Psychology and Neuroscience

Detecting cognitive decline before its symptoms start

Rachel Sauer — Wed, 13 Nov 2024 20:24:58 +0000

Detecting cognitive decline before its symptoms start Rachel Sauer Wed, 11/13/2024 - 13:24

Daniel Long

In his research on the brain, Daniel Gustavson looks for clues about when cognitive decline begins

According to Daniel Gustavson, assistant research professor in the Institute for Behavioral Genetics, much of the research on cognitive decline starts late.

“A lot of studies of older adults—too many, in my opinion—focus on when some cognitive decline has already happened,” he says. “It's clear that a lot of the disease, or even just normal aging, has already taken place by the time somebody comes into a clinic and says, ‘I'm worried about my brain.’”

Gustavson wants to dig deeper into the timeline and see if cognitive decline can be spotted before its telltale signs arise. A paper he coauthored and recently published in Neurobiology of Aging makes headway toward accomplishing that goal.

CU Boulder researcher Daniel Gustavson notes that a lot of cognitive decline, or even just normal aging, has already taken place by the time "somebody comes into a clinic and says, ‘I'm worried about my brain.’”

The cognitive gas tank

Gustavson’s study—which used twin research, genetic analysis and magnetic resonance imaging (MRIs), among other methodologies—examines the relationship between brain reserve in middle age and executive function later in life.

“Brain reserve,” says Gustavson, “is a bit like a gas tank. You have a certain amount of gas built up when you’re a young adult, when your brain is at its healthiest, and as you age, you start to lose some of that fuel.”

Executive function, he adds, refers to complex goal management or attentional control. “It captures higher-level cognitive processes, where you have to be controlling other sub-processes.”

An example of executive function in action is asking someone to memorize and reorder a string of letters and numbers.

“You might have people listen to a list like X, six, B, Y, seven, J, and then they’d have to remember that list in their head and repeat the numbers back in numerical order and the letters in alphabetical order,” Gustavson says. “It’s a little more complicated than just repeating what someone said.”

Using data from the Vietnam Era Twin Study of Aging (VETSA), which includes more than 1,600 subjects who have undergone various cognitive assessments at regular intervals over the past 20 years, Gustavson and his coauthors concluded that higher brain reserve at the age of 56 was associated with better executive function at the age of 68.

Looks can be revealing

Brain reserve, says Gustavson, is a proxy for brain thickness, and brain thickness is determined through MRIs.

To analyze the hundreds of MRIs of VETSA subjects, Gustavson and his coauthors used a machine-learning algorithm developed by James H. Cole, professor of neuroimage computing at the MANIFOLD Lab, which was trained in much the same way Google trains its search algorithms.

“You can train it over and over again,” Gustavson says. “The more data you have”—that is, MRIs—“and the more times you tell it, ‘You were wrong this time. You were right this time,’ the better it gets at classifying this brain as one age versus that brain as another age.”

The algorithm assesses plump, padded brains as younger and atrophied, motheaten brains as older, regardless of the chronological age of the people in whose heads those brains reside. That means, for example, that a 56-year-old can have a brain that appears 60 and a 60-year-old can have a brain that appears 56.

And this matters, Gustavson says, because how a brain looks in an MRI predicts its executive function years later.

“Controlling for their actual age, people with younger-looking brains had much shallower decline in executive function over the subsequent 12 years, and people whose brains appeared older than average had steeper drops in executive function.”

Yet the cause of this discrepancy—genetics? environment? trauma?—is something the algorithm alone can’t explain. That’s where twin research comes in.

Same genes, different story

One of the benefits of twin studies like VETSA, Gustavson says, is their ability to separate environmental influences on a person’s health—things like diet, exercise and place of residence—from genetic influences.

“Brain reserve is a bit like a gas tank. You have a certain amount of gas built up when you’re a young adult, when your brain is at its healthiest, and as you age, you start to lose some of that fuel,” says Daniel Gustavson. (Illustration: iStock)

“Those two things aren't fully separable, but basic twin studies give us some idea of how inherited different constructs are—not only cognitive abilities, like memory or speed, but also changes in those abilities. Twin studies help us quantify how much those changes are due to genetics and how much are due to environment.”

If one twin experiences cognitive decline faster than the other, in other words, researchers can confidently point to environment as the reason, since twins share the same genes.

But twin studies can go only so far, Gustavson says, as they tend to paint with a broad brush. “You often can't pinpoint specific genes or specific environments that matter, because it's all statistical.”

That’s why Gustavson and his team incorporated genetic analyses in their study. They wanted a higher-resolution snapshot of the genetic influences on cognitive decline, specifically by seeing if the APOE genotype, which is strongly associated with Alzheimer’s, predicted a drop in executive function.

What they found is that, although APOE alone did not fully explain changes in subjects’ executive function over time, those subjects’ genes taken as a whole did.

“Most of the association between people's brain health and their future cognitive decline, about two-thirds, was explained by genetics,” Gustavson says.

But that’s not to dismiss the other third as inconsequential.

“Things like healthy lifestyle, diet, smoking and alcohol use, social engagement—those things don't seem like they relate to cognitive changes, but they might impact your brain health in the first half of your life, and then your brain health in midlife will impact your cognition later,” says Gustavson.

The fourth wave

Gustavson and his fellow researchers just completed the fourth wave of data collection, when the VETSA subjects were 74 years old, and are therefore currently working to build upon their findings.

“We would like to expand our models to capture the cognitive changes even further out,” he says.

Gustavson would also like to deepen his understanding of what exactly the brain-age algorithm is detecting. “Is it capturing something new to midlife, or is it capturing something from young adulthood, the consequences of which are only becoming apparent in midlife?”

He suspects it’s the latter, but he’s not yet sure. “I really want to look at that in more detail.”

Jeremy A. Elman, Chandra A. Reynolds, Lisa T. Eyler, Christine Fennema-Notestine, Olivia K. Puckett, Matthew S. Panizzon, Nathan A. Gillespie, Michael C. Neale, Michael J. Lyons, Carol E. Franz and William S. Kremen contributed to this research.

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Top illustration: iStock

ADHD and reading disability often occur together, study finds

Anonymous — Thu, 17 Oct 2024 14:56:38 +0000

ADHD and reading disability often occur together, study finds Anonymous (not verified) Thu, 10/17/2024 - 08:56

Daniel Long

It’s surprisingly common for children to have both conditions, CU Boulder researcher Erik Willcutt argues in a recently published paper

According to a paper coauthored by Erik Willcutt, professor of psychology and neuroscience at the University of Colorado Boulder and faculty fellow of the Institute for Behavioral Genetics, many children with attention-deficit/hyperactivity disorder (ADHD) also have reading disability, and vice versa.

“A lot of kids tend to have both learning and attentional difficulties,” says Willcutt, a clinical child psychologist by training. “Similarly, many children with reading disability also experience broader learning difficulties in areas such as math and writing.”

This research marks a shift in the clinical understanding of learning disabilities.

In recently published research, Erik Willcutt, a CU Boulder professor of psychology and neuroscience, finds that many children with attention-deficit/hyperactivity disorder also have reading disability, and vice versa.

“Twenty-five years ago, we all went into an assessment with a child thinking we had to figure out what the diagnosis is.”

“The” diagnosis—singular.

