Trait Anxiety, State Anxiety, and Attentional Bias to Threat: Assessing the Psychometric Properties of Response Time Measures

Waechter, Stephanie; Stolz, Jennifer A.

doi:10.1007/s10608-015-9670-z

Cited by 80 publications

(69 citation statements)

References 71 publications

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“…Future studies should test the impact of ABM versus a comparable cognitive control condition on the ERN. Third, attention bias scores have been shown to demonstrate poor psychometric properties, including internal consistency and test-retest reliability (Cisler et al, 2009; Schmukle, 2005; Waechter & Stolz, in press; Waechter et al, 2014), and this may have contributed to the different pattern of results for average attention bias (i.e., no relationship) vs. change in negative bias (i.e., a negative correlation) in relation to the ERN. These findings require replication given the many issues associated with the measurement of attention bias and the present study’s use of a single-session of ABM.…”

Section: Discussionmentioning

confidence: 99%

“…Second, we could examine the association between individual differences in attention bias measures during ABM and the ERN. Attention bias measures from dot probe tasks have been shown to demonstrate poor psychometric properties (Cisler et al, 2009; Price et al, 2015; Schmukle, 2005; Waechter & Stolz, in press; Waechter et al, 2014). Therefore, the present study calculated two different attention bias measures: average attention bias and change in attention bias (i.e., trainability).…”

Section: Introductionmentioning

confidence: 99%

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Single-session attention bias modification and error-related brain activity

Nelson

Jackson

Amir

et al. 2015

Cogn Affect Behav Neurosci

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An attentional bias to threat has been implicated in the etiology and maintenance of anxiety disorders. Recently, attention bias modification (ABM) has been shown to reduce threat biases and decrease anxiety. However, it is unclear whether ABM modifies neural activity linked to anxiety and risk. The current study examined the relationship between ABM and the error-related negativity (ERN), a putative biomarker of risk for anxiety disorders, and the relationship between the ERN and ABM-based changes in attention to threat. Fifty-nine participants completed a single-session of ABM and a flanker task to elicit the ERN—in counterbalanced order (i.e., ABM-before vs. ABM-after the ERN was measured). Results indicated that the ERN was smaller (i.e., less negative) among individuals who completed ABM-before relative to those who completed ABM-after. Furthermore, greater attentional disengagement from negative stimuli during ABM was associated with a smaller ERN among ABM-before and ABM-after participants. The present study suggests a direct relationship between the malleability of negative attention bias and the ERN. Explanations are provided for how ABM may contribute to reductions in the ERN. Overall, the present study indicates that a single-session of ABM may be related to a decrease in neural activity linked to anxiety and risk.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Single-session attention bias modification and error-related brain activity

Nelson

Jackson

Amir

et al. 2015

Cogn Affect Behav Neurosci

View full text Add to dashboard Cite

show abstract

“…An alternative explanation for the inconsistent results might be that the dot-probe task in itself has insufficient reliability. Several studies indeed indicated that individual bias scores are not very stable over time (Brown et al, 2014;Cooper et al, 2011;Enock, Hofmann, & McNally, 2014;Kappenman, Farrens, Luck, & Proudfit, 2014;Schmukle, 2005;Staugaard, 2009;van Bockstaele et al, 2011;Waechter, Nelson, Wright, Hyatt, & Oakman, 2014;Waechter & Stolz, 2015), rendering the method not very suitable for investigating intra-individual differences. It is suggested that the low reliability might, at least in part, be explained by the high variability in response times between individuals (Waechter et al, 2014).…”

Section: Reliabilitymentioning

confidence: 99%

“…It is suggested that the low reliability might, at least in part, be explained by the high variability in response times between individuals (Waechter et al, 2014). Splitting groups of participants in low and high anxious groups does not result in higher reliability scores (Kappenman et al, 2014;Waechter et al, 2014;Waechter & Stolz, 2015).…”

Section: Reliabilitymentioning

confidence: 99%

The dot-probe task to measure emotional attention: A suitable measure in comparative studies?

2017

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For social animals, attending to and recognizing the emotional expressions of other individuals is of crucial importance for their survival and likely has a deep evolutionary origin. Gaining insight into how emotional expressions evolved as adaptations over the course of evolution can be achieved by making direct cross-species comparisons. To that extent, experimental paradigms that are suitable for investigating emotional processing across species need to be developed and evaluated. The emotional dot-probe task, which measures attention allocation toward emotional stimuli, has this potential. The task is implicit, and subjects need minimal training to perform the task successfully. Findings in nonhuman primates, although scarce, show that they, like humans, have an attentional bias toward emotional stimuli. However, the wide literature on human studies has shown that different factors can have important moderating effects on the results. Due to the large heterogeneity of this literature, these moderating effects often remain unnoticed. We here review this literature and show that subject characteristics and differences in experimental designs affect the results of the dot-probe task. We conclude with specific recommendations regarding these issues that are particularly relevant to take into consideration when applying this paradigm to study animals.

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“…La creación de programas de desarrollo de HS dentro de las universidades es necesario, ya que debe ofrecer condiciones que brinden atención para la salud física y mental de sus estudiantes.A ansiedade é um construto polêmico, por vezes considerada como emoção, sentimento, estado de humor ou sintoma de um transtorno. O consenso é de que ela envolve componentes fisiológicos, psicológicos e comportamentais que podem se manifestar como resposta adaptativa ou desadaptativa frente a estímulos internos ou externos (APA, 2014;Padilla-Coreano et al, 2016;Waechter & Stolz, 2015). A ansiedade social, em especial, é caracterizada como um estado de humor desconfortável e uma inquietação interna desagradável ou sensação de medo que inclui manifestações fisiológicas e pensamentos negativos frente a situações que envolvem interações sociais ou avaliação de desempenho.…”

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Ansiedade social e habilidades sociais em universitários

Borba

Hayasida

Lopes

2020

Psipesq

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RESUMO Ingressar e permanecer na universidade ocasiona mudanças de hábitos e requer interações sociais habilidosas que nem sempre são experimentadas de forma adaptativa pelos jovens. Objetivou-se explorar estudos empíricos brasileiros publicados nos últimos dez anos sobre habilidades sociais e ansiedade social em universitários. Foram encontrados dez artigos com as combinações dos termos "ansiedade social", "habilidades sociais" e "universitários" que foram unânimes afirmando a eficácia da realização de treinamentos de habilidades sociais para o desenvolvimento das mesmas e para melhoria dos sintomas de ansiedade social em universitários. Concluiu-se que a criação de programas de desenvolvimento de habilidades sociais dentro das universidades se faz necessária, pois esse espaço precisa oferecer condições que propiciem o cuidado da saúde física e mental dos seus estudantes. ABSTRACTJoining and staying at the university leads to changes in lifestyle and requires skilled social interactions, which are not always adaptively experienced by young people. This paper aims to explore Brazilian empirical studies published in the last ten years on social skills and social anxiety among college students. Ten articles were found combining the terms "social anxiety", "social skills" and "university students" that were unanimous in affirming the effectiveness of conducting social skills training for their development and improvement of social anxiety symptoms in university students. In conclusion, the creation of social skills development programs in universities is necessary because this space needs to offer conditions that provide care for the physical and mental health of its students. RESUMENIngresar y permanecer en la universidad conduce a cambios en los hábitos y requiere habilidades para interacciones sociales que los jóvenes no siempre experimentan de manera adaptativa. El objetivo fue explorar estudios empíricos brasileños publicados en los últimos diez años sobre habilidades sociales (HS) y ansiedad social en universitarios. Se encontraron diez artículos combinando los términos "ansiedad social", "habilidades sociales" y "universitarios", que fueron unánimes en afirmar la efectividad del entrenamiento en HS para el desarrollo de éstas y la mejoría de los síntomas de ansiedad social en universitarios. La creación de programas de desarrollo de HS dentro de las universidades es necesario, ya que debe ofrecer condiciones que brinden atención para la salud física y mental de sus estudiantes.A ansiedade é um construto polêmico, por vezes considerada como emoção, sentimento, estado de humor ou sintoma de um transtorno. O consenso é de que ela envolve componentes fisiológicos, psicológicos e comportamentais que podem se manifestar como resposta adaptativa ou desadaptativa frente a estímulos internos ou externos (APA, 2014;Padilla-Coreano et al., 2016;Waechter & Stolz, 2015). A ansiedade social, em especial, é caracterizada como um estado de humor desconfortável e uma inquietação interna desagradável ou sensação de medo que in...

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Trait Anxiety, State Anxiety, and Attentional Bias to Threat: Assessing the Psychometric Properties of Response Time Measures

Cited by 80 publications

References 71 publications

Single-session attention bias modification and error-related brain activity

Single-session attention bias modification and error-related brain activity

The dot-probe task to measure emotional attention: A suitable measure in comparative studies?

Ansiedade social e habilidades sociais em universitários

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