Forced choice reaction time paradigm in children with separation anxiety disorder, social phobia, and nonanxious controls

In‐Albon, Tina; Dubi, Kathrin; Rapee, Ronald M.; Schneider, Silvia

doi:10.1016/j.brat.2009.08.003

Cited by 29 publications

(18 citation statements)

References 48 publications

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“…This result is consistent with some previous research by In-Albon et al (2009) here children with separation anxiety did not interpret pictures related to separation anxiety concerns in a more negative way than non-referred children. Our own result does merit further investigation; it raises the possibility that cognitive biases constitute a vulnerability factor to anxiety disorders (BarHaim et al 2007;Muris and Field 2008) that can occur in the absence of anxiety symptoms.…”

Section: Discussionsupporting

confidence: 93%

“…In addition, studies that have considered associations between cognitive biases and separation anxiety have found that threatrelated attentional biases in children with separation anxiety resemble those observed in adults (In-Albon et al 2010;Perez-Olivas et al 2008;Stirling et al 2006). Children with SAD (compared with non-referred children) have also been found to rate ambiguous separation pictures as unpleasant and arousing (In-Albon et al 2009). Further evidence suggests that interpretive biases in SAD are content specific; they focus on stories and events that link to separation concerns (Bögels et al 2003;In-Albon et al 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Association Between Elevated Maternal Panic-Like and Depression Symptoms and Separation-Related Interpretive Biases in Offspring

2010

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We explored the association between maternal panic-like and depression symptoms with the offspring's separation-related interpretive bias in a community sample. Separation anxiety has been found to be a precursor of panic disorders; therefore we focused on children and adolescents' (aged 7-14 years) interpretive bias tapping into separation concerns using a story-based task. We collected self-reports and maternal reports of the levels of separation anxiety in the offspring. To assess maternal panic-like symptoms, we measured interoceptive and agoraphobic fears; as they have been found to increase the likelihood of experiencing panic disorders. The results showed that elevated levels of maternal interoceptive fears and agoraphobia co-occurring with depression were associated with an interpretive bias that related to separation anxiety concerns in children and adolescents. Offspring whose mothers experienced elevated panic-like symptoms together with depression did not show an interpretive bias linked to generalized anxiety concerns, suggesting the bias is content specific. The clinical significance of these findings stems from giving insight as to what extent separation interpretive biases would be influenced by maternal mental health variables, as these biases could constitute a vulnerability factor for later psychopathology. Further research is merited to address the findings with a longitudinal approach.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

The Association Between Elevated Maternal Panic-Like and Depression Symptoms and Separation-Related Interpretive Biases in Offspring

2010

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“…In one recent study, anxiety disorder-specific pictures were presented in an online, forced choice reaction time task [12]. Children with separation anxiety disorder rated ambiguous pictures pertaining to separation more unpleasant and arousing than nonanxious children did.…”

Section: Interpretation Tasksmentioning

confidence: 99%

“…Socially anxious children also evaluate themselves poorly after performance situations, even when independent observers do not [19,20,26]. Children with separation anxiety responded more negatively to ambiguous separation pictures than nonanxious children [12]. Children with high anxiety sensitivity (tendency to interpret physical sensations catastrophically) showed attentional vigilance for emotional versus neutral words [27].…”

Section: Cognitive DI Erencesmentioning

confidence: 99%

Cognitive findings in childhood anxiety: Translations for clinical practice

Manassis¹

2013

Translational Neuroscience

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IntroductionIn the past decade, the literature on cognition in anxious children has expanded rapidly. New To ensure a thorough review of relevant findings, a search of PubMed was undertaken using the search words "cognition", "anxiety", and "children". As this search yielded several hundred papers, only those published within the past 10 years were retrieved.Key citations within these retrieved papers were also obtained, including some from the psychological literature. Thus, this paper represents a selective rather than exhaustive review with emphasis on recent findings. All COGNITIVE FINDINGS IN CHILDHOOD ANXIETY: TRANSLATIONS FOR CLINICAL PRACTICE AbstractBackground: The study of cognition in anxious children (i.e., those with anxiety disorders and those with high trait anxiety) is a burgeoning field. Cognitive biases towards encoding threatening information, interpreting stimuli as threatening, and selecting avoidant responses have been found to affect these children, and in some cases their parents too. These biases as well as certain cognitive abilities and deficits have been related to childhood anxiety and its treatment. Given the plethora of recent findings, implications for the practicing clinician are not always obvious. Methods: Using a review of recent medical literature, this paper summarizes key findings and examines potential links to clinical practice. Results: The need to appreciate the reciprocal relationship between anxiety and cognition is highlighted (i.e., anxiety can contribute to cognitive biases and deficits, but cognitive problems can also contribute to anxiety). Cognitive factors can also predict poor response to traditional treatments, and thus suggest modifications of treatment that may benefit some children. Treatments focused on cognitive biases are gaining popularity, but their role in the treatment of anxious children and in relation to other anxiety treatments merits further study. Conclusion: Recent cognitive findings enhance our clinical understanding of anxious children, and may suggest ways of tailoring evidence-based treatments to best meet the needs of children with diverse cognitive profiles and developmental needs.

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“…Interestingly, while linkages between biased interpretations and social anxiety symptoms are fairly consistent in adolescence, findings in children are mixed. Some studies have documented biases (Bögels and Zigterman, 2000;Muris et al, 2000) while others report no biases in socially anxious children (Creswell et al, 2013;In-Albon et al, 2009). It may either be that current measurement tools are less suitable to detect interpretation biases in younger populations or that interpretation biases do not mature as risk factors for social anxiety until adolescence.…”

Section: How Does Social Anxiety Affect Information Processing?mentioning

confidence: 99%

Social anxiety disorder in adolescence: How developmental cognitive neuroscience findings may shape understanding and interventions for psychopathology

Haller

Kadosh

Scerif

et al. 2015

Developmental Cognitive Neuroscience

102

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Social anxiety disorder represents a debilitating condition that has large adverse effects on the quality of social connections, educational achievement and wellbeing. Age-of-onset data suggests that early adolescence is a developmentally sensitive juncture for the onset of social anxiety. In this review, we highlight the potential of using a developmental cognitive neuroscience approach to understand (i) why there are normative increases in social worries in adolescence and (ii) how adolescence-associated changes may 'bring out' neuro-cognitive risk factors for social anxiety in a subset of individuals during this developmental period. We also speculate on how changes that occur in learning and plasticity may allow for optimal acquisition of more adaptive neurocognitive strategies through external interventions. Hence, for the minority of individuals who require external interventions to target their social fears, this enhanced flexibility could result in more powerful and longer-lasting therapeutic effects. We will review two novel interventions that target information-processing biases and their neural substrates via cognitive training and visual feedback of neural activity measured through functional magnetic resonance imaging.

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Forced choice reaction time paradigm in children with separation anxiety disorder, social phobia, and nonanxious controls

Cited by 29 publications

References 48 publications

The Association Between Elevated Maternal Panic-Like and Depression Symptoms and Separation-Related Interpretive Biases in Offspring

The Association Between Elevated Maternal Panic-Like and Depression Symptoms and Separation-Related Interpretive Biases in Offspring

Cognitive findings in childhood anxiety: Translations for clinical practice

Social anxiety disorder in adolescence: How developmental cognitive neuroscience findings may shape understanding and interventions for psychopathology

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