“Back then, it was always kind of surprising if a child met criteria for more than one diagnosis. We’d think, ‘Maybe we’re just wrong, and we’ve got to figure out which diagnosis is correct.’”

Yet, as research has progressed, this either-or thinking has transformed into something more like both-and thinking.

“We’ve realized over time, there are a lot of kids that really do seem to have more than one diagnosis, and that in many cases both diagnoses would benefit from treatment.”

When one diagnosis complicates another

The phenomenon of multiple diagnoses for one person is called comorbidity, a term “that came out of classic medical literature where people could have more than one illness at the same time,” says Willcutt. “For example, heart disease frequently co-occurs with other physical conditions such as diabetes, and this may mean that treatment of the heart disease is complicated by the diabetes or another co-occurring illness.”

It’s the same idea with reading disability and ADHD. “That comorbidity suggests that a child's difficulties extend beyond what they would be if that child had just reading disability.”

Reading disability, Willcutt points out, doesn’t simply mean difficulty reading. It means unexpected difficulty reading, with the expectations being based on a child’s education.

So, a child who struggles to read but hasn’t had an adequate reading education may not have reading disability. Perhaps that student struggles because he or she hasn’t grown up around books, or hasn’t been read to, or hasn’t been given adequate reading instruction. For a student such as this, difficulty reading may not be a disability so much as the natural consequence of a less-enriched reading environment.

It's the children who have had an adequate education and still underachieve in reading who may have reading disability. And if those kids also happen to have ADHD, their reading disability will likely be harder to manage, just as heart disease becomes more challenging for someone who also has diabetes.

“Individuals with more than one disorder often differ in important ways from individuals with a disorder in isolation, with the comorbid group frequently experiencing greater symptom severity, more extensive and severe functional and neurocognitive impairment, and poorer long-term outcomes,” Willcutt and co-author Stephen A. Petrill state in their paper.

Externalizing and internalizing behaviors

Researcher Erik Willcutt notes that reading disability doesn’t simply mean difficulty reading. It means unexpected difficulty reading, with the expectations being based on a child’s education.

There is a range of behaviors associated with reading disability and ADHD, Willcutt explains, some of which are “externalizing” and some of which are “internalizing.”

Externalizing behaviors are those that children express outwardly—“things like aggression, delinquency or conduct problems,” says Willcutt—whereas internalizing behaviors “are more internally focused—so if you feel anxious or you feel depressed or withdrawn.”

Willcutt says that reading disability and ADHD frequently co-occur with both internalizing and externalizing behaviors, but the specific profile varies among children. One student with comorbid ADHD and reading disability may continually show up late to school and disrupt class, whereas another student with the same diagnoses may be quiet and anxious.

“And there are some different behavior clusters that seem to really matter,” Willcutt adds. “The kids who have reading disability and ADHD along with early aggressive or delinquent behaviors tend to be a subgroup that is at higher risk for more severe antisocial behaviors during adolescence. On the other hand, students who have ADHD and reading disability along with internalizing symptoms often show pronounced difficulties in the classroom because they are really anxious about their academic performance.”

Assessment and treatment

Willcutt says that one key takeaway from his and Petrill’s study is that comorbidity matters and is much more common than previously thought. “At least 25% of kids who have ADHD have a learning disability, which is much higher than we would expect by random chance.”

Willcutt therefore hopes those who read his and Petrill’s study, particularly clinicians, adjust their assessment practices in a way that addresses the potential for comorbid diagnoses.

We’re at the point of saying when a child has ADHD and reading disability, both conditions really warrant interventions. Rather than trying to decide which is more important, we should really target both of them by providing the optimal intervention for reading disability and the optimal intervention for ADHD.”

“If you’re assessing learning disabilities, it’s really important to also assess whether a child has attention problems, anxiety or conduct difficulties along with that. For clinicians who specialize in the assessment of ADHD, it's critical to include a screening measure to determine whether the child may also have learning problems. Our results suggest that it may matter quite a bit if they have a comorbid diagnosis.”

For the field more broadly, Willcutt hopes that his and Petrill’s work prompts other researchers to study treatments for comorbid learning disabilities and attentional difficulties.

“We’re at the point of saying when a child has ADHD and reading disability, both conditions really warrant interventions. Rather than trying to decide which is more important, we should really target both of them by providing the optimal intervention for reading disability and the optimal intervention for ADHD.”

In other words, if a child has both reading disability and ADHD, treating only one will likely have little to no effect on the other.

“Reading intervention might really help with the reading, but it may not address some of the other concerns that are also getting in the way for that child.”

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It’s surprisingly common for children to have both conditions, CU Boulder researcher Erik Willcutt argues in a recently published paper.

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Honors student produces prize-winning research on loneliness

Anonymous — Tue, 04 Jun 2024 17:54:19 +0000

Honors student produces prize-winning research on loneliness Anonymous (not verified) Tue, 06/04/2024 - 11:54

Daniel Long

In her honors thesis, recent graduate Amber Duffy describes how loneliness influences a person’s ability to respond to stress

Amber Duffy, who graduated last semester magna cum laude, didn’t always plan to write an honor’s thesis.

She came to the University of Colorado Boulder on a pre-med track, studying neuroscience, but an introductory psychology class knocked her off that path and inspired her to change her major.

“I really liked the behavioral aspect of psychology,” she says.

She liked psychology so much, in fact, that she wasn’t content simply to study it. She wanted to contribute to it. “If I’m not going to do medical school anymore,” she remembers thinking, “I should delve into research.”

Recent psychology and neuroscience graduate Amber Duffy won the the Outstanding Poster Presentation Talk award at the Society for Personality and Social Psychology’s Annual Convention in San Diego, recognizing her research on loneliness.

She contacted Erik Knight, a CU Boulder assistant professor of psychology and neuroscience, with whom she’d taken a class her sophomore year, and he invited her to join his lab. She ended up working there for two years, during which time she decided to write an honor’s thesis.

The topic? Loneliness and its effect on young adults’ stress responses.

Why loneliness?

Duffy’s interest in loneliness isn’t purely academic. Many of her friends and family have struggled with it for years, even before the pandemic, she says. And she herself, the daughter of a Taiwanese mother and a Pennsylvanian father, has often felt its sting.

“Growing up in a multicultural family in my predominantly white town”—Castle Rock, Colorado—“it was hard for me to connect with people sometimes,” she says. “I would learn about my mom’s culture at home and then go to school or talk with friends, and they just didn’t understand how I lived.”

Her concerns over loneliness only increased when she learned of Surgeon General Dr. Vivek H. Murthy’s warning that the United States is suffering from a loneliness epidemic.

“The mortality impact of being socially disconnected is similar to that caused by smoking up to 15 cigarettes a day,” Murthy states.

Hearing this spurred Duffy to action. She wanted to contribute to the fight against loneliness and its potentially negative consequences.

“If we expand our knowledge of loneliness,” she says, “maybe there’s a way we can come up with a more substantial treatment.”

More gas, less brakes

For her honors experiment, Duffy gathered 51 CU Boulder undergraduates between the ages of 18 and 34 and divided them randomly into a control condition and an experimental condition. Those in the former provided a low-stress comparison to those in the latter, who were put through the wringer.

