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Cognitive bias modification training in adolescents: effects on interpretation biases and mood / Claudia LOTHMANN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)
[article]
Titre : Cognitive bias modification training in adolescents: effects on interpretation biases and mood Type de document : Texte imprimé et/ou numérique Auteurs : Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W. Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur Année de publication : 2011 Article en page(s) : p.24-32 Langues : Anglais (eng) Mots-clés : Interpretation bias adolescence anxiety mood cognitive bias modification Index. décimale : PER Périodiques Résumé : Background: Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents.
Methods: Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training.
Results: After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only.
Conclusion: This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32[article] Cognitive bias modification training in adolescents: effects on interpretation biases and mood [Texte imprimé et/ou numérique] / Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W. Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur . - 2011 . - p.24-32.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32
Mots-clés : Interpretation bias adolescence anxiety mood cognitive bias modification Index. décimale : PER Périodiques Résumé : Background: Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents.
Methods: Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training.
Results: After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only.
Conclusion: This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial / A. M. KLEIN in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : A. M. KLEIN, Auteur ; E. SALEMINK, Auteur ; E. DE HULLU, Auteur ; E. HOUTKAMP, Auteur ; M. PAPA, Auteur ; M. VAN DER MOLEN, Auteur Article en page(s) : p.3116-3126 Langues : Anglais (eng) Mots-clés : Cognitive bias modification Content-specificity Interpretation bias Mild intellectual disability Social anxiety Index. décimale : PER Périodiques Résumé : The goal of this study was to examine the effects of Cognitive Bias Modification training for Interpretation (CBM-