0730 EFFECT OF EVERYDAY ANXIETY AND PSYCHOLOGICAL WELL-BEING ON THE RECALL OF DISTURBED DREAMING
Bibliographic record
Abstract
The present study tested a prediction from Levin and Nielsen’s (2007) neurocognitive model of disturbed dreaming stipulating that variations in the frequency of bad dreams and nightmares are partly determined by day-to-day variations in emotional stress. The model also suggests that relations between dreams and stress may vary as a function of personality traits. 224 adults (186F, 38M, mean age=31.8 yrs; range = 17–74) completed several measures of psychological well-being, including of depression (Beck Depression Inventory-II), general psychopathology (Symptom Checklist-90-R), and nightmare distress (Nightmare Distress Questionnaire). Participants subsequently kept a daily dream log from one to four weeks in which they were required to report all dreams recalled, including their emotional tone and intensity, and noted whether the recalled dream was a bad dream or nightmare (ie, disturbed dreaming). Participants also completed a nightly pre-sleep anxiety scale. A large majority of participants (83.0%) completed the log for 4 consecutive weeks. Almost half the mornings (45.3%) where accompanied by dream recall and most participants (75.9%) reported at least one disturbing dream in their logs. General equation estimation analyses using a negative binomial distribution were performed with levels of pre-sleep anxiety, depression, general psychopathology, nightmare distress, age and gender as predictors of disturbed dreaming. The model revealed that higher pre-sleep levels of anxiety predicted a greater probability of recalling a disturbing dream the following morning (B=0.08, t=2.03 p=0.042). Age (B=0.46, t=13.34, p<0.001), nightmare distress (B=0.22, t=5.07, p<0.001) and general psychopathology (B=0.11, t=2.25, p=0.024) also contributed positively to this model, whereas depression and gender did not (ps>0.05). In line with neurocognitive model put forth by Levin and Nielsen (2007), these results show that everyday levels of perceived stress predict recall of disturbed dreaming beyond the effects attributable to nightmare-related distress, general psychopathology and age. Additional work, however, is required to delineate the role of trait versus state variables play in the frequency and intensity of disturbed dreaming. Research is supported by the Social Sciences and Humanities Research Council of Canada.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".