First, the subjects in the experimental condition had to interview for a high-stakes job Duffy and Knight had concocted specifically for the study.

“We told them, in the moment, ‘You have five minutes to prepare a five-minute speech on why you’re the perfect applicant,’” says Duffy.

Immediately following that, subjects had to solve subtraction problems for five minutes, out loud, perfectly, starting at 6,233 and going down from there in increments of 13. “If they made a mistake,” says Duffy, “they had to start over.”

While the subjects ran these gauntlets, Duffy monitored their heart-rate variability (HRV), or the change in interval between heartbeats, and their pre-ejection period (PEP), or the time it takes for a heart to prepare to push blood to the rest of the body. Both serve as indicators of how a person’s stress-response system is functioning, Duffy explains.

Finally, when the stress tests were done, the subjects completed the UCLA Loneliness Scale Version 3 questionnaire, which research has found to be a reliable means of measuring loneliness.

Duffy had hypothesized that lonelier subjects would have more pronounced stress responses than less lonely subjects, and indeed that’s what her data revealed.

Lonelier subjects had higher heartrates, stronger responses from their sympathetic nervous systems (SNS) and weaker responses from their parasympathetic nervous systems (PNS). Duffy likens the SNS, which controls the fight-or-flight response, to a car’s gas pedal and the PNS, which counterbalances the SNS, to a car’s brakes.

When met with stressful situations, then, lonelier individuals had more gas and less brakes, which Duffy says could have long-term health implications.

Yet she is also quick to point out that more research needs to be done, preferably with more subjects.

If we expand our knowledge of loneliness, maybe there’s a way we can come up with a more substantial treatment.”

“We only had 51 people. An increase in sample size would help with more reliable data,” she says. “It’s also important to look at more clinical and diverse populations because there are other factors that could affect loneliness levels.”

Posters, prizes and professorships

Duffy submitted an abstract of her research to The Society for Personality and Social Psychology’s Annual Convention in San Diego, where she hoped to present a poster, thinking this would be a nice, low-key way of getting some conference experience under her belt.

Her abstract was accepted. But then a conference organizer asked her if, in addition to presenting a poster, she could also give a fifteen-minute talk. She would be the only undergraduate at the conference to do so.

Duffy balked. The thought of speaking to a roomful of PhDs intimidated her. “Most of my life I’ve heard how cutthroat academia is,” she says. But she ultimately agreed, and she was glad she did.

Her talk and poster presentation went so well that not only did she receive interest and encouragement from several doctoral programs, but she also won an award that she didn’t even know existed: the Outstanding Poster Presentation Talk award.

“In the middle of my poster presentation, a woman came up to me—I didn’t know who she was—and said, ‘I have a check here for you for $500.’ I didn’t know that was supposed to happen, but it was great!”

Now graduated, Duffy isn’t 100% sure what her next steps will be, but she’s leaning toward one day pursuing a PhD.

“When you get a PhD, you get to do research and also work with students,” she says. “I think it would be fun to be a professor and give back in that way.”

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If you have a mind to drink less, mindfulness can help

Anonymous — Wed, 15 May 2024 15:23:39 +0000

If you have a mind to drink less, mindfulness can help Anonymous (not verified) Wed, 05/15/2024 - 09:23

Pam Moore

CU Boulder researchers find that body-scanning and ‘urge surfing’ appear to help people cut down how much alcohol they drink

Mindfulness is having a moment, but is it worth all the hype? Researchers at CU’s Center for Health and Neuroscience, Genes, and Environment (CUChange) say the answer is yes—particularly when it comes to drinking behavior.

A team including Carillon Skrzynski, a faculty research associate at CUChange, recently published research building on the growing body of evidence suggesting mindfulness plays a significant role in influencing alcohol use.

Their research found that mindfulness techniques including intentional awareness of what’s happening and non-judgmental acceptance of whatever that may be helped reduce cravings for alcohol.

Carillon Skrzynski, a faculty research associate at CUChange, is part of a research team that found evidence suggesting mindfulness plays a significant role in influencing alcohol use.

Alcohol: a growing problem

For many, alcohol is a normal part of life. At the same time, the number of deaths in which alcohol is a significant contributing factor has risen sharply in recent years. Between 2020 and 2021, the number of alcohol-related deaths in the United States increased by 29%, as compared to data from 2016-17, according to the Centers for Disease Control and Prevention. Data also show that one in six Americans binge drinks, with a quarter doing so every week.

If alcohol is so bad for our health, why is it so hard to stop drinking to excess, and what can we do to make it easier to cut down or stop? Skrzynski has been fascinated by these questions since her undergraduate days as a psychology major at the University of Michigan.

While studying substance abuse in her introduction to psychology class, Skrzynski was struck by both the prevalence of substance abuse disorders and their far-reaching negative effects. “I remember being extremely curious about why people are engaging in substance abuse when it’s obviously disrupting their lives in really deleterious ways,” she says.

“When I found out psychology researchers were exploring this question in systematic ways to try to help people with addiction issues, I remember thinking, ‘That’s really cool. I want to be part of that process.’”

After graduating from the University of Michigan, she earned her PhD in psychology at Carnegie Mellon University before arriving at CU Boulder to continue her quest to pinpoint the variables that contribute to the development and maintenance of addictive behavior.

The power of mindfulness

Skrzynski’s team’s recent research suggests mindfulness may be a simple but powerful way to cultivate a healthier relationship with alcohol. Led by Kent Hutchison, one of the founding directors of CUChange and professor of psychiatry at CU Anschutz, the researchers designed a study to compare the effectiveness of mindfulness-based relapse prevention versus standard relapse prevention, in which they randomly assigned nearly 200 participants to one of the two groups.

The results, which were published in the Journal of Studies on Alcohol and Drugs, suggest that mindfulness helped participants decrease their drinking. While participants in both groups experienced an initial reduction in the number of days they engaged in heavy drinking, at the 20-week and 32-week follow ups, the improvements remained stable for the mindfulness group but diminished for the standard treatment group.

Their research also suggested even slight increases in mindfulness had the potential to reduce alcohol cravings, findings that were published in Psychology of Addictive Behavior.

“The takeaway here is that mindfulness can be a really useful tool in reducing drinking, or maybe even quitting entirely,” says CU Boulder researcher Carillon Skrzynski.

“The takeaway here is that mindfulness can be a really useful tool in reducing drinking, or maybe even quitting entirely,” says Skrzynski. And while this idea isn’t necessarily groundbreaking, it’s nonetheless important.

“Most researchers would agree that mindfulness does have great utility in this endeavor,” she says. “But the more supporting evidence you have, the stronger the case.”

How to be more mindful

Mindfulness consists of two essential components, says Skrzynski. “One, being intentionally aware of what’s happening, and, two, non-judgmental acceptance of whatever that may be.” To bring more mindfulness into your day, you can try a couple of the techniques the researchers taught the mindfulness group.

The first is body scanning, which, as the name implies, involves slowly and sequentially checking in with each part of your body, from your head to your toes and noticing how it feels.

The second, urge surfing, means noticing when you have a craving (in this case, for alcohol), and instead of having a drink, allowing yourself to experience the craving, knowing that at some point the strength of the urge will peak, at which point it will begin to decline.

