Who makes in-play bets? Investigating the demographics, psychological characteristics, and gambling-related harms of in-play sports bettors.

Background and aims: Sports betting has increased markedly in recent years, in part due to legislative changes and the introduction of novel forms of sports betting (e.g., in-play betting). Some evidence suggests that in-play betting is more harmful than other types of sports betting (i.e., traditional and single-event). However, existing research on in-play sports betting has been limited in scope. To address this gap, the present study examined the extent to which demographic, psychological, and gambling-related constructs (e.g., harms) are endorsed by in-play sports bettors relative to single-event and traditional sports bettors. Methods: Sports bettors (N = 920) aged 18+ from Ontario, Canada completed an online survey containing self-report measures of demographic, psychological, and gambling-related variables. Participants were classified as either in-play (n = 223), single-event (n = 533), or traditional bettors (n = 164) based on their sports betting engagement. Results: In-play sports bettors reported higher problem gambling severity, endorsed greater gambling-related harms across several domains, and reported greater mental health and substance use difficulties compared to single-event and traditional sports bettors. There were generally no differences between single-event and traditional sports bettors. Discussion: Results provide empirical support for the potential harms associated with in-play sports betting and inform our understanding of who may be at risk for increased harms associated with in-play betting. Conclusions: Findings may be important for the development of public health and responsible gambling initiatives to reduce the potential harms of in-play betting, particularly as many jurisdictions globally move towards legalization of sports betting.

Emotion dysregulation mediates the relationship between adverse childhood experiences and problematic gaming.

Gaming disorder (i.e., gaming addiction) is a relatively common mental health disorder with a worldwide prevalence rate of 3.05%. In the present research, we examined whether emotion dysregulation mediates the relation between adverse childhood experiences and problematic gaming in two samples of current video game players. The first sample consisted of 1,262 students recruited from five universities across Canada. The second sample comprised 417 community adults residing in Canada. Both samples of participants completed an online survey which included measures of adverse childhood experiences, problematic gaming, and emotion dysregulation. A total of 45.64% (n = 576) in the university sample and 49.76% (n = 205) in the community sample met the threshold for problematic gaming. In the student sample, adverse childhood experiences were positively associated with problematic gaming. In contrast, there was no significant association between adverse childhood experiences and problematic gaming in the community sample. In both samples, adverse childhood experiences were positively associated with emotion dysregulation, and emotion dysregulation was positively associated with problematic gaming. Importantly for the present research, emotion dysregulation mediated the relationship between adverse childhood experiences and problematic gaming in both the university and community sample. Although adverse childhood experiences are distal and static risk factors for problematic gaming, emotion dysregulation is a more proximal and modifiable risk factor. The results suggest that increasing adaptive emotion regulation skills may decrease the risk of problematic gaming among individuals who have experienced an adverse childhood experience.

Substance-induced psychosis and cognitive functioning: A systematic review.

Longitudinal studies of substance-induced psychosis (SIP) suggest that approximately 11-46% of persons will progress to schizophrenia with differential risk of progression depending on the type of substance used. The findings suggest SIP may be a distinct variant of a psychotic disorder, yet SIP is understudied and the disease expression is not well characterized, particularly the cognitive phenotype. There is some evidence for cognitive dysfunction in SIP, but a synthesis of this literature has not been undertaken. We systematically reviewed all empirical research (up to December 31, 2020) that examined cognition in SIP using clinical neuropsychological measures. The cognitive outcomes are summarized by type of SIP (methamphetamine, other stimulants, alcohol, cannabis, undifferentiated). There was evidence for global and domain-specific cognitive dysfunction in SIP compared to controls and non-psychotic persons who use substances. Impairments were of similar magnitude compared to persons with schizophrenia. Delineation of a specific cognitive profile in SIP was precluded by lack of literature with comparable study designs and outcomes. Variation in visual-based cognition may be a distinct feature of SIP, but this requires further investigation. More rigorously controlled studies of cognition in SIP are needed to inform differential diagnosis and identify the unique clinical needs of this population.

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children's Memory and Learning During Summer Camp at a Local Zoo.

School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children's memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children's memory and retention of science facts.