There is behavioral evidence to show that anxiety is associated with an attentional bias for threat-related material (see Bar-Haim, Lamy, Pergamin, BakermansKranenburg, & van IJzendoorn, 2007, for a review). Recent neuroimaging work has also shown that anxiety selectively facilitates early processing of threat and enhances distractibility to task-irrelevant stimuli. According to Bishop (2007; see also Bishop, Duncan, Brett, & Lawrence, 2004), anxiety is associated with enhanced amygdala activation and reduced recruitment of prefrontal cortical areas (especially the dorsal lateral prefrontal cortex [DLPFC] and the ventral lateral prefrontal cortex [VLPFC]) that are heavily involved in top-down regulation of attention, especially when attentional focus is required for efficient task performance. Both behavioral and neuroimaging work has shown that anxiety is associated with adverse effects on cognitive performance, especially on tasks that require attentional focus. In an attempt to explain the role of attentional control in anxiety and cognitive performance, the attentional control theory of anxiety was put forward by Eysenck, Derakshan, Santos, and Calvo (2007).The attentional control theory (Eysenck et al., 2007) is a major development of processing efficiency theory (Eysenck & Calvo, 1992). Based on Baddeley's (1986; see also Derryberry & Reed, 2002) working memory model, the theory claims that anxiety disrupts the balance b between what Corbetta and Shulman (2002) distinguished as the stimulus-driven (involved in bottom-up control, influenced by salient environmental stimuli) and the goaldirected (involved in top-down control, influenced by the current goal) systems. These two systems are generally thought to interact in their functioning (Pashler, Johnston, & Ruthruff, 2001), but anxiety is believed to increase the influence of the stimulus-driven system over the goaldirected processes, reducing attentional control.Predictions of the attentional control theory are based on a fundamental distinction by the processing efficiency theory (Eysenck & Calvo, 1992) between performance ef-f f fectiveness and performance efficiency. Effectiveness refers to an individual's competence in doing a task (measured by f response accuracy), and efficiency refers to the amount of processing resources invested in doing the task (measured by response latency). The theory predicts that anxiety has a greater impact on performance efficiency of tasks requiring the inhibition ("one's ability to deliberately inhibit dominant, automatic, or prepotent responses when necessary"; Miyake et al., 2000, p. 57) and/or the shifting d ("shifting back and g forth between multiple tasks"; Miyake et al., 2000, p. 55) functions of the central executive. In inhibition, attentional d control prevents attentional resources from being allocated to task-irrelevant stimuli, and in shifting, attentional control is used in a positive way to allocate attentional resources to execute the task relevant to the current goal.A general assumption of the atten...