Biases in attention and interpretation in adolescents with varying levels of anxiety and depression

Klein, Anke M.; Voogd, Leone de; Wiers, Reinout W.

doi:10.1080/02699931.2017.1304359

Cited by 47 publications

(37 citation statements)

References 31 publications

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“…Using the same stimuli makes it possible to test this pathway and to manipulate individual biases and observe their effect on subsequent biases in the pathway. However, using different stimuli and methods may offer greater confidence in the generalizability of the data across different biases and reduces the inflating effect of common method variance (e.g., Klein et al ., ). In addition, the tasks used in this study are easy to administer in a wide range of settings.…”

Section: Discussionmentioning

confidence: 97%

“…() highlight that relatively little research has been conducted with adolescents, particularly with adolescents who have elevated symptoms of depression or have a diagnosis of depression. Recently Klein, de Voogd, Wiers, and Salemink () assessed attention and interpretation bias in adolescents recruited from the community. Biases in attention and interpretation explained small but significant variance in severity of depression and anxiety symptoms.…”

Section: Introductionmentioning

confidence: 99%

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The combined influence of cognitions in adolescent depression: Biases of interpretation, self‐evaluation, and memory

Orchard

Reynolds

2018

British J Clinic Psychol

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ObjectivesDepression is characterized by a range of systematic negative biases in thinking and information processing. These biases are believed to play a causal role in the aetiology and maintenance of depression, and it has been proposed that the combined effect of cognitive biases may have greater impact on depression than individual biases alone. Yet little is known about how these biases interact during adolescence when onset is most common.MethodsIn this study, adolescents were recruited from the community (n = 212) and from a Child And Adolescent Mental Health Service (n = 84). Participants completed measures of depressive symptoms, interpretation bias, self‐evaluation, and recall memory. These included the Mood and Feelings Questionnaire, Ambiguous Scenarios Test for Depression in Adolescents, Self‐Description Questionnaire, and an immediate recall task. The clinically referred sample also took part in a formal diagnostic interview.ResultsIndividual cognitive biases were significantly intercorrelated and associated with depression severity. The combination of cognitive biases was a stronger predictor of depression severity than individual biases alone, predicting 60% of the variance in depression severity across all participants. There were two significant predictors, interpretation bias and negative self‐evaluation; however, almost all of the variance was explained by negative self‐evaluation.ConclusionsThe findings support the interrelationship and additive effect of biases in explaining depression and suggest that understanding the way in which cognitive biases interact could be important in advancing methods of identification, early intervention, and treatment.Practitioner points A combination of biases was a better predictor of depression symptom severity than individual biases.Interpretation and self‐evaluation were better predictors of depression symptom severity than recall.Negative self‐evaluation was the strongest individual predictor of depression symptom severity.Negative self‐evaluation was able to classify depressed from non‐depressed adolescents.The cross‐sectional design of the study precludes any conclusions about the potential causal role of these variables.Different tasks were used to assess different types of cognitive bias meaning that the possible linear operation along an information processing ‘pathway’ could not be examined.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

The combined influence of cognitions in adolescent depression: Biases of interpretation, self‐evaluation, and memory

Orchard

Reynolds

2018

British J Clinic Psychol

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“…Long-standing integrative models of psychopathology emphasise that maladaptive cognitive and/or learning factors likely co-exist in anxious individuals and, importantly, interrelate to influence symptoms (Hirsch, Clark, & Mathews, 2006;Everaert, Koster, & Derakshan, 2012;Waters & Craske, 2016). The "combined cognitive bias" hypothesis suggests that these "cognitive processes are likely to work together in various ways serving to maintain specific emotional disorders" (Hirsch, et al, 2006), leading to some studies considering how attention, memory and/or interpretation biases explain common (but also distinct variance) on youth anxiety (Watts & Weems 2006;Klein et al, 2014;Klein, de Voogd, Wiers, & Salemink, 2017). However, a more important tenet of this hypothesis and a recent integrative youth anxiety model (Waters &Craske, 2016) is that certain cognitive factors inter-relate with other (Hirsch et al, 2006) and/or with learning factors (Waters & Craske, 2016).…”

