Computerized attention retraining for individuals with elevated health anxiety

Lee, Han-Joo; Goetz, Amy R.; Turkel, Jennifer E.; Siwiec, Stephan G.

doi:10.1080/10615806.2014.918964

Cited by 9 publications

(4 citation statements)

References 33 publications

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“…Having a serious illness will likely result in visits to the hospital or hospitalization, therefore pictures with hospital scenes should be relevant to many different kinds of illness fears. Previous studies have found an attentional bias in health anxiety both when using idiosyncratic (e.g., Lee et al, 2013;Lee, Goetz, Turkel, & Siwiec, 2015) and generic (e.g., Pauli & Alpers, 2002;Witthöft et al, 2016) stimuli.…”

Section: Discussionmentioning

confidence: 93%

Encoding and retrieval biases for health-related scenes in patients with severe health anxiety

Gehrt

Niziurski

Frostholm

et al. 2019

Memory

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Section: Discussionmentioning

confidence: 93%

Encoding and retrieval biases for health-related scenes in patients with severe health anxiety

Gehrt

Niziurski

Frostholm

et al. 2019

Memory

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“…As the observed cognitive biases in PHA seem to be non-permanent (Gropalis et al, 2013), a reduction of the associative strength and the corresponding cognitive biases due to (psychotherapeutic) interventions is desirable. Results regarding cognitive bias modification trainings for PHA are so far disappointing (Antognelli et al, 2020; Lee et al, 2015). Exposure and cognitive therapy, on the contrary, seem to equivalently reduce cognitive biases regarding illness-/symptom-related stimuli (Schwind et al, 2016; Weck, Neng, Schwind et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Inhibitory Learning versus Habituation in an Experimental Exposure Intervention for People With Heightened Health Anxiety: Increase of Distress Tolerance as a Joint Mechanism of Change?

Sauer

Witthöft

2022

Journal of Experimental Psychopathology

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The Inhibitory Learning Theory (ILT; Craske et al., 2008) changed the focus of exposure-based treatment from erasing excitatory associations and fear reduction (habituation (HA)) to reinforcing inhibitory associations and fear toleration (inhibitory learning (IL)). Studies which directly compare both approaches, IL versus HA, are scarce. The present study aimed at implementing and comparing an IL-based ( n = 26; Age: M = 23.59, SD = 4.38) with a HA-based ( n = 28; Age: M = 25.46, SD = 6.22) experimental exposure approach (including in vivo, interoceptive, and in sensu exposure) in a sample of people with heightened health anxiety. A significant pre- to post-intervention reduction of state health anxiety ( p < .001), which was especially associated with an increase of distress tolerance (DT) pre- to post-exposure ( F (1, 50) = 12.2, p < .001, ηp2 = .20), was observed. A superiority of the IL-based over the HA-based exposure intervention was not detected in relation to major outcomes (e.g., state health anxiety), as well as in relation to a change of DT. The present study underlines the importance of strengthening DT (for heightened health anxiety) during an exposure-based intervention.

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“…Nevertheless, there is indication of promise for computer-based cognitive training, with documentation of a transfer to untrained skills ( Loosli, Buschkuehl, Perrig, & Jaeggi, 2012 ; Thorell, Lindqvist, Nutley, Bohlin, & Klingberg, 2009 ; Walton et al, 2015 ). Further, some authors have reported therapeutic effects on everyday functioning in children with anxiety ( Lee, Goetz, Turkel, & Siwiec, 2015 ). In recent research, Kühn et al (2017) specifically examined effects of game-based inhibition training in older adults and found that cortical growth in areas associated with RI was directly related to time spent playing the inhibition game as well as improvement on a computer-based measure of inhibition.…”

Section: Introductionmentioning

confidence: 99%

Feasibility and acceptability of an online response inhibition cognitive training program for youth with Williams syndrome

Brei¹,

Raicu

Lee

et al. 2020

Family-Focused Interventions

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Williams syndrome (WS) is a genetic neurodevelopmental disorder often accompanied by inhibitory difficulties. Online cognitive training programs show promise for improving cognitive functions. No such interventions have been developed for individuals with WS, but to explore the practicality of large-scale online cognitive training for this population, we must first investigate whether families of those with WS find these programs feasible and acceptable. Twenty individuals aged 10–17 years with WS, along with parents, participated in a pilot online cognitive training program supervised in real time using videoconference software. We evaluated the feasibility and acceptability of this response inhibition training using three parent questionnaires. Descriptive data are reported for the measures of feasibility and acceptability. Overall, the online procedures received a positive reaction from families. Parents were likely to recommend the study to others. They indicated training was ethical and acceptable despite feeling neutral about effectiveness. The frequency and duration of sessions were acceptable to families (two 20-to-30-min sessions per week; 10 sessions total). Families provided feedback and offered suggestions for improvement, such as more flexibility in scheduling and decreasing time spent in review of procedures.

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Computerized attention retraining for individuals with elevated health anxiety

Abstract: Further research is needed to better understand the effects and mechanisms of AMP as a possible cognitive intervention for HA.

Cited by 9 publications

References 33 publications

Encoding and retrieval biases for health-related scenes in patients with severe health anxiety

Encoding and retrieval biases for health-related scenes in patients with severe health anxiety

Inhibitory Learning versus Habituation in an Experimental Exposure Intervention for People With Heightened Health Anxiety: Increase of Distress Tolerance as a Joint Mechanism of Change?

Feasibility and acceptability of an online response inhibition cognitive training program for youth with Williams syndrome

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