The reduction of anxiety vulnerability through the modification of attentional bias: A real-world study using a home-based cognitive bias modification procedure.

Recent laboratory work suggests that biased attentional responding to negative information causally impacts anxiety reactivity to a contrived laboratory stressor. However, it remains unknown whether such attentional bias contributes to real-world anxiety vulnerability. In the present study, the authors addressed this issue by experimentally inducing biased attentional response to emotionally negative stimuli, using a home-based attentional training program and then examining the influence of this attentional manipulation on trait anxiety scores and on state anxiety responses to a subsequent stressful life event. The attentional bias modification procedure was effective in inducing attentional avoidance of negative information. Furthermore, this attentional manipulation served to reduce trait anxiety scores and to attenuate state anxiety responses to the subsequent naturalistic stressor. These findings support the hypotheses that biased attentional responding to emotionally negative information contributes causally to real-world anxiety vulnerability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior.

Investigated the relation of mathematics anxiety to situationally assessed test anxiety, mathematics performance, physiological arousal, and mathematics avoidance behavior in 23 male and 40 female undergraduates. Ss completed the Mathematics Anxiety Rating Scale, the Mathematics Anxiety Scale, the Anxiety Toward Mathematics Scale, and the Test Anxiety Inventory prior to completing 3 mathematics tasks. During the tasks, heart rate, skin conductance level, skin fluctuations, and avoidance behavior were monitored. Ss also completed the Post-Task Questionnaire, a situational measure of test anxiety, worry, and emotionality. Results indicate that mathematics anxiety measures were more highly rated to each other than to test anxiety. Mathematics anxiety accounted for 14–23% of the variance in 2 tasks, whereas, ability accounted for 30–42%. Rarely, did anxiety add to the variance accounted for by ability. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety and intellectual performance: A partial failure to replicate.

The study tried to replicate Sarason's (1957) findings of the interfering effect of test anxiety and the facilitating effect of general anxiety on academic work. The study also tested the generality of the Taylor-Spence (1952) hypothesis of the negative effect of anxiety on behavior. A study of the effects of different types of anxiety on academic performance, Taylor, Test, and General anxiety scores, course grades and grade-point averages were obtained on private college Ss (N = 55) and state college Ss (N = 70). Results failed to demonstrate a significant correlation between Test anxiety and academic work, but confirmed the facilitating influence of general anxiety on course grade. The differential effects of anxiety were discussed in terms of the interaction between anxiety and grade level, overlearning, nature of the tasks, and intellectual ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fearful faces influence attentional control processes in anxious youth and adults.

This study examined the effects of trait anxiety and age on performance of an emotional working memory task designed to investigate attentional control processes in the context of emotion. Participants included children, adolescents, and adults (8–30 years old). They performed the Emotional Face N-Back (EFNBACK) task, a modified n-back working memory task with four emotional distracter types (no picture, neutral, fearful, and happy) and two memory-load conditions (0-back and 2-back), and completed self-report trait anxiety measures. Results indicated that participants high in trait anxiety had slower reaction times on the fearful 2-back memory-load condition. A significant interaction with age indicated that this effect was greater in the younger participants. These findings suggest that anxious individuals, particularly younger ones, exhibit difficulty resisting interference from threat-related stimuli when greater attentional resources are being recruited. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contribution of specific cognitive processes to executive functioning in an aging population.

The current study investigated executive function measures emphasizing Alpha Span (ASp) to understand relationships among executive and nonexecutive tasks. Nondemented older participants (N = 417) received a comprehensive cognitive battery. Age and vocabulary adjusted correlations revealed associations among ASp, Wechsler Adult Intelligence Scale--Revised (D. Wechsler, 1981) Digit Span subtests, and fluency tasks. Principal-components analysis with varimax rotation revealed a 4 component solution (86.4% of the variance) with executive variables contributing to all loadings. Calculated component indices were submitted to a regression analysis predicting ASp performance. After accounting for age (6.3% of the variance), Component 3 reflecting brief attention-mental manipulation accounted for 13.4% of ASp variance; Component 1, verbal language ability, 11.5%; Component 2, sustained attention-mental tracking, 1.9%; and Component 4, visuoperceptual spatial organization-planning, 0.9%. Results stress the importance of considering executive and nonexecutive aspects of cognition when conceptualizing executive functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Contribution of specific cognitive processes to executive functioning in an aging population": Correction to Lamar et al.(2002).