“Both techniques involve awareness and acceptance of whatever is happening that you’re not trying to push it away,” says Skrzynski, adding that it’s a powerful tool no matter what you’re dealing with. “Although my research focuses on addiction, the truth is, mindfulness can be transformative in so many life domains.”

Angela Bryan, a CU Boulder professor of psychology and neuroscience, also contributed to the research.

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CU Boulder researchers find that body-scanning and ‘urge surfing’ appear to help people cut down how much alcohol they drink.

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Standout grad eyes career at nexus of biomedical, preclinical research

Anonymous — Tue, 07 May 2024 21:12:14 +0000

Standout grad eyes career at nexus of biomedical, preclinical research Anonymous (not verified) Tue, 05/07/2024 - 15:12

College’s outstanding undergraduate of spring 2024 focused his honors thesis on sex-based differences in sleep

As an undergraduate researcher, Grant Mannino has helped advance scientific understanding of sleep, perhaps to the detriment of his own volume of sleep.

Mannino is graduating this week with a double major in psychology and neuroscience, summa cum laude. He has been designated as the spring 2024 outstanding undergraduate of the College of Arts and Sciences.

While pursuing his degree, he has contributed more than 1,500 hours of undergraduate research, co-authored two peer-reviewed manuscripts, is first author of a manuscript under review, and has contributed to four other manuscripts and a book chapter.

Mannino, who went to high school in the Denver metro area, recently answered five questions from this magazine. Those queries and his responses appear below:

Question: If you were to briefly summarize the results of your honors thesis to a lay audience, what would you say?

College of Arts and Sciences Dean Glen Krutz (left) talks with Grant Mannino, the college's spring 2024 outstanding graduate, about his research and future plans. (Photo: Kylie Clarke)

Mannino: Essentially, sleep is being increasingly recognized as an important mediator of disease and has thus gained more attention as an outcome measure in studies of various subdisciplines of biomedical research (e.g., neuroscience). In my thesis, I found significant biological sex differences in the sleep of male and female mice (267 total) commonly used in research.

Specifically, female mice slept less than their male counterparts. Historically, however, female animals are underrepresented in biomedical research and underlying sex differences—as previously described—are rarely taken into account in data analyses.

In accordance with the National Institute of Health’s (NIH) initiative to improve rigor and reproducibility in biomedical research, I used these data to demonstrate that investigators should account for underlying sex differences when interpreting sleep in the context of disease models.

Question: When did you realize that you wanted to pursue a career in science?

Mannino: I’ve always had some natural interest in medicine but didn’t realize that I wanted to pursue a career in science until I joined a laboratory here at CU. Biomedical research provides this unique intersection between medicine and preclinical research that I really enjoy.

Simply spending as much time as I have in my lab has just solidified my desire to pursue a career in science.

Question: I understand that you mentor other undergraduate students; what motivates you to do this, and how do you find the time?

Mannino: I’ve had the opportunity to work in a big lab that often hosts students from summer programs and internships from various institutions/backgrounds. Once I had established proficiency in certain research techniques, I sought to serve as a peer mentor for newer/rotating students with the goal of helping them with their projects while building relationships and enriching their experience in the lab.

Question: You are hoping to pursue an MD/PhD; what is your hope for your career beyond that?

Mannino: Up to this point, I’ve largely been on the discovery side of research, where I’ve been interpreting results and disseminating findings. Whether I end up going the MD/PhD route or just doing a PhD, I’d definitely love to end up more on the implementation side of research. This way, I could potentially see some of the novel interventions/strategies that I’m familiar with actually improve the life of patients.

Question: Is there anything about your time at CU Boulder that was especially meaningful to you?

Mannino: The relationships I’ve been able to develop at CU have been (by far) the most meaningful to me. I feel extremely lucky to have spent the past few years working for two professors (Dr. Rachel Rowe and Dr. Mark Opp) who are both amazing people, mentors and scientists.

I’ve also been fortunate enough to build relationships across different areas of the same community with my friends, classmates, research colleagues and professors. I think that the culmination of all these relationships has shaped my undergraduate experience in the most meaningful way.

Top image: College of Arts and Sciences Dean Glen Krutz and Grant Mannino (Photo: Kylie Clarke)

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You're (very likely) not going to win, so why play?

Anonymous — Wed, 20 Mar 2024 21:05:56 +0000

You're (very likely) not going to win, so why play? Anonymous (not verified) Wed, 03/20/2024 - 15:05

Blake Puscher

60 years after its legalization, people are still attracted to the lottery because of the strong emotions associated with imagining the future, CU Boulder psychologist says

Sixty years ago last week, New Hampshire became the first U.S. state to allow a government-run lottery following a nationwide ban of lotteries in 1895. Why did Americans grow to disfavor the lottery then? Moreover, considering how unlikely it is to win, why do they play it now?

Leaf Van Boven, a University of Colorado Boulder professor of psychology, sheds light on people’s motivation for playing the lottery, supported by research he conducted with Eduardo Andrade of the University of California Berkeley on the relationship between decision making and counterfactual thoughts.

The history of U.S. lotteries

While the first modern lottery conducted by the government in a U.S. state was in New Hampshire in 1964, lotteries were commonplace until the middle of the 19th century. Historian Neal Millikan’s research shows that at least 392 lotteries were held in colonial America. Legislators also authorized the use of lotteries to fund public works after the United States won independence.

Leaf Van Boven, chair of the CU Boulder Department of Psychology and Neuroscience, has researched the relationship between decision making and counterfactual thoughts in playing the lottery.

The acceptance of lotteries began to change in the 1830s because of the efforts of evangelical reformers. While the evangelicals opposed lotteries for moral reasons, the general public began to dislike them at around the same time because of a number of scandals involving lotteries. The Panic of 1837, a U.S. financial crisis that preceded a six-year economic depression, undermined people’s confidence in infrastructure funded by state borrowing and other methods of public financing, which would have made lotteries even more unpopular, according to Ann-Marie Szymanski’s book Pathways to Prohibition: Radicals, Moderates, and Social Movement Outcomes.

By 1860, most states had banned lotteries. Similar to how Prohibition would lead to a massive black market for alcohol when it was introduced in 1920, the ban on lotteries led to the operation of illegal ones. One major example was the Louisiana State Lottery, which bought into its own games using unsold tickets and bribed officials to win favors. Corruption of this sort led to the complete federal ban of lotteries in 1895.

The first government-run U.S. lottery to appear after this ban was in Puerto Rico in 1934, but New Hampshire was the first state to relegalize the lottery. Lotteries now operate in 45 states; the five states that still do not allow them are Alabama, Alaska, Hawaii, Nevada and Utah. Now, there also are multi-state lotteries like Powerball and Mega Millions, which are designed to create massive jackpots worth hundreds of millions of dollars; for example, the Mega Millions jackpot is close to $1 billion this week.

Government lotteries are a significant source of income for states, and in 2021 state and local governments collected more than $31 billion from lotteries. In fiscal year 2022-23, the Colorado Lottery saw sales of nearly $890 million.

Why do people play the lottery?

However, the odds of winning the lottery are very low. While different lotteries have different odds, the major multi-state lotteries are similarly unlikely to be won with a given ticket. The overall jackpot odds for a given Powerball drawing, for example, are one in 292,201,338. According to the National Weather Service, the lifetime odds of being struck by lightning are about one in 15,300. That means players are significantly more likely to be struck by lightning at some point than to win the lottery, even if they buy multiple tickets.

