can produce positive outcomes. Implications for consulting are discussed. [ABSTRACT FROM AUTHOR]