Reports an error in the article "Contributions of Specific Cognitive Processes to Executive Function in an Aging Population," by M. Lamar, et al. (Neuropsychology, 2002, 16[2]: 156-162). The article contained errors in Tables 2-4. Reanalyzed data with the corrected coding for phonemic and semantic fluency are available at http://dx.dou.org/neu162156.cx1. (The following abstract of this article originally appeared in record 2002-02127-004. The current study investigated executive function measures emphasizing Alpha Span (ASp) to understand relationships among executive and nonexecutive tasks. Nondemented older participants (N = 417) received a comprehensive cognitive battery. Age and vocabulary adjusted correlations revealed associations among ASp, Wechsler Adult Intelligence Scale--Revised (D. Wechsler, 1981) Digit Span subtests, and fluency tasks. Principal-components analysis with varimax rotation revealed a 4 component solution (86.4% of the variance) with executive variables contributing to all loadings. Calculated component indices were submitted to a regression analysis predicting ASp performance. After accounting for age (6.3% of the variance), Component 3 reflecting brief attention-mental manipulation accounted for 13.4% of ASp variance; Component 1, verbal language... (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of stress and anxiety on the processing of threat stimuli.

Two experiments extended the work of C. MacLeod and A. Mathews (see record 1989-23867-001) and examined whether a cognitive bias for threat information is a function of state or trait anxiety. Color-naming and attention deployment tasks were used to assess the effects of a stress manipulation procedure on attentional responses in high and low trait anxious Ss. Ss under high stress selectively allocated processing resources toward threat stimuli, irrespective of their trait anxiety level. There was no consistent evidence of a cognitive bias associated with trait anxiety, and the effect of the stress manipulation did not apppear to be mediated by state anxiety. It was suggested that trait factors do not modify attentional biases associated with acute stress but may influence such biases when stress is prolonged. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of anxiety on analogical reasoning: A test of three theoretical models.

Three mediational theories of anxiety and performance, namely, J. A. Easterbrook's (see record 1961-03074-001) cue utilization theory, G. Mandler and S. B. Sarason's (see record 1953-02743-001) attentional theory, and M. W. Eysenck's (1979) working memory capacity theory, were compared for their efficacy in explaining anxiety-induced performance decrements on a task of analogical reasoning. 102 undergraduates who varied in their trait and state anxiety levels completed 100 geometric analogies under either relaxed (reassurance, non-time-limited) or stress (ego-threat, time-limited) conditions. Response time and error rate data for 9 levels of task complexity (1-, 2-, and 3-element analogies with 0, 1, or 2 transformations for each element) were analyzed by means of multivariate analysis of variance. Results in the relaxed condition support attentional theory in that more anxious Ss were both slower and less accurate than were less anxious Ss. In the stressed condition, none of the 3 anxiety-performance theories was supported. More anxious Ss were faster but made more errors than did less anxious Ss. Thus, in the stressed condition, performance differences suggested differences in speed–accuracy trade-off strategies rather than differences in processing abilities. The limitations of attentional theory and the need to study the effects of anxiety and time stress on information processing are discussed. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical implications of attentional bias in anxiety disorders: An integrative literature review.

Research on information processing biases has been motivated by the hope that it would lead to new and more efficient psychotherapeutic interventions. The literature is abundant with empirical data of attentional biases toward threat stimuli in anxiety disorders. This article aims to review the existing literature on the topic of attentional bias in anxiety disorders and discuss important implications for clinical practice. We adopted an integrative approach to link research data on attentional bias, information processing, and cognitive accounts (automaticity and controllability) with clinical practice in cognitive-behavioral therapy. It is important to develop and apply therapeutic interventions that can effectively reduce negative attentional biases while treating the main problems associated with anxiety disorders. However, it remains to be seen whether cognitive therapy interventions targeting more voluntary, strategic information processing can have a positive impact on automatic, involuntary processing involved in attentional biases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety and cognitive performance: Attentional control theory.

