Effects of Pupilometer/Eye-Tracker and Scanning Environment

Anxious Problem-Solving in Depression 1

Supplemental Analyses

Effects of Pupilometer/Eye-tracker and Scanning Environment

ISCAN RK464 Pupilometer. As expected, pupil dilation increased in proportion to task difficulty and remained dilated through the expenditure of cognitive load. Specifically, participants demonstrated less pupil dilation to 4 move problems relative to 5 move and 6 move problems from 21 seconds to 36 seconds. Participants demonstrated less pupil dilation during 5 move relative to 6 move problems at 23 seconds, 25 to 26 seconds, and from 33 to 36 seconds (See SS Table 2 for simple contrasts and effect sizes)There was a significant task difficulty-by-time interaction F(72,2808)=4.16, p.001, that qualified the main effects of task difficulty F(2,78)=85.61, p0.001and time F(36,1404)=10.95, p0.001. To control for Type I error at p=.05 for all tests along a given waveform, we used Guthrie and Buchwald’s (1991) strategy. Based on this technique, condition related differences in pupillary responses at each time point along the waveforms were considered significant at p.05 when over 3seconds of consecutive tests were statistically significant at p.05.
ASL 504 Model Eye-tracker.As expected, pupil dilation increased in proportion to task difficulty and remained dilated through the expenditure of cognitive load. Specifically, participants demonstrated less pupil dilation to 4 move problems relative to 5 move and 6 move problems from 16 seconds to 36 seconds. Participants demonstrated less pupil dilation during 5 move relative to 6 move problems at 21 seconds, 22 seconds, 24 to 29 seconds, 30 seconds and from 32 to 34 seconds (See SS Table 3 for simple contrasts and effect sizes).There was a significant task difficulty-by-time interaction F(72,2332)=2.39, p0.001, that qualified the main effects of task difficulty F(2,62)=263.89, p0.001and time F(36,1116)=5.62, p0.001.

Analysis of the differences between the ISCAN RK464 pupilometer and the ASL Model 504 eye-tracker, indicated that during 4 move and 5 move problems participantsscanned using the ISCAN pupilometer (M4MV =0.28, SE4MV=0.01, M5MV=0.22, SE5MV=0.01 ), demonstrated greater pupil dilation than participants scanned using the ASL eye-tracker (M4MV =0.30, SE4MV=0.01, M5MV=0.27, SE5MV=0.01 ), t4MV=7.51, p<0.001; t5mv=3.36, p0.001. The ISCAN pupilometer (M =0.32, SE=0.01, and ASL eye-tracker (M =0.31, SE=0.01), did not differ in the magnitude of dilation to 6 move problems t6mv=1.37, p0.173. There was asignificant task difficulty-by-pupilometer interaction F(2,140)=63.95, p0 .001 and a task difficulty-by-time interaction F(72,5112)=6.22, p0.001, that qualified the main effects of pupilometerF(1,70)=18.52, p<0.001, task difficulty F(2,140)=360.67, p0.001and time F(36,2556)=15.82, p0 .001.

Was planning accuracy and planning time correlated with pupil dilation during the TOL?After controlling for the main effects of task difficulty, F(2,142)=10.86, p<.001, time, F(36,2556) =54.59, p<.001, and the difficulty-by- time interaction, F(72,5112)=1.18, p=0.140, the main effect of planning accuracy F(1,7772)=2.01, p=.157, was qualified by a planning accuracy-by-time interaction, F(36,7772)=2.05, p.001. The interaction indicated that planning accuracy was positive correlated with pupil dilation from 2 to 22seconds during planning, r = .19, p.001 (Fig. 7a). Similarly, after controlling for the main effects of task difficulty, F(2,142)=2.85, p=.061, time, F(36,2556) =53.41, p<.001, and the difficulty-by- time interaction, F(72,5112)=0.87, p=0.772, the main effect of planning time F(1,7772)=0.69, p=.406, was qualified by a planning time-by-time interaction, F(36,7772)=1.65, p = .008. The interaction indicated that planning time was negatively correlated with pupil dilation from 3 to 8seconds, r=-.15, p= .013, and was positivelywith pupil dilation from 24 to 36seconds during planning, r=.19, p.001 (Fig 7b). To control for Type I error at p=.05 for all tests along a given waveform, we used Guthrie and Buchwald’s (1991) strategy. Based on this technique, correlations between behavioral performance and pupillary responses at each time point along the waveforms were considered significant at p.05 when over 4 seconds of consecutive tests were statistically significant at p.05.

Anxious Problem-Solving in Depression 1

Supplemental Tables

SS Table 1. Simple contrasts of motivation and emotional variables over the course of the Tower of London.
Motivation / Anxiety / Sadness / Rumination
Depressed / Control
t / p / d / t / p / d / t / p / d / t / p / d / t / p / d
Baseline vs. Block 1 / -1.59 / 0.113 / -0.38 / -8.52 / <0.001 / -2.01 / 3.23 / 0.001 / 0.76 / -1.85 / 0.066 / -0.44 / 6.37 / <0.001 / 1.50
Baseline vs. Block 2 / -0.61 / 0.541 / -0.14 / -6.33 / <0.001 / -1.49 / 2.17 / 0.031 / 0.51 / -1.16 / 0.248 / -0.27 / 4.96 / <0.001 / 1.17
Baseline vs. Block 3 / -0.42 / 0.678 / -0.10 / -5.09 / <0.001 / -1.20 / 1.50 / 0.136 / 0.35 / -1.04 / 0.299 / -0.25 / 4.27 / <0.001 / 1.01
Block 1 vs. Block 2 / 0.80 / 0.427 / 0.19 / 0.48 / 0.631 / 0.11 / -0.46 / 0.645 / -0.11 / 0.37 / 0.712 / 0.09 / -0.29 / 0.770 / -0.07
Block 1 vs. Block 3 / 0.75 / 0.452 / 0.18 / 1.06 / 0.290 / 0.25 / -0.87 / 0.386 / -0.20 / 0.29 / 0.772 / 0.07 / -0.59 / 0.558 / -0.14
Block 2 vs. Block 3 / 0.18 / 0.854 / 0.04 / 0.87 / 0.387 / 0.20 / -0.65 / 0.519 / -0.15 / 0.00 / 1.000 / 0.00 / -0.43 / 0.670 / -0.10
Note. d=Cohen's d

Anxious Problem-Solving in Depression 1

SS Table 3. Simple contrasts examining differences in pupil motility between different levels of task load for the ISCAN Pupilometer
Omnibus / 4 Move vs. 5 Move / 4 Move vs. 6 Move / 5 Move vs. 6 Move
Time / F / p / t / p / d / t / p / d / t / p / d
16 / 0.66 / 0.516 / -0.59 / 0.055 / -0.09 / -1.14 / 0.256 / -0.18 / -0.87 / 0.382 / -0.14
17 / 1.24 / 0.289 / -1.29 / 0.198 / -0.20 / -1.53 / 0.127 / -0.24 / -0.68 / 0.497 / -0.11
18 / 1.12 / 0.327 / -0.86 / 0.39 / -0.14 / -1.49 / 0.136 / -0.24 / -1.06 / 0.288 / -0.17
19 / 1.58 / 0.207 / -0.62 / 0.539 / -0.10 / -1.67 / 0.095 / -0.26 / -1.54 / 0.124 / -0.24
20 / 2.43 / 0.088 / -1.53 / 0.127 / -0.24 / -2.20 / 0.028 / -0.35 / -1.31 / 0.190 / -0.21
21 / 3.75 / 0.023 / -2.53 / 0.011 / -0.40 / -2.43 / 0.015 / -0.38 / -0.60 / 0.550 / -0.09
22 / 4.26 / 0.014 / -2.08 / 0.038 / -0.33 / -2.91 / 0.004 / -0.46 / -1.66 / 0.096 / -0.26
23 / 3.88 / 0.021 / -1.61 / 0.108 / -0.25 / -2.77 / 0.006 / -0.44 / -1.97 / 0.049 / -0.31
24 / 4.19 / 0.015 / -2.20 / 0.028 / -0.35 / -2.86 / 0.004 / -0.45 / -1.48 / 0.140 / -0.23
25 / 5.90 / 0.003 / -2.39 / 0.017 / -0.38 / -3.43 / <0.001 / -0.54 / -2.03 / 0.042 / -0.32
26 / 6.27 / 0.002 / -2.24 / 0.025 / -0.35 / -3.54 / <0.001 / -0.56 / -2.33 / 0.020 / -0.37
27 / 7.20 / <0.001 / -2.92 / 0.004 / -0.46 / -3.74 / <0.001 / -0.59 / -1.90 / 0.057 / -0.30
28 / 7.23 / <0.001 / -3.02 / 0.003 / -0.48 / -3.71 / <0.001 / -0.59 / -1.76 / 0.078 / -0.28
29 / 7.54 / <0.001 / -3.07 / 0.002 / -0.49 / -3.79 / <0.001 / -0.60 / -1.82 / 0.069 / -0.29
30 / 6.80 / 0.001 / -3.08 / 0.002 / -0.49 / -3.54 / <0.001 / -0.56 / -1.48 / 0.138 / -0.23
31 / 6.92 / <0.001 / -2.92 / 0.004 / -0.46 / -3.64 / <0.001 / -0.58 / -1.77 / 0.077 / -0.28
32 / 8.63 / <0.001 / -3.29 / 0.001 / -0.52 / -4.06 / <0.001 / -0.64 / -1.95 / 0.051 / -0.31
33 / 7.26 / <0.001 / -2.56 / 0.011 / -0.40 / -3.81 / <0.001 / -0.60 / -2.35 / 0.019 / -0.37
34 / 8.46 / <0.001 / -2.41 / 0.016 / -0.38 / -4.10 / <0.001 / -0.65 / -2.88 / 0.004 / -0.46
35 / 10.46 / <0.001 / -2.91 / 0.004 / -0.46 / -4.57 / <0.001 / -0.72 / -2.99 / 0.003 / -0.47
36 / 7.58 / <0.001 / -2.66 / 0.008 / -0.42 / -3.89 / <0.001 / -0.62 / -2.36 / 0.018 / -0.37
Note. d=Cohen's d
SS Table 4. Simple contrasts examining differences in pupil motility between different levels of task load for the ASL 504 Eye-tracker
Omnibus / 4 Move vs. 5 Move / 4 Move vs. 6 Move / 5 Move vs. 6 Move
Time / F / p / t / p / d / t / p / d / t / p / d
16 / 3.79 / 0.023 / -2.39 / 0.017 / -0.42 / -2.58 / 0.010 / -0.46 / -0.94 / 0.349 / -0.17
17 / 3.63 / 0.027 / -2.49 / 0.013 / -0.44 / -2.39 / 0.017 / -0.42 / -0.59 / 0.554 / -0.10
18 / 4.27 / 0.014 / -2.64 / 0.008 / -0.47 / -2.66 / 0.008 / -0.47 / -0.78 / 0.435 / -0.14
19 / 4.45 / 0.012 / -2.51 / 0.012 / -0.44 / -2.85 / 0.004 / -0.50 / -1.17 / 0.243 / -0.21
20 / 4.71 / 0.009 / -2.46 / 0.014 / -0.44 / -2.99 / 0.003 / -0.53 / -1.39 / 0.165 / -0.25
21 / 6.90 / 0.001 / -2.64 / 0.008 / -0.47 / -3.70 / <0.001 / -0.65 / -2.12 / 0.034 / -0.38
22 / 7.98 / <0.001 / -2.91 / 0.004 / -0.51 / -3.97 / <0.001 / -0.70 / -2.21 / 0.028 / -0.39
23 / 8.38 / <0.001 / -3.27 / 0.001 / -0.58 / -3.99 / <0.001 / -0.71 / -1.88 / 0.060 / -0.33
24 / 8.67 / <0.001 / -2.61 / 0.009 / -0.46 / -4.16 / <0.001 / -0.74 / -2.76 / 0.006 / -0.49
25 / 10.07 / <0.001 / -2.46 / 0.014 / -0.44 / -4.45 / <0.001 / -0.79 / -3.28 / 0.001 / -0.58
26 / 8.37 / <0.001 / -2.29 / 0.022 / -0.41 / -4.07 / <0.001 / -0.72 / -2.95 / 0.003 / -0.52
27 / 7.66 / <0.001 / -2.58 / 0.010 / -0.46 / -3.91 / <0.001 / -0.69 / -2.46 / 0.014 / -0.44
28 / 10.30 / <0.001 / -3.06 / 0.002 / -0.54 / -4.53 / <0.001 / -0.80 / -2.78 / 0.006 / -0.49
29 / 10.11 / <0.001 / -3.17 / 0.002 / -0.56 / -4.48 / <0.001 / -0.79 / -2.60 / 0.009 / -0.46
30 / 10.74 / <0.001 / -3.36 / <0.001 / -0.59 / -4.61 / <0.001 / -0.81 / -2.58 / 0.010 / -0.46
31 / 10.02 / <0.001 / -3.71 / <0.001 / -0.66 / -4.30 / <0.001 / -0.76 / -1.84 / 0.067 / -0.32
32 / 11.03 / <0.001 / -3.86 / <0.001 / -0.68 / -4.53 / <0.001 / -0.80 / -1.98 / 0.048 / -0.35
33 / 10.25 / <0.001 / -3.29 / 0.001 / -0.58 / -4.50 / <0.001 / -0.80 / -2.51 / 0.012 / -0.44
34 / 9.69 / <0.001 / -3.26 / 0.001 / -0.58 / -4.36 / <0.001 / -0.77 / -2.36 / 0.018 / -0.42
35 / 8.04 / <0.001 / -3.30 / 0.001 / -0.58 / -3.87 / <0.001 / -0.68 / -1.68 / 0.094 / -0.30
36 / 5.61 / 0.004 / -2.89 / 0.004 / -0.51 / -3.15 / 0.002 / -0.56 / -1.17 / 0.242 / -0.21
Note. d=Cohen's d

Anxious Problem-Solving in Depression 1

SA Fig. 1 Pupil dilation correlated with planning accuracy and planning time as a function of time. The red bar under each pupil dilation waveform reflects where the correlation between measures of performance and pupil dilation at each time-point is statistically significant at p0.05. Black underlined segments indicate regions that are statistical significant after controlling for multiple comparisons.

Anxious Problem-Solving in Depression 1

References

Guthrie, D., & Buchwald, J. S. (1991). Significance Testing of Difference Potentials. Psychophysiology, 28(2), 240-244.