Modifying Adolescent Interpretation Biases Through Cognitive Training: Effects on Negative Affect and Stress Appraisals

Telman, Machteld D.; Holmes, Emily A.; Lau, Jennifer Y. F.

doi:10.1007/s10578-013-0386-6

Cited by 35 publications

(35 citation statements)

References 54 publications

(84 reference statements)

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“…While there are some emerging adult (MacLeod et al, 2009) and child data (Muris et al, 2008;Muris et al, 2009;Vassilopoulos et al, 2009) supporting the efficacy of cognitive training tasks as a treatment adjunct for anxiety and mood disorders, it is clear from our data that these tasks are also capable of impacting emotional well-being across adolescents too, and in particular not just adolescents with diagnoses (Lau et al, 2010;Lothmann et al, 2011;Telman et al, 2011). This makes it an appealing tool for prevention particularly in adolescence, which has been linked to a heightened vulnerability for anxiety disorders.…”

Section: Discussionmentioning

confidence: 68%

“…We have therefore adapted the adult training task for use in adolescents by the inclusion of age-appropriate training material (see Figure 1). Across three studies of over 160 adolescents aged 13-18 years, we have found robust training effects on subsequent interpretative style (Lau, Molyneaux, Telman, & Belli, 2010;Lothmann, Holmes, Chan, & Lau, 2011;Telman, Holmes, & Lau, 2011). However, mood effects associated with training have been less clear, with one study reporting reduced negative affect after positive training (Lothmann et al, 2011) and the other two finding reporting decreased positive affect (Lau et al, 2010) and increased negative affect in negatively-trained adolescents only.…”

Section: Introductionmentioning

confidence: 75%

“…Anxiety is characterised by intense and persistent fears and worries, and if untreated, can lead to peer difficulties (Wood, 2006), poor school attendance and performance (Van Ameringen, Mancini, & Farvolden, 2003), other psychological problems such as alcohol or drug use (Zimmermann et al, 2003) and adult anxiety and mood disorders (Pine, Cohen, Gurley, Brook, & Ma, 1998). Adolescent anxiety therefore generates considerable costs for the economy (Greenberg et al, 1999), prompting calls for early treatment and prevention (Sahakian, Malloch, & Kennard, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive bias modification training in adolescents reduces anxiety to a psychological challenge

Lau

Belli

Chopra

2012

Clin Child Psychol Psychiatry

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Background: Anxiety disorders commonly occur in adolescence with disabling consequences. As adolescent anxiety predicts adult anxiety and mood disorders, there are growing efforts to identify suitable tools for prevention. Prior data show the effectiveness of Cognitive Bias Modification of Interpretations (CBM-I) training in generating positive interpretative styles of ambiguous information in adolescents. Here, we assess the effects of positive CBM-I training on anxious mood responses to a psychological challenge performed under time constraints and anticipated social evaluation. Methods: Fifty adolescents were randomly assigned to receive positive or negative computerised cognitive training. Training involved reading and listening to 60 ambiguous scenarios that were resolved via completion of a word fragment in a positive or negative direction. After training, all adolescents completed an interpretation bias test and performed a difficult mental arithmetic task while believing that they were being videotaped for teaching purposes. Before and after training, and before and after the psychological challenge, adolescents completed anxiety ratings using visual analogue scales. Results: Data from the interpretation bias test showed that training was successful at inducing positive and negative interpretations in each training group respectively. There were no effects of training group on changes in anxious mood before and after training. However anxious mood changes assayed before and after the psychological challenge revealed training effects: compared to negatively-trained adolescents, positively-trained adolescents showed attenuated anxiety levels post but not pre-stressor. Conclusion: These results confirmed previous data that computerised CBM-I training can generate positive and negative interpretative styles in adolescents. These data also showed that induced interpretations could impact on anxious responses precipitated by a psychological challenge. These data have implications for using CBM-I training as a preventative tool targeting emotional well-being across all adolescents.