Attentional control theory is an approach to anxiety and cognition representing a major development of Eysenck and Calvo's (1992) processing efficiency theory. It is assumed that anxiety impairs efficient functioning of the goal-directed attentional system and increases the extent to which processing is influenced by the stimulus-driven attentional system. In addition to decreasing attentional control, anxiety increases attention to threat-related stimuli. Adverse effects of anxiety on processing efficiency depend on two central executive functions involving attentional control: inhibition and shifting. However, anxiety may not impair performance effectiveness (quality of performance) when it leads to the use of compensatory strategies (e.g., enhanced effort; increased use of processing resources). Directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional attention set-shifting and its relationship to anxiety and emotion regulation.

Attentional deployment is a primary strategy individuals use to regulate emotion. In 2 experiments, a measure of an individual’s ability to deploy attention toward and away from emotional mental representations was developed. This measure of attentional control capacity for emotion adapted an explicit-cuing task switching paradigm in which participants had to shift between emotional and neutral mental sets. Experiment 1 (N = 118) showed that those higher in trait anxiety and worrisome thoughts took longer to switch from a neutral to an emotional mental set. In Experiment 2 (N = 42), participants were given a stressful anagram task, and those who switched more efficiently from a neutral set to an emotional set were more frustrated by the stressful task. In addition, those who switched more efficiently from an emotional set to a neutral set persisted longer on the stressful task. These findings provide an initial step toward identifying possible mechanisms through which individuals apply attentional control to emotional mental representations to regulate emotion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety-related attentional biases and their regulation by attentional control.

This study examined the role of self-reported attentional control in regulating attentional biases related to trait anxiety. Simple detection targets were preceded by cues labeling potential target locations as threatening (likely to result in negative feedback) or safe (likely to result in positive feedback). Trait anxious participants showed an early attentional bias favoring the threatening location 250 ms after the cue and a late bias favoring the safe location 500 ms after the cue. The anxiety-related threat bias was moderated by attentional control at the 500-ms delay: Anxious participants with poor attentional control still showed the threat bias, whereas those with good control were better able to shift from the threatening location. Thus, skilled control of voluntary attention may allow anxious persons to limit the impact of threatening information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional stimuli and context moderate effects of nicotine on specific but not global affects.

The authors tested the hypothesis that the effects of nicotine on affect are moderated by the presence or absence of emotionally positive and negative stimuli and by attentional choice to avoid attending to emotionally negative stimuli. Thirty-two habitual smokers were assigned to tasks allowing attentional freedom to look back and forth at 2 simultaneously presented pictures, whereas another 32 habitual smokers viewed single pictures without attentional choice. Picture contents in both tasks were 1 of 4 combinations: emotionally negative + neutral, negative + positive, positive + neutral, or neutral + neutral. Participants wore a nicotine patch on 1 day and placebo patch on another day. Nicotine reduced anxiety most when negative pictures were presented in combination with neutral pictures, but it had no effect on anxiety when negative pictures were presented in combination with positive pictures and when negative pictures were not presented. In contrast, nicotine only reduced depressive affect when the participant had attentional choice between positive and negative pictures. Nicotine also enhanced positive affect and reduced negative affect as measured by the Positive and Negative Affect Schedule, but these effects were not moderated by task manipulations. Overall, the findings support the view that nicotine's ability to reduce specific negative affects is moderated by emotional context and attentional freedom. Nicotine tended to enhance eye-gaze orientation to emotional pictures versus neutral pictures in women, but it had no significant effect on eye-gaze in men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive processes in mathematics anxiety and test anxiety: The role of appraisals, internal dialogue, and attributions.

In this study, I explored the functional similarities and differences in the cognitive processes involved in mathematics anxiety and test anxiety. Ninety-six students in an undergraduate psychology statistics course completed test and math anxiety measures shortly after the commencement of their course. Before and after each of their five midterm examinations, students completed questionnaires that assessed their anxiety, appraisals, internal dialogue, and performance attributions. Results indicated that both math and test anxiety accounted for unique variance in preexam appraisals, negative internal dialogue, postexam appraisals, pre- and postexam anxiety levels, and several types of performance attributions. Only test anxiety, however, accounted for variance in subjects' actual examination performances. I address the implications of a cognitive theory for math anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety and lateral cerebral function.

In an initial experiment with 80 right-handed undergraduates, Ss reporting high anxiety (State-Trait Anxiety Inventory) evidenced a performance decrement that was specific to tasks presented to the right visual half-field. Given this suggestion of left-hemisphere involvement in anxiety, a 2nd experiment with 32 undergraduates examined attentional bias and lateral eye movements; high trait anxiety was associated with a right-ear attentional bias and a low incidence of left lateral eye movements. These observations suggest that anxiety, as an individual difference variable, might entail a lateral shift in cerebral function. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On attentional control as a source of residual shift costs: Evidence from two-component task shifts.

It is widely assumed that supervisory or attentional control plays a role only in the preparatory reconfiguration of the mental system in task shifting. The well-known fact that residual shift costs are still present even after extensive preparation is usually attributed to passive mechanisms such as cross talk. The authors question this view and suggest that attentional control is also responsible for residual shift costs. The authors hypothesize that, under shift conditions, tasks are executed in a controlled mode to guarantee reliable performance. Consequently, the control of 2 task components should require more resources than the control of only 1. A series of 4 experiments with 2-component tasks was conducted to test this hypothesis. As expected, more residual shift costs were observed when 2 components rather than 1 varied across trials. Interference effects and sequential effects could not account for these results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prepared for the worst: Readiness to acquire threat bias and susceptibility to elevate trait anxiety.

Although people differ in their susceptibility to elevate trait anxiety in response to extended stress, little is known about the cognitive substrate of this particular individual difference. We report three studies designed to evaluate the hypothesis that individual differences in readiness to acquire an attentional bias toward threat cues, in response to a contingency that makes the acquisition of such a bias adaptive, underlie individual differences in susceptibility to elevate trait anxiety in response to extended stress. Our findings confirm that the ease with which such a threat bias can be transiently evoked by experimental conditions that encourage its acquisition predicts the degree to which trait anxiety later becomes elevated by extended exposure to a mild stressor. Furthermore, this reflects the fact that such early measures of attentional bias plasticity predict the later naturalistic acquisition of attentional bias in response to subsequent stress, which in turn is associated with a consequent increase in trait anxiety level. These findings are consistent with our proposed account of individual differences in susceptibility to elevate trait anxiety in response to stress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contrasting two accounts of anxiety-linked attentional bias: Selective attention to varying levels of stimulus threat intensity.

Previous research has established that clinical anxiety patients and nonclinical populations with high levels of anxiety vulnerability characteristically orient attention toward moderately threatening stimuli. In contrast, populations with low levels of anxiety vulnerability typically orient attention away from such stimuli. The differing experimental predictions generated by 2 classes of hypothetical explanation for this anxiety-linked attentional discrepancy were tested, using attentional probe methodology to compare the attentional responses of high and low trait anxious individuals to facial stimuli of differing threat intensities. The results support the view that all individuals orient attention away from mildly threatening stimuli and toward strongly threatening stimuli, with differences in anxiety vulnerability reflecting the intensity of stimulus threat required to elicit the attentional vigilance response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attentional biases for threatening faces in children: Vigilant and avoidant processes.

The authors examined the processing of threat-related information in childhood anxiety with the emotional Stroop task and the dot probe task. In study 1, a nonclinical sample of 112 pupils (mean age = 9 years) performed pictorial versions of both tasks. For each task, an index indicating a bias for threat processing was computed. Positive correlations were found between these indices and anxiety. When compared with the original emotional Stroop index, the absolute value of the emotional Stroop index was a better predictor of anxiety. It was possible to replicate this result in study 2 with 80 pupils (mean age = 8.6 years). Results are discussed with regard to vigilance and avoidance as basic mechanisms underlying performance on the tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)