Section: Introductionmentioning

confidence: 99%

Problematic attention processing and fear learning in adolescent anxiety: Testing a combined cognitive and learning processes model

Baker

Barry

Kumari

et al. 2019

Journal of Behavior Therapy and Experimental Psychiatry

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Background and Objectives: Anxiety in adolescence is characterised by disturbances in attentional processes and the overgeneralisation of fear, however, little is known about the combined and reciprocal effects of and between these factors on youth anxiety. The present study investigated whether attention (attention allocation and control) and fear generalisation processes together predict more variance on adolescent anxiety symptoms than each factor in isolation, and explored their interrelations.Methods: 197 adolescents completed a novel conditioning task, which paired balloon cues with mildly aversive or neutral outcomes. A spatial cueing task, and self-report measures of emotional attentional control and anxiety, were also completed.Results: Threat-avoidant attention allocation biases, impaired attention control, and exaggerated fear generalisation together predicted greater variance in anxiety symptoms (55.3%), than each set of fear and attention processes in isolation. Results also provided evidence of an interplay between these factors. Individual differences in threat-avoidant attention allocation biases predicted variability in the generalisation of fear, whilst the association between heightened anxiety and the overgeneralization of fear was moderated by poor attention control. Conclusions:This study provides unique evidence of the combined effects of attention and fear generalisation mechanisms in explaining youth anxiety, and interrelations between these factors. Importantly, results suggested that deficiencies in attention control may bring out anxiety-associated impairments in fear generalisation. Limitations:We relied on self-reported ratings of fear during generalization and also of attention control. Thus demand effects cannot be discounted. Reaction-time measures of attention focus are also indirect assessments of attention that may lack precision.

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“…Developmental studies have reported information processing biases in depression, including increased engagement with negative information and excessively negative interpretations of emotional events (45,46). Our analyses suggest that intersubject synchronization is related to the emotional content of the stimulus.…”

Section: Emotional Movie Content Weakens the Relationship Between Iscmentioning

confidence: 54%

Relationships between depressive symptoms and brain responses during emotional movie viewing emerge in adolescence

Gruskin

Rosenberg

Holmes

2019

Preprint

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Affective disorders such as major depression are common but serious illnesses characterized by altered processing of emotional information. Although the frequency and severity of depressive symptoms increase dramatically over the course of childhood and adolescence, much of our understanding of their neurobiological bases comes from work characterizing adults' responses to static emotional information. As a consequence, relationships between depressive brain phenotypes and naturalistic emotional processing, as well as the manner in which these associations emerge over the lifespan, remain poorly understood. Here, we apply static and dynamic inter-subject correlation analyses to examine how brain function is associated with clinical and nonclinical depressive symptom severity in 112 children and adolescents (7-21 years old) who viewed an emotionally evocative clip from the film Despicable Me during functional MRI. Our results reveal that adolescents with greater depressive symptom severity exhibit atypical fMRI responses during movie viewing, and that this effect is stronger during less emotional moments of the movie. Furthermore, adolescents with more similar item-level depressive symptom profiles showed more similar brain responses during movie viewing. In contrast, children's depressive symptom severity and profiles were unrelated to their brain response typicality or similarity. Together, these results indicate a developmental change in the relationships between brain function and depressive symptoms from childhood through adolescence. Our findings suggest that depressive symptoms may shape how the brain responds to complex emotional information in a dynamic manner sensitive to both developmental stage and affective context.

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Biases in attention and interpretation in adolescents with varying levels of anxiety and depression

Cited by 47 publications

References 31 publications

The combined influence of cognitions in adolescent depression: Biases of interpretation, self‐evaluation, and memory

The combined influence of cognitions in adolescent depression: Biases of interpretation, self‐evaluation, and memory

Problematic attention processing and fear learning in adolescent anxiety: Testing a combined cognitive and learning processes model

Relationships between depressive symptoms and brain responses during emotional movie viewing emerge in adolescence

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