1,721,113 research outputs found
Direction of threat attention bias predicts treatment outcome in anxious children receiving cognitive-behavioural therapy
No full textA bias to selectively direct attention to threat stimuli is a cognitive characteristic of anxiety disorders. Recent studies indicate that individual differences in pre-treatment threat attention bias predict treatment outcomes from cognitive-behavioural therapy (CBT) in anxious individuals. However, there have been inconsistent findings regarding whether attention bias towards threat predicts better or poorer treatment outcome. Method: This longitudinal study examined treatment outcomes in 35 clinically anxious children following a 10-week, group-based CBT program, as a function of whether children showed a pre-treatment attention bias towards or away from threat stimuli. The effect of CBT on attention bias was also assessed. Results: Both groups showed significant improvement after receiving CBT. However, anxious children with a pre-treatment attention bias towards threat showed greater reductions not only in anxiety symptom severity, but also in the likelihood of meeting diagnostic criteria for anxiety disorders at post-treatment assessment, in comparison with anxious children who showed a pre-treatment attention bias away from threat. Children who had a pre-treatment bias away from threat showed a reduction in this bias over the course of CBT. Conclusions: Findings suggest that pre-existing differences in the direction of attention towards versus away from threat could have important implications for the treatment of anxious children
Attention bias modification (ABM): Review of effects of multisession ABM training on anxiety and threat-related attention in high-anxious individuals
No full textAttention bias modification (ABM) aims to reduce anxiety by reducing attention bias (AB) to threat; however, effects on anxiety and AB are variable. This review examines 34 studies assessing effects of multisession-ABM on both anxiety and AB in high-anxious individuals. Methods include ABM-threat-avoidance (promoting attention-orienting away from threat), ABM-positive-search (promoting explicit, goal-directed attention-search for positive/nonthreat targets among negative/threat distractors), and comparison conditions (e.g., control-attention training combining threat-cue exposure and attention-task practice without AB-modification). Findings indicate anxiety reduction often occurs during both ABM-threat-avoidance and control-attention training; anxiety reduction is not consistently accompanied by AB reduction; anxious individuals often show no pretraining AB in orienting toward threat; and ABM-positive-search training appears promising in reducing anxiety. Methodological and theoretical issues are discussed concerning ABM paradigms, comparison conditions, and AB assessment. ABM methods combining explicit goal-directed attention-search for nonthreat/positive information and effortful threat-distractor inhibition (promoting top-down cognitive control during threat-cue exposure) warrant further evaluation
Attentional bias for emotional faces in children with generalized anxiety disorder
No full textObjective: To examine attentional bias for angry and happy faces in 7- to 12-year-old children with generalized anxiety disorder (GAD; n = 23) and nonanxious controls (n = 25).Method: Children completed a visual probe task in which pairs of face stimuli were displayed for 500 milliseconds and were replaced by a visual probe in the spatial location of one of the faces.Results: Severely anxious children with GAD showed an attentional bias toward both angry and happy faces. Children with GAD with a milder level of anxiety and nonanxious controls did not show an attentional bias toward emotional faces. Moreover, within the GAD group, attentional bias for angry faces was associated with increased anxiety severity and the presence of social phobia.Conclusions: Biased attention toward threat as a function of increased severity in pediatric GAD may reflect differing threat appraisal processes or emotion regulation strategies.<br/
Attentional bias towards angry faces in childhood anxiety disorders
No full textObjective: To examine attentional bias towards angry and happy faces in 8 to 12 year old children with anxiety disorders (n=29) and non-anxious controls (n=24).Method: Children completed a visual probe task in which pairs of angry/neutral and happy/neutral faces were displayed for 500 ms and were replaced by a visual probe in the spatial location of one of the faces.Results: Children with more severe anxiety showed an attentional bias towards angry relative to neutral faces, compared with anxious children who had milder anxiety and non-anxious control children, both of whom did not show an attentional bias for angry faces. Unexpectedly, all groups showed an attentional bias towards happy faces relative to neutral ones.Conclusions: Anxiety symptom severity increases attention to threat stimuli in anxious children. This association may be due to differing threat appraisal processes or emotion regulation strategies
The time course of attentional bias for emotional faces in anxious children
No full textThe present study investigated the time course of attentional bias for angry and happy faces in 50 primary school-children (9 to 12 years). That is, the study examined the degree to which an anxiety-related attentional bias was moderated by the duration of threat exposure. Using a visual-probe task, children were shown angry and happy faces paired with neutral ones over two exposure durations: 500 and 1250 ms. Results revealed that higher levels of anxiety were associated with an attentional bias towards angry faces across the 500 ms and 1250 ms exposure durations. There were no effects of children’s anxiety or stimulus exposure duration on attentional bias for happy faces. Results are discussed in relation to threat-monitoring versus vigilance-avoidance patterns of attentional bias, and developmental considerations, including comparison with findings from studies of anxiety-related attentional biases in adults
Threat-related gaze fixation and its relationship with the speed and generalisability of extinction learning
No full text© 2016 The Australian Psychological Society Objective: Attention plays an important role in the treatment of anxiety. Research has yet to elucidate how individual differences in attention or, particularly, gaze fixation can influence learning during treatment. The present investigation used an experimental analogue of the acquisition, treatment, and relapse of fear to examine this issue. Method: After pairing a stimulus (A) with an aversive electrocutaneous shock, such that participants come to fear this previously neutral stimulus, participants are repeatedly presented with a second stimulus (B) that possessed some common features with A as well as some of its own unique features. During presentations of B, fear was expected to reduce or extinguish. After this, participants were presented with C, which possessed some features of A that were not present in B as well as some features of B that were not present in A, and return of fear was assessed. Throughout this procedure, differences in gaze were measured so that this could be compared with indices for extinction and return of fear. Fear was measured in terms of skin conductance response. Results: Participants who spent more time looking at the unique features of B or who avoided the features in common with A showed slower extinction of their fear response. The same participants also showed reduced return of fear when C was presented. Conclusions: These findings are interpreted in terms of how attentional avoidance of threat-related stimuli might influence the inhibitory learning that takes place during extinction in experimental settings and exposure in clinical settings.link_to_subscribed_fulltex
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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