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Section: Discussionmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

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Cognitive bias modification training in adolescents reduces anxiety to a psychological challenge

Lau

Belli

Chopra

2012

Clin Child Psychol Psychiatry

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“…In addition to reducing anxiety symptoms in clinically anxious adolescents (Reuland & Teachman, 2014), CBM for interpretation bias in particular has been shown to reduce self-reported anxiety during psychological challenge (Lau, Belli, & Chopra, 2013) and life stress (Telman, Holmes, & Lau, 2013) in non-diagnosed youth samples.…”

Section: Cognitive Biases and Youth Anxietymentioning

confidence: 99%

Thinking anxious, feeling anxious, or both? Cognitive bias moderates the relationship between anxiety disorder status and sympathetic arousal in youth

Rozenman¹,

Vreeland²,

Piacentini³

2017

Journal of Anxiety Disorders

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Cognitive bias and physiological arousal are two putative markers that may underlie youth anxiety. However, data on relationships between cognitive bias and arousal are limited, and typically do not include behavioral measurement of these constructs in order to tap real-time processes. We aimed to examine the relationship between performance-based cognitive bias and sympathetic arousal during stress in clinically anxious and typically-developing youth. The sample included children and adolescents ages 9 to 17 (Mean age = 13.18, SD = 2.60) who either met diagnostic criteria for primary generalized anxiety, social phobia, or separation anxiety (N=24) or healthy controls who had no history of psychopathology (N=22). Youth completed performance-based measures of attention and interpretation bias. Electrodermal activity was assessed while youth participated in the Trier Social Stress Test for Children (TSST-C; Buske-Kirschbaum, Jobst, & Wustmans, 1997). A mixed models analysis indicated significant linear and non-linear changes in skin conductance, with similar slopes for both groups. Interpretation bias, but not attention bias, moderated the relationship between group status and sympathetic arousal during the TSST-C. Arousal trajectories did not differ for anxious and healthy control youth who exhibited high levels of threat interpretation bias. However, for youth who exhibited moderate and low levels of interpretation bias, the anxious group demonstrated greater arousal slopes than healthy control youth. Results provide initial evidence that the relationship between anxiety status and physiological arousal during stress may be moderated by level of interpretation bias for threat. These findings may implicate interpretation bias as a marker of sympathetic reactivity in youth. Implications for future research and limitations are discussed.

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“…Positive CBM-I has shown to increase mood [28][29][30] and has beneficial effects on appraisals of recent stressors [31] as well as on emotional vulnerability (i.e., responsiveness to a negative moodor stress induction) [26,30]. Moreover, encouraging healthy participants to attain positive interpretations -compared to negative interpretations -reduces the chance of experiencing depressive intrusions following a stressor [32].…”

Section: Interpretation Bias Modificationmentioning

confidence: 99%

Cognitive bias modification for depression

Koster

Hoorelbeke

2015

Current Opinion in Psychology

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The past decades have witnessed intense research on valence-specific information processing biases in depression. Cognitive bias modification (CBM) is a technique that attempts to experimentally modify processing biases through extended computerized training to understand their causal role in the maintenance of depression. Moreover, reducing maladaptive processing biases has clinical potential. The current paper discusses the current state-of-the-art on CBM at the level of attentional, interpretive and memory processes. Despite strong research progress in this area and several encouraging findings it is clear that further work is needed both at the conceptual as well as at the clinical level to further optimize the understanding of the causal role and malleability of processing biases in depression.3

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Modifying Adolescent Interpretation Biases Through Cognitive Training: Effects on Negative Affect and Stress Appraisals

Cited by 35 publications

References 54 publications

Cognitive bias modification training in adolescents reduces anxiety to a psychological challenge

Cognitive bias modification training in adolescents reduces anxiety to a psychological challenge

Thinking anxious, feeling anxious, or both? Cognitive bias moderates the relationship between anxiety disorder status and sympathetic arousal in youth

Cognitive bias modification for depression

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