• Publications
  • Influence
The structure of negative emotional states: comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories.
The factor structure of the combined BDI and BAI items was virtually identical to that reported by Beck for a sample of diagnosed depressed and anxious patients, supporting the view that these clinical states are more severe expressions of the same states that may be discerned in normals.
The role of awareness in Pavlovian conditioning: empirical evidence and theoretical implications.
The bulk of the evidence is consistent with the position that awareness is necessary but not sufficient for conditioned performance, although studies suggestive of conditioning without awareness are identified as worthy of further investigation.
The propositional nature of human associative learning
It is argued that this new conceptual framework allows many of the important recent advances in associative learning research to be retained, but recast in a model that provides a firmer foundation for both immediate application and future research.
Percentile Norms and Accompanying Interval Estimates from an Australian General Adult Population Sample for Self‐Report Mood Scales (BAI, BDI, CRSD, CES‐D, DASS, DASS‐21, STAI‐X, STAI‐Y, SRDS, and
Despite their widespread use, many self‐report mood scales have very limited normative data. To rectify this, Crawford et al. have recently provided percentile norms for a series of self‐report
Long-term stability of depression, anxiety, and stress syndromes.
  • P. Lovibond
  • Psychology, Medicine
    Journal of abnormal psychology
  • 1998
The results were interpreted as supporting the existence of syndrome-specific vulnerabilities, over and above a primary general vulnerability to emotional distress, and drawing attention to the distinction between anxiety symptoms and tension-stress symptoms.
Causal beliefs and conditioned responses: retrospective revaluation induced by experience and by instruction.
  • P. Lovibond
  • Medicine, Psychology
    Journal of experimental psychology. Learning…
  • 2003
It is suggested that a single learning process gives rise to propositional knowledge that drives anticipatory responding, forms the basis for self-reported causal beliefs, and can be combined with other knowledge, provided by experience or symbolically, to generate inferences such as retrospective revaluation.