The Causal Role of Attentional Bias for Threat Cues in Social Anxiety: A Test on a Cyber-Ostracism Task

Heeren, Alexandre; Peschard, Virginie; Philippot, Pierre

doi:10.1007/s10608-011-9394-7

Cited by 60 publications

(39 citation statements)

References 38 publications

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“…Some participants completed a dot-probe task to induce attentional bias to threatening stimuli prior to playing the game while others did not. The participants in the attentional bias induction group experienced more social anxiety when they were excluded during the Cyberball game than the individuals who were not primed to attend to threatening stimuli (Heeren et al 2012). The results of this study indicate that nonverbal cues in CMC can be powerful, and that cognitive biases demonstrated in FtF interactions may also be present in CMC.…”

Section: Computer-mediated Communicationmentioning

confidence: 65%

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Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Bautista

Hope

2015

Cogn Ther Res

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High social anxiety is associated with negative interpretations of social feedback, maladaptive attributions for success and failure, and excessive attention to internal and external threat cues. In the present study, 40 undergraduate participants with either high or low levels of social anxiety engaged in a series of social interactions with varying types of social feedback: negative, mixed-negative, mixed-positive, and positive. Given the increasing engagement in computer-mediated communication among individuals with high levels of social anxiety, these interactions took place via instant messaging software. Compared to participants with low social anxiety, participants with high social anxiety experienced more self-focused thoughts, negative thoughts, and state anxiety in response to increases in negative feedback. Participants with low social anxiety experienced fewer self-focused thoughts in response to increased negative feedback, resulting in a significant crossover interaction. Qualitative and quantitative differences regarding cognitive processes and computer-mediated communication among individuals with high and low social anxiety are discussed.

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Section: Computer-mediated Communicationmentioning

confidence: 65%

“…In one of few CMC-based studies addressing cognitive biases, Heeren et al (2012) employed an online ball game task to nonverbally induce social exclusion. Some participants completed a dot-probe task to induce attentional bias to threatening stimuli prior to playing the game while others did not.…”

Section: Computer-mediated Communicationmentioning

confidence: 99%

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Bautista

Hope

2015

Cogn Ther Res

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“…[41][42][43][44] The first two found that the treated groups increased AB for threat or negative stimuli when compared with the control groups. They also found that the effects correlated with higher anxiety scores 39 and were potentiated by explicit instructions before training. 40 Likewise, the four studies that used positive training increased AB for positive stimuli.…”

Section: Depressionmentioning

confidence: 90%

“…57 In contrast, all six studies that compared attend groups with control groups found an effect of ABM. Two of these studies manipulated the attend group to threat or negative stimuli 39,40 and four, to positive stimuli. [41][42][43][44] The first two found that the treated groups increased AB for threat or negative stimuli when compared with the control groups.…”

Section: Depressionmentioning

confidence: 99%

“…62,65 Similar encouraging results were found in two other recent studies. 63,64 In the first, groups were trained either to attend to healthy food or to attend to unhealthy food, and 33 Avoid (-)/control Yes No Amir et al 6 Avoid (-)/control Yes Yes Hazen et al 26 Avoid (-)/control Yes Yes Heeren et al 27 Avoid (-)/control Yes Yes See et al 28 Avoid (-)/control Yes Yes Heeren et al 29 Avoid (-)/control Yes No MacLeod et al 7 Avoid (-)/attend (+) Yes Yes Browning et al 19 Avoid (-)/attend (+) Yes Yes MacLeod et al 34 Avoid (-)/attend (+) Yes Yes Van Bockstaele et al 35 Avoid (-)/attend (+) Yes No Van Bockstaele et al 36 Avoid (-)/attend (+) Yes No Eldar et al 37 Avoid (-)/attend (+) Partly No O'Toole et al 38 Avoid (-)/attend (+) Partly No Heeren et al 39 Attend (-)/control Yes Yes Krebs et al 40 Attend (-)/control Yes Yes Hayes et al 41 Attend (+)/control Yes Yes Li et al 42 Attend (+)/control Yes Yes Taylor et al 43 Attend (+)/control Yes Yes Wadlinger et al 44 Attend (+)/control Yes Yes Cowart et al 46 Avoid (-) Not applicable Not applicable Amir et al 45 Avoid (-) Yes Yes Brosan et al 47 Avoid (-) Yes Yes Heeren et al 48 Avoid (-)/attend (+)/control Yes Yes Klumpp et al 49 Avoid (-)/attend (+)/control No No Boettcher et al 50 Attend ( 51 Avoid (-)/attend (+) Yes Yes Schoenmakers et al 10 Avoid (-)/control Yes No Schoenmakers et al 53 Avoid (-)/control Yes Partly Kerst et al 54 Avoid (-)/control Yes Partly Lopes et al 55 Avoid (-)/control Yes No McHugh et al 52 Avoid (-)/control No No Fie...…”

Section: Eating Behaviormentioning

confidence: 99%

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Attentional bias modification based on visual probe task: methodological issues, results and clinical relevance

Lopes

Viacava

Bizarro

2015

Trends Psychiatry Psychother.

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Introduction: Attentional bias, the tendency that a person has to drive or maintain attention to a specific class of stimuli, may play an important role in the etiology and persistence of mental disorders. Attentional bias modification has been studied as a form of additional treatment related to automatic processing. Objectives: This systematic literature review compared and discussed methods, evidence of success and potential clinical applications of studies about attentional bias modification (ABM) using a visual probe task. Methods: The Web of Knowledge, PubMed and PsycInfo were searched using the keywords attentional bias modification, attentional bias manipulation and attentional bias training. We selected empirical studies about ABM training using a visual probe task written in English and published between 2002 and 2014. Results: Fifty-seven studies met inclusion criteria. Most (78%) succeeded in training attention in the predicted direction, and in 71% results were generalized to other measures correlated with the symptoms. Conclusions: ABM has potential clinical utility, but to standardize methods and maximize applicability, future studies should include clinical samples and be based on findings of studies about its effectiveness.

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Social Anxiety Disorder: Assessment and Treatment

Ginzburg

Schreiber

Stangier

2014

The Wiley Handbook of Anxiety Disorders

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The Causal Role of Attentional Bias for Threat Cues in Social Anxiety: A Test on a Cyber-Ostracism Task

Cited by 60 publications

References 38 publications

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Fear of Negative Evaluation, Social Anxiety and Response to Positive and Negative Online Social Cues

Attentional bias modification based on visual probe task: methodological issues, results and clinical relevance

Social Anxiety Disorder: Assessment and Treatment

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