“The odds are really small, and people are pretty bad at thinking about small probability events,” Van Boven says, “so they almost always overestimate the likelihood.”

People will also treat small probabilities as if they were larger than they are, Van Boven explains: "If something has a 1% likelihood of happening, people will often treat that as though it is actually a 5% likelihood.” This phenomenon is known as the behavioral response or decision weight. These factors combine to make people not only overestimate the odds of winning the lottery, but also overweight those low odds.

Some lotteries have secondary prizes, or prizes other than the jackpot, and players are more likely to win these. However, the chance is still low, and the payouts are much smaller. Van Boven notes that lotteries “are fascinating because it never makes good economic sense to play them. It’s a bad deal.”

There are still psychological motivations at play, though. Counterfactual scenarios are major examples. After making a choice, people often imagine what would have happened if they had done things differently. In the case of the lottery, people may imagine that they would have won if they had played and feel regret as a result.

“Sometimes, people will make decisions to minimize that anticipated regret. They worry that they’re going to miss out on something, so they’ll decide to go ahead and play even though they realize it’s maybe not a great idea,” says CU Boulder researcher Leaf Van Boven. (Photo: Daniel Acker/Bloomberg)

“Sometimes, people will make decisions to minimize that anticipated regret,” Van Boven explains. “They worry that they’re going to miss out on something, so they’ll decide to go ahead and play even though they realize it’s maybe not a great idea.”

A deeper look into the psychology

“Nobody expects to win the lottery, but what you’re buying is the enjoyment of thinking about what would happen if you won,” Van Boven says. “It’s more about the enjoyment that people experience when they imagine things that are going to happen in the future, which is a really powerful emotion.”

The inordinate strength of this sort of emotion has been demonstrated by studies showing that people imagine feeling more strongly about future events than they actually will. The positive emotions that people feel when imagining winning the lottery are the main reason that they play, Van Boven notes, but it is also worth considering what motivates people to continue playing even after they have lost several times. One contributing factor is that people tend to minimize their personal responsibility for negative outcomes by attributing it to something outside their control, like bad luck.

“Part of the implication of that,” Van Boven explains, “is it makes it difficult to learn over time,” since it stops people from taking responsibility and making the necessary changes to their behavior.

Another factor is that, while people usually overestimate how strongly they will feel about something that happens in the future, they underestimate their reactions to counterfactuals about something that did not happen. Van Boven says that “if you consider and then decide not to play a gamble, and then you find out that you would have won, you feel more distressed than you would have expected.” This was evidenced in the research he conducted with Andrade.

“What we were looking at in that paper is how, when you choose not to play a gamble, you think you’re going to opt out of making those comparisons, but you don’t really,” Van Boven explains. “So, you decide, ‘I’m not going to play the gamble,’ but then you find out that you would have won if you had played, and that makes you feel bad, even though you chose not to play for good reason.”

While there is typically no way to know whether you would have won the lottery if you chose not to play, counterfactual thoughts about the possibility of having won will tend to evoke stronger emotions than expected, according to Van Boven’s research. This may make the choice not to gamble unpleasant for gamblers, though the effect does not apply to non-gamblers, Van Boven says, given that it only happens in “those instances where you consider doing something and then you decide not to.”

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60 years after its legalization, people are still attracted to the lottery because of the strong emotions associated with imagining the future, CU Boulder psychologist says.

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Want to benefit from yoga? Stick with it

Anonymous — Tue, 14 Nov 2023 15:45:18 +0000

Want to benefit from yoga? Stick with it Anonymous (not verified) Tue, 11/14/2023 - 08:45

Doug McPherson

CU Boulder research associate Charleen Gust demonstrates that the physical and psychological benefits of yoga last longer with consistent practice

While even one yoga class may yield short-term benefits for participants, those who hope for benefits lasting longer than a week should aim for regular and consistent yoga practice.

These are the findings from a newly released study of how yoga produces the benefits to mind and body that previous research has demonstrated, including improved mobility, reduced risk for chronic disease and decreased stress.

Charleen Gust, a research associate in the University of Colorado Boulder Institute of Behavioral Science who in August earned PhDs in social psychology and neuroscience, led the research with a goal of exploring how yoga benefits those who practice it.

CU Boulder research associate Charleen Gust studies how yoga produces benefits to mind and body.

Her research compared a typical yoga class (one that offers postures, breathing exercises, mindfulness and meditation) with a postures-only class (one that offers guided stretching). Gust says comparing the two classes let her probe how factors other than physical and psychological health change in response to yoga–factors that might also explain yoga’s health-promoting effects.

“This is what is meant by ‘potential self-regulatory and neurophysiological mechanisms’–factors related to self-regulation [or the ability to manage thoughts, emotions and behavior in a given situation] and neurophysiology [nervous system functioning] that help us understand how yoga works to improve health,” says Gust, who examined emotion regulation, self-control, distress tolerance and mindfulness, among other factors, before and after research participants completed a yoga class.

Limited differences

In general, Gust found that those examined factors improved after a yoga class, but the improvements only lasted about a week. And the changes in those factors didn’t differ much between those in a yoga class versus those in a postures-only class–a result Gust says she didn’t expect.

“It was surprising because the four major components of yoga–ethics, breath regulation, postures and meditation–informed our decision about which factors to assess,” she says. “For example, mindfulness was the factor we selected for meditation, since past studies have shown that meditation cultivates mindfulness. Because the postures-only class didn’t have a meditative component, we expected smaller changes in mindfulness for those in that class. But our findings didn’t support that. Those in the postures-only class showed similar improvements in mindfulness like those in yoga.”

She adds that because the two types of classes produced comparable changes in most of the factors she and her research colleagues studied, this suggests that there may be additional “mechanisms of action” underlying yoga’s health-promoting effects that researchers failed to consider.

“We need more research in this area to determine what these factors or mechanisms might be,” she says. “I will say that a major implication of our findings is that while people may notice small benefits after just one yoga class, regular continued practice is necessary to see more lasting changes since the improvements participants reported after taking part in yoga weren’t maintained one week later.”

Experience informing research

Gust speaks from experience. She first became interested in yoga more than a decade ago and now practices three to five times a week.

That’s the beauty of yoga; it’s not at all about social comparison. It’s about showing up, being present, doing your best and letting go of expectations.”

“For me personally, yoga is particularly helpful in maintaining a sense of overall well-being,” she says. “The time I set aside for practice is often the only time I can truly disconnect from the distractions and stress that leave me feeling overwhelmed and anxious. Yoga has also helped me cultivate a sense of compassion, both for myself and for others.”

Her advice to yoga newcomers?

“It’s normal to feel out of place. Even as a former gymnast of 13-plus years, I felt extremely self-conscious at my first few yoga classes. I couldn’t help but compare myself to others who I perceived as able to do the poses much better than me. But that’s the beauty of yoga; it’s not at all about social comparison. It’s about showing up, being present, doing your best and letting go of expectations.”

Gust says she believes the biggest misconception about yoga relates to accessibility.

“Many believe that you have to go to a yoga studio to do yoga, which simply isn’t true. Gyms and fitness centers, even companies, recognize the value of yoga and offer classes. And it’s perfectly fine to do yoga in your own living room. That’s what I do.”

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CU Boulder research associate Charleen Gust demonstrates that the physical and psychological benefits of yoga last longer with consistent practice.

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Studying the best of humanity, even the darkest parts

Anonymous — Fri, 22 Sep 2023 21:58:36 +0000

Studying the best of humanity, even the darkest parts Anonymous (not verified) Fri, 09/22/2023 - 15:58

CU Boulder researcher June Gruber kicks off a new season of “The Ampersand” podcast in a conversation about all the feelings, not just the positive ones

When June Gruber was tackled by two grown men on the streets of Sao Paulo, Brazil, her fear and shock stood in stark relief to her gratitude as strangers stepped forward to offer help and to catch the assailants.

As overwhelming and scary as the experience was, it offered Gruber, a University of Colorado Boulder associate professor of psychology and neuroscience, opportunities to be curious.

Gruber studies and looks for the best in humanity, even in its darkest parts, and brings to light the complexity of the human brain and all the stories it has to offer. Her research has shown that a range of emotion, from bittersweet melancholy to nostalgic joy, is better for the human body than a “toxic positivity” insistence on a singular feeling of happiness.

She recently joined host Erika Randall, associate dean for student success in the CU College of Arts and Sciences, to kick off a new season of "The Ampersand,” the College of Arts and Sciences podcast. Randall—who also is a dancer, professor, mother, filmmaker and writer—joins guests in exploring stories about “ANDing” as a “full sensory verb” that describes experience and possibility.

Erika Randall (left) and June Gruber how the human body benefits from a range of emotions while recording "The Ampersand" podcast in Boulder.

In a broad-ranging discussion, excerpted below, Gruber and Randall talked about the full palette of emotions and how there’s connection to be found even in the worst moments. Click the link above to hear the entire conversation.

Gruber: A lot of the way we hear about happiness and positivity, especially in more westernized or individualistic context, is very self-centered. It's, "How can I feel better, and in particular, how can I feel these kind of exuberant emotions–joy, excitement, enthusiasm?"

Although those are certainly important feelings to have in part of the human experience, sometimes we push them too far or experience them in ways that put other feelings to the wayside. And so, when I think about that sweet spot of happiness, I think about a few different pieces. One is balancing the kinds of emotions you have so that you balance both the emotions that bring you pleasure, but also, you're experiencing those kinds of feelings that really orient you outwards towards other people.

So, we think of these as other-oriented feelings. This could be love, this could be compassion. We've even found … that a sense of awe and wonder, the science is telling us that gets us out of ourselves, that gets us into the great beyond and actually makes us really connect with others in the greater world. So, I think it's about also experiencing those emotions that engage us with the world and engage us with other people.

I also have found that happiness isn't about just feeling positive. And in fact, we've done some work looking at the diverse … menu of feelings you can have as a human being. We're built with all kinds of feelings, including sadness and frustration, at times embarrassment.

Randall: Melancholy is my favorite.

Gruber: Melancholy, yeah.

Randall: It's my fave, and my kid at 2 years old: “Mama, my favorite word is melancholy.”

Gruber: Such a good word.

Randall: Yeah, I'm like, okay, I'm done parenting. I've arrived. But yeah, these other feelings that connect us to a sense of ourselves and outward.

Gruber: And the world as it is. So, that means if experiencing what we call emotional diversity. There are times when it's completely appropriate to feel angry at social injustice, at the world, you know, not going the way it could or optimally ought to be. And anger can motivate us to sort of push towards social change or, you know, behavioral change. There's times when embarrassment, we find that it actually can be completely all right. Although it can feel painful. When you feel embarrassed, other people like you more, they trust you more. They laugh.

CU Boulder researcher June Gruber the complexity of human emotions.

Randall: Yeah, they see your humility, humanity.

Gruber: So, happiness is about experiencing all the different … The palette of emotions we find.

Randall: What brought you to this work? I think, for myself, I spend so much time as an artist and as a writer being with, and I wonder what it's like to be with on a neurological level, on a scientific level. What brought you to be with happiness so deeply?

Gruber: Part of it's … I always wanted to be a writer when I was in high school. I loved English literature. I loved reading about human experience. And all of them, you know, whether I was reading, you know, 1984 or Lord of the Flies, or you know, it was just learning about the human mind. And I knew that I wanted to try to study it more deeply in a way that I could also bring in math and I could also bring in running experiments, like to do all the things to be able to understand happiness.

But what got me interested in this in particular, actually, was not a class, but I actually was an undergraduate and I was shadowing a psychiatrist through an inpatient unit in the psychiatry unit. And I was following her around as she went on her rounds from patient to patient. And I remember one patient that we stopped and visited, and it was a woman in sort of the acute throes of mania. And I had never seen anything like that before.

Randall: And it was probably terrifying.

Gruber: It was terrifying, and it was also absorbing because here she was in this very fragile part of her life, and at the same time she was laughing, she was exuberant. And I wanted to understand what that was about, because all I knew at that time from my classes was in the positive psychology movement where we were trying to foster happiness, we were trying to think positive thoughts. And this didn't fit with that, and I wondered what could it tell us?

Randall: You said a sentence earlier on ... about what really is. How do we be with what is and still find pleasure, wonder and not just happiness at that edge?

Gruber: As a mom with two little boys, I think all the time about like, we have this opportunity, we can teach children and teach them these things young so it becomes part of the foundation of who they are and what they think about their own feelings. I think about that, especially as a mom of two young boys, where we need to foster greater awareness of feelings and all of them in a world that hasn't always supported men experiencing all their feelings.

Randall: So, I want to get back to the story about the bystander experience.

June: What's so interesting about it is it's one of these things you learn early on, and that when we're in a group and something happens, especially someone, you know, maybe they're being robbed on the street, that people, if they don't have to be involved, they just turn an eye and walk away. And that's what we're told to understand and believe humans are about. And it always made me sad. It always made me feel sort of cynical about humanity. And I think this experience showed me that that doesn't have to be the case. Like, there's hope for humanity, especially in these times when it can feel so challenging … There’s still like, inherent human goodness.

Randall: Yes, especially when you feel danger in your body. So, you were traveling?

Gruber: I was traveling. I was in Sao Paulo (Brazil) with my friend Sabrina. We were teaching a course to students there on creativity and happiness. So, like where art and psychology meet. It was a dream.

And one night, we were leaving dinner, just she and I, and we were walking up the street. And out of just ... literally, it was the blink of an eye. I couldn't have even described having an opportunity to react right away because it happened so fast. Two men just pushed my friend to the side and pushed me to the ground.

Two men, out of nowhere, you know, middle aged, like solid. Solid people. They had pushed me to the ground. So, I was on the ground and I had been holding my phone. I shouldn't have been holding it out. And as I was just gripped to it. I don't even think in that moment I quite knew it was happening. But yeah, they were sort of both ... One was like pushing, pinning me down to the ground, and the other was just like striking me with his arms. And I was just in the moment, in a blur like, what is happening? How much worse is this going to get? I believed it was going to be a lot worse. And when is this going to end? That's all I could think.

And my friend Sabrina, who is a very kind, very gentle, not physically aggressive person at all. She was standing back and watching these two men over me. I'm on the ground. And just, just in a moment, I don't think she even thought twice. She went and just like whacked him. She kicked him hard. She does play soccer, so we think that helped. But she whacked him with a foot.

Randall: Wow, she put herself in.

Erika Randall hosts "The Ampersand" podcast, now in its second season.

Gruber: She did.

Randall: Into the mix.

Gruber: She put her own safety at risk. And I asked her about this: “Why did you do that? Thank you, but why did you do that?” And she said, “What else could I have done? You were in a dire situation and no one else was reacting. No one else was there in that moment.”

And she said, “I honestly didn't think twice.” And the man she kicked kind of lost his balance and stumbled back. And then they both just took off. I think they didn't want to mess with my friend or us anymore.

Randall: I don't want to mess with her either. I love it.

Gruber: Yeah. We were floored what happened after that because we thought that was sort of the end of the situation … We then, like, were standing there and suddenly a man down the street yelled, "They've got him, they've got him!" And we walked down the street and one of the men was there, and suddenly there was a whole barrage of police there.

Someone else came up to us asking how we were doing. Another guy drives by on a motorcycle, “I'm going to catch the second guy.”

Randall: Whoa, just the world sprang into action.

Gruber: We were sort of in a little bit of shock, but, you know, everyone kept coming up to check with us. Another person called our friend Paolo, who had been our host for this workshop. And he asked if he could come get us. Everyone in that moment checked in on how we were doing.

They ended up catching both of them… and then they tended to us. We went to the police station, and they took care of us. They checked in on us and they took us back to our hotel later that night at 2 in the morning.

Randall: And I bet every single human who was in that situation with you, and for you, didn't leave feeling happy, but they left feeling something.

Gruber: And that's exactly it. No one felt happy in that moment. To feel happy in that moment, I would think would have been toxic positivity, right? Like, it wouldn't have made sense in that moment. It would've meant someone was really out of touch or insensitive, in fact. No one felt happy but I think everyone felt connected and got a sense of what we talk about as purposeful.

Randall: I love that so much. A sense of connected and purposeful.

Listen to The Ampersand here, on Spotify, Amazon Music or wherever you get your podcasts. Episode: Studying the best of humanity, even our darkest parts

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CU Boulder researcher June Gruber kicks off a new season of “The Ampersand” podcast in a conversation about all the feelings, not just the positive ones.

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Course on science of happiness draws rave reviews

Anonymous — Tue, 09 May 2023 18:57:34 +0000

Course on science of happiness draws rave reviews Anonymous (not verified) Tue, 05/09/2023 - 12:57

Clint Talbott

But June Gruber’s teaching, which recently won a Cogswell Award for Inspirational Instruction, doesn’t mean she shows students the path to unmitigated joy; on the contrary, the science of emotional wellness is more nuanced

June Gruber flashes the words “life, liberty and the pursuit of happiness” onto large screens in her classroom. Her students immediately identify the source as the Declaration of Independence.

Gruber nods, noting that the nation’s founding document heralds “my inalienable right to be happy.” Such a message, she adds, engenders “a kind of expectation that we must pursue happiness.”

But must we?

June Gruber

That’s one question Gruber answers in her Science of Happiness course at the University of Colorado Boulder. Gruber, associate professor of psychology and neuroscience and a faculty fellow at the Center for Teaching and Learning, teaches the upper-division course that is popular with students, who give Gruber glowing reviews, sometimes in deeply personal terms.

Her course is popular not because it unlocks the secrets to unlimited happiness. Rather, Gruber’s course pores over the developing research—some of which is Gruber’s own—that reveals a “dark side to happiness.”

As Gruber has shown in her peer-reviewed research, a Tedx talk and now a CU Boulder course, it is not that happiness is bad. Rather, evidence strongly suggests that happiness is but one of the human emotions to which people should be open, and that excesses of apparent happiness can signal problems such as mania (or bipolar disorder), excessive spending, problem gambling or even high-risk sexual encounters.

Perhaps most surprisingly, Gruber cites evidence that the act of pursuing happiness can leave the pursuers, paradoxically, less happy than they would have been if they’d not tried to maximize their own happiness. They report being less able to be emotionally present in moments that could be happy, and they are more likely to experience mood difficulties and anxiety.

Whether the American founders sent us on a Sisyphean task is beyond the scope of the class, which focuses on how happiness is defined and measured, what makes us truly happy and how we should pursue it.

In addition to regular class assignments, students in the Science of Happiness course (PSYC 4541) complete weekly “science-to-life” exercises, which apply the theories and practices learned in class to everyday existence. For instance, students kept gratitude journals, performed random acts of kindness and completed the UPenn Authentic Happiness Inventory. Students also took “awe walks,” in which they visited novel, physically vast spaces and observed their surroundings mindfully.

Some shared their experiences in class, rapidly budding flowers and greening leaves and the enchantment of focusing on the movement of a squirrel.

In addition to science-to-life exercises and regular coursework, the students also have done outreach projects, in which the goal is to share the science of happiness outside the brick-and-mortar classroom to the local Boulder community and beyond.

Ashlee Lewis, one of Gruber’s students, has worked in a Boulder retirement home for two years. For her outreach project, she presented a slideshow of the science of happiness across the lifespan to the retirees.

“They were very excited that I was coming in to do a presentation, and the feedback I got was positive and informative,” Lewis said. “It feels like I actually made a difference in the retirement home community.”

Lewis said Gruber’s course was the “most relatable” psychology course she’s had in four years at CU Boulder, adding “I am so grateful I was able to take this class with Dr. Gruber.”

For the first time, I felt that a class wanted to encourage the outward personal growth we were learning about. Our science-to-life projects brought the lecture material into my own life. I find every opportunity possible to share with my friends and family the things we are learning in class because it feels so valuable to live a healthier life.

Such praise helps explain why Gruber has been recognized for her teaching. She has won the Boulder Faculty Assembly Teaching Excellence Award, the UROP Outstanding Mentor Award and, this spring, the Cogswell Award for Inspirational Instruction.

The last award is named for and funded by Craig Cogswell, a three-time alumnus of CU Boulder, who says Gruber is an “amazing educator and teacher.”

“The depth and variety of her research and instruction is inspiring,” Cogswell says. “She comes at her study of mental health from a variety of directions and offers multiple perspectives, insights, and strategies. It’s especially gratifying that her work comes at a time when so many young people need emotional support. I can’t imagine a more deserving recipient.”

Gruber also has developed a free online Coursera #TalkMentalIllness course to tackle stigma and mental health and has written articles for Teaching Current Directions in Psychological Science about the importance of teaching students about the positive side of psychological disorders. She also shares career and professional advice for students in Science Careers.

Leaf Van Boven, professor and chair of psychology and neuroscience, says the Cogswell award is a “well-deserved honor for someone who has made such a positive impact on students and colleagues.”

Van Boven adds that Gruber is an exceptional teacher and mentor who brings passion, creativity, and dedication to her work. “Professor Gruber’s ability to engage students and inspire them to learn is remarkable. … We are grateful for June Gruber’s commitment to teaching excellence and the positive influence she has had on students.”

Underscoring that point is feedback from the students themselves. Lauren Weber, who wrote an op-ed newspaper essay for her outreach project, says that learning about the science of happiness will stick with her long after graduation.

“I was hoping to take this class as a way to improve my happiness in my last semester of college, but through the research we read and personal discovery this class allowed, I will be able to understand and control the happiness in my life far beyond this class,” she says,

Above and at the top of the page: Gruber and her students pause for a class photos on the last day of the semester. Images courtesy of June Gruber.

Fellow student Emma Ringman says Gruber’s course was both meaningful and helpful. Ringman says she’s struggled with anxiety and depression and even failed out of college “due to extreme mental-health circumstances” stemming from the pandemic.

“And here I am, two years after the fact in my last semester as an undergraduate, preparing to graduate with a degree in psychology and French. As a result of my historical struggles with school, I have often slipped into old habits as a result of a fixed mindset, my brain often telling me that if I have to try hard that I’m not smart, or if something I am working on isn’t perfect, it’s better to not turn it in at all.”

While other psychology classes often focused on “negative” psychology, diagnosable diseases, and “abnormal” aspects of the human experience, Gruber’s course was different, Ringman says.

“I almost cried sitting in our lecture on the first day of the class, seeing our lineup of guest speakers at the top of their field and the truly fascinating and groundbreaking work we would be reading about and directly interacting with,” she adds.

“For the first time, I felt that a class wanted to encourage the outward personal growth we were learning about. Our science-to-life projects brought the lecture material into my own life. I find every opportunity possible to share with my friends and family the things we are learning in class because it feels so valuable to live a healthier life.”

Ringman notes that a key lesson is that a variety of emotions yields a richness in life, that obsessively pursuing happiness is futile.

To that end, Gruber shares a quotation from another bulwark of Western civilization, John Stuart Mill, who wrote:

“Those only are happy who have their minds fixed on some object other than their own happiness; on the happiness of others, on the improvement of mankind, even on some art or pursuit, followed not as a means, but as itself an ideal end. Aiming thus at something else, they find happiness by the way.”

To learn more or support Gruber's research to support student mental health during and beyond COVID-19, follow this link.

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Does the sweet seduction of flavored tobacco make quitting harder?

Anonymous — Tue, 02 May 2023 23:29:27 +0000

Does the sweet seduction of flavored tobacco make quitting harder? Anonymous (not verified) Tue, 05/02/2023 - 17:29

Clay Bonnyman Evans

Study led by CU Boulder researcher finds that flavored-tobacco products reduce likelihood of later cessation, but researchers say more investigation is needed

As a senior studying psychology and neuroscience at the University of Colorado Boulder, Christine Steeger (Psych’03) took a job at a large residential treatment center for youth in nearby Westminster. During overnight shifts she found herself poring over client case files.

“While the kids were sleeping, I was reading through a lot of their history, becoming more interested in why they have these problems, and how we can prevent them,” says Steeger, who is now a research assistant professor at the Institute of Behavioral Science.

After conducting behavioral and mental health research with youth and their families for several years, she earned a PhD in developmental psychology from the University of Notre Dame in 2013 and did postdoctoral work at Yale University. She was a research scientist at the University of Washington before returning to CU Boulder in 2017.

Christine Steeger's research interests and expertise are in prevention science, developmental psychopathology, etiology of problem behaviors, tobacco and cannabis research, and individual-, family- and school-based interventions.

Throughout her career, Steeger has retained her interest in substance-use prevention and prevention of other problem behaviors for youth.

“The vaping and opioid epidemics are significant public-health issues affecting youth and adults. Given the widespread impact, society is paying more attention to these problems and how to treat and prevent them,” she says.

Although adults were the subjects of a recent paper, “Longitudinal associations between flavored tobacco use and tobacco product cessation in a national sample of adults,” published in July 2022 in Preventive Medicine, the study also has significant implications for youth, says Steeger, who served as the study’s lead author.

Flavored tobacco products are “designed to appeal to kids as well as adults. Big tobacco knows how to market to kids and catch their eyes,” she says.

For the study, Steeger and her co-authors, including Professor of Psychology and Neuroscience Karl G. Hill at IBS and colleagues from Yale and the University of Southern California, analyzed data from the ongoing Population Assessment of Tobacco and Health Study of thousands of subjects from 2013 through 2018 to determine whether use of flavored tobacco affected later cessation of tobacco use.

The researchers found that past 30-day use of flavored cigarettes, cigars, hookah, e-cigarettes and smokeless tobacco was associated with lower likelihood of short-term and “longer-term” (24-month) cessation or abstinence from tobacco use.

“We were looking at how likely or unlikely people are able to quit that product a couple of years later, and how likely they were able to quit any of the five products. We found compelling evidence that flavored compared to unflavored tobacco use meant they were much less likely to quit,” Steeger says.

She stresses that further work needs to be done, but argues that the study’s design shows the same pattern of effects across five products over a significant period of time, indicating that “characterizing flavors like menthol/mint and fruit, candy/desserts and other sweet flavors are likely contributing to prolonged use of tobacco.”

The study found that the effect for e-cigarettes was more pronounced for users aged 18-24 than those ages 25 and older.

“That’s telling us that young adults (who use flavored e-cigarettes) may have an even harder time quitting,” Steeger says.

Meanwhile, it’s no secret that tobacco companies design and market nicotine-containing products to appeal to new users, most notably the young. Adding flavoring to various products may make it easier to hook new users.

“With e-cigarettes in particular, a lot of kids start because they are just curious about them and they come in fun flavors. And if it tastes good, the flavors can mask the harsh and bitter taste from using nicotine, allowing them to continue using the product,” Steeger says.

Menthol flavoring, for example, may act as an analgesic to reduce irritation on mucus membranes and the respiratory system. And sweet flavorings mimicking fruit, candy, or chocolate, may trigger pleasant sensory associations with food, partially mitigating negative sensations.

Steeger stresses that researchers “certainly don’t have all the answers yet” when it comes to the consequences of using flavored tobacco products. But she notes that research lags the constant introduction of new products by tobacco companies, making it challenging to mount an effective regulatory response. She also points out that research on whether flavored e-cigarettes actually help adults quit smoking remains inconclusive.

“But this study provides additional evidence for the (U.S. Food and Drug Administration) to consider. When we are finding the same pattern of associations across both combustible and non-combustible flavored products, it’s likely that it’s contributing to sustained use,” she says.

As the researchers conclude, “If the current study associations between flavor use and cessation behaviors reflect causal links, FDA regulations to remove flavored cigarettes and cigars from the market would reduce longer-term exposure to harmful combustible products.”

Steeger is interested in delving deeper into what may account for any association between flavored-product use and ability to quit. She recently obtained a seed grant to begin looking at disparities in both nicotine and cannabis vaping among youth across gender, sexual orientation, socio-economic status, rural or urban location, and other factors.

The big tobacco companies are smart and know exactly how to market to teens. They say they haven’t been, but just look at the ads and the range of tasty flavors that directly appeal to teens.”

Understanding why and how kids start to use potentially addictive products, and which types of kids are vaping and continue to vape over time, is critically important, she says, given the forces marshaled on the other side.

“The big tobacco companies are smart and know exactly how to market to teens,” she says. “They say they haven’t been, but just look at the ads and the range of tasty flavors that directly appeal to teens.”

Study led by CU Boulder researcher finds that flavored-tobacco products reduce likelihood of later cessation, but researchers say more investigation is needed.

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