Prepared for the worst: Readiness to acquire threat bias and susceptibility to elevate trait anxiety.

Clarke, Patrick; MacLeod, Colin; Shirazee, Nicole

doi:10.1037/1528-3542.8.1.47

Cited by 52 publications

(88 citation statements)

References 53 publications

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“…Analogous to studies indicating that such individual differences predict changes in anxiety (Clarke et al, 2012;Clarke et al, 2008), we tested whether individual differences the natural propensity to attend to emotional material (i.e., pre-training attention bias scores) and the propensity to modify the natural attentional pattern (i.e., individual bias acquisition scores) were related to individual differences in performance on the transfer tasks. We found no evidence for transfer of attention training at the individual differences level of analysis.…”

Section: Discussionmentioning

confidence: 99%

“…Similar to Clark and colleagues, we computed an individual bias acquisition index by subtracting the pre-training from the posttraining attention bias score (Clarke et al, 2012;Clarke et al, 2008). For the affective taskswitching task, repetition and switch trials were identified, and switch costs were calculated by subtracting RTs on repetition trials from RTs on switch trials for the consistent and inconsistent block.…”

Section: Data Preparation and Analytical Strategymentioning

confidence: 99%

“…While several recent ABM studies did not produce clinically significant changes (Boettcher, Andersson, Carlbring, & Group, 2013;Carlbring et al, 2012;Julian, Beard, Schmidt, Powers, & Smits, 2012;Neubauer et al, 2013;Rapee et al, 2013), such failures might be due to failures of ABM to change attentional bias at the training condition (group) level (Clarke, Notebaert, & MacLeod, 2014). Yet, there is large variability among trainees in attention bias acquisition following ABM delivery and such individual differences may predict anxiety levels (e.g., Clarke, Chen, & Guastella, 2012;Clarke, MacLeod, & Shirazee, 2008). These observations prompt researchers to consider both the training condition and individual differences level of analysis when evaluating dot-probe ABM effects.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Attention bias modification via single-session dot-probe training: Failures to replicate

Everaert

Mogoaşe

David

et al. 2015

Journal of Behavior Therapy and Experimental Psychiatry

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Background and Objectives. Across three experiments we investigated transfer effects of single-session attention bias modification via dot-probe training. Methods. In experiment 1, participants received training either toward or away from negative images or no-training, and transfer to an affective task-switching task was examined. In two other experiments, participants were trained to orient attention toward either positive or negative words (experiment 2a) or facial expressions (experiment 2b), and transfer to an interpretation bias task was examined. Results.In all experiments, the dot-probe training procedure did not effectively modify biases in attention allocation at the training condition level, but produced a large variability in individual attention bias acquisition within and across conditions. Individual differences in pre-training attention bias and attention bias acquisition were not related to performance on the affective task-switching task or the interpretation tasks. Limitations. The present investigations are limited by the lack of effectiveness of ABM at the condition level, the order in which transfer tasks were administered, and the restricted range of affective symptoms that could moderate training and transfer effects.

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Section: Discussionmentioning

confidence: 99%

Section: Data Preparation and Analytical Strategymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Attention bias modification via single-session dot-probe training: Failures to replicate

Everaert

Mogoaşe

David

et al. 2015

Journal of Behavior Therapy and Experimental Psychiatry

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“…Given that prior research has revealed marked individual differences in the malleability of attention bias through training (Clarke, Chen, & Guastella, 2012;Clarke, Macleod, & Shirazee, 2008; and that there also was substantial variability in attention bias scores both in the attentional control training and in the dot-probe task in the current study (see Table 1 Further analyses were conducted to establish whether the manipulations introduced in the training condition during the modification phase would also lead to a faster performance on the task (i.e., faster times to unscramble sentences at the modification phase in comparison to the baseline phase in the training condition). A 2 (Condition: Training, Control) x 2 (Phase: Baseline, Modification) mixed-design ANOVA with the mean time to unscramble the sentences as dependent variable showed a marginally significant Condition by Phase interaction, F(1,32)=3.35, p=.07,  2 =.09.…”

Section: Transfer Of Trainingmentioning

confidence: 99%

Attention training through gaze-contingent feedback: Effects on reappraisal and negative emotions.

Sánchez¹,

Everaert²,

Koster³

2016

Emotion

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Reappraisal is central to emotion regulation but its mechanisms are unclear. This study tested the theoretical prediction that emotional attention bias is linked to reappraisal of negative emotioneliciting stimuli and subsequent emotional responding using a novel attentional control training.Thirty-six undergraduates were randomly assigned to either the control or the attention training condition and were provided with different task instructions while they performed an interpretation task. Whereas control participants freely created interpretations, participants in the training condition were instructed to allocate attention toward positive words to efficiently create positive interpretations (i.e., recruiting attentional control) while they were provided with gazecontingent feedback on their viewing behavior. Transfer to attention bias and reappraisal success was evaluated using a dot-probe task and an emotion regulation task which were administered before and after the training. The training condition was effective at increasing attentional control and resulted in beneficial effects on the transfer tasks. Analyses supported a serial indirect effect with larger attentional control acquisition in the training condition leading to negative attention bias reduction, in turn predicting greater reappraisal success which reduced negative emotions. Our results indicate that attentional mechanisms influence the use of reappraisal strategies and its impact on negative emotions. The novel attention training highlights the importance of tailored feedback to train attentional control. The findings provide an important step toward personalized delivery of attention training.ATTENTION TRAINING AND REAPPRAISAL 3

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“…Prior research has revealed marked individual differences in the malleability of attention mechanisms through training (Clarke, Chen, & Guastella, 2012;Clarke, Macleod, & Shirazee, 2008;Everaert et al, 2014). Therefore, as in , individual differences in attention regulation implementation were indexed via residualized change scores (Segal et al, 2006).…”

Section: Analytic Planmentioning

confidence: 99%

Eye-gaze contingent attention training (ECAT): Examining the causal role of attention regulation in reappraisal and rumination

Sánchez-López¹,

Everaert²,

Put³

et al. 2017

Preprint

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This study used a novel eye-gaze contingent attention training (ECAT) to test the prediction that attention regulation is involved in reappraisal and rumination. Sixty-six undergraduates were randomly assigned to either the control or the active training condition of the ECAT. Active ECAT comprised training in allocating attention toward positive words to efficiently create positive interpretations while receiving gaze-contingent feedback. Participants in the control condition freely generated interpretations without receiving gaze-contingent feedback. Active ECAT resulted in: 1) more sustained attention on positive information, in turn predicting greater reappraisal success to down-regulate negative emotions, and 2) larger reductions in state rumination after viewing negative scenes. Our results highlight the importance of considering attention mechanisms in understanding (and treating impaired) emotion regulation processes.These findings provide an important step toward the use of personalized attention training to build resources of resilience.

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Prepared for the worst: Readiness to acquire threat bias and susceptibility to elevate trait anxiety.

Cited by 52 publications

References 53 publications

Attention bias modification via single-session dot-probe training: Failures to replicate

Attention bias modification via single-session dot-probe training: Failures to replicate

Attention training through gaze-contingent feedback: Effects on reappraisal and negative emotions.

Eye-gaze contingent attention training (ECAT): Examining the causal role of attention regulation in reappraisal and rumination

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