Mind over matter in biological conditions: the role of psychological processes in lactose intolerance and chronic spontaneous urticaria
Bibliographic record
Abstract
Historically, medicine has emphasized biological models of illness, while ignoring their psychological dimensions. This outlook has been emphasized further in the recent era of genetic research. In spite of our best efforts, however, certain conditions that clinicians consider exclusively rooted in biology have remained difficult to manage. In order to demonstrate the importance of psychological factors in such conditions, this thesis examines the role that psychological factors play in lactose intolerance and chronic spontaneous urticaria. Findings from Study 1 and its corresponding pilot project suggest that expectancies are a key mechanism in lactose intolerance. Specifically, expectancy manipulations led self-reported lactose intolerant individuals to develop common intolerance symptoms (bloating, abdominal pain, and flatulence). Findings from Study 2 reveal that psychosocial factors appear to be implicated in the onset and development of chronic spontaneous urticaria. These results may lead to the development of new psychological interventions to alleviate lactose intolerance (through expectancy-manipulation) and chronic spontaneous urticaria (through negative thought process de-automatization, as outlined in Commentary Response 1). Finally, this thesis addresses the ethical dilemmas which may accompany psychologically-targeted treatments, and suggests a method through which deceptive practices may be ethically employed to benefit patients.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".