Interest in the use of mobile technology to deliver mental health services has grown in light of the economic and practical barriers to treatment. Yet, research on alternative delivery strategies that are more affordable, accessible, and engaging is in its infancy. Attention bias modification training (ABMT), has potential to reduce treatment barriers as a mobile intervention for stress and anxiety, but the degree to which ABMT can be embedded in a mobile gaming format and its potential for transfer of benefits is unknown. The present study examined effects of a gamified ABMT mobile application in highly trait anxious participants (N = 78). A single session of the active compared to placebo training reduced subjective anxiety and observed stress reactivity. Critically, the long (45 minutes) but not short (25 minutes) active training condition reduced the core cognitive process implicated in ABMT (threat bias) as measured by an untrained, gold-standard protocol.

Anxiety is characterized by exaggerated attention to threat. Several studies suggest that this threat bias plays a causal role in the development and maintenance of anxiety disorders. Furthermore, although the threat bias can be reduced in anxious individuals and induced in non-anxious individual, the attentional mechanisms underlying these changes remain unclear. To address this issue, 49 non-anxious adults were randomly assigned to either attentional training toward or training away from threat using a modified version of the dot probe task. Behavioral measures of attentional biases were also generated pre- and post-training using the dot probe task. Event-related potentials (ERPs) were generated to threat and non-threat face pairs and probes during pre- and post-training assessments. Effects of training on behavioral measures of the threat bias were significant, but only for those participants showing pre-training biases. Attention training also influenced early spatial attention, as measured by post-training P1 amplitudes to cues. Results illustrate the importance of taking pre-training attention biases in non-anxious individuals into account when evaluating the effects of attention training and tracking physiological changes in attention following training.

The late positive potential (LPP), which is reduced following the use of reappraisal, is a potential neurosignature for emotion regulation capacity. This sensitivity of the LPP to reappraisal is rarely studied in children. We tested whether, in 26 typically-developing seven- to nine-year-olds, LPP amplitudes were reduced following reappraisal and whether this effect varied with age and anxiety. For the full sample, LPPs were not significantly reduced following reappraisal. As predicted, reductions in the LPP following reappraisal were greater for older children and those showing less anxiety. The utility of the LPP as a neurosignature for emotion regulatory capacity is discussed.

Whether task-irrelevant emotional stimuli facilitate or disrupt attention performance may depend on a range of factors, such as emotion type, task difficulty, and stimulus duration. Few studies, however, have systematically examined the influence of these factors on attention performance. Sixty-three adults, scoring within a normative range for mood and anxiety symptoms, completed either an easy or difficult version of an attention task measuring three aspects of attention performance: alerting, orienting, and executive attention. Results showed that in the easy task only, threatening versus nonthreatening task-irrelevant emotional faces facilitated orienting regardless of stimulus duration. These effects were no longer significant during the difficult condition. When the easy and difficult conditions were examined together, duration effects emerged such that stimuli of longer durations lead to greater interference, although effects were nonlinear. Findings illustrate that threat-relevant emotional stimuli facilitate attention during tasks with low cognitive load, but underscore the importance of considering a range of task parameters. Results are discussed in the context of adaptive and maladaptive emotion-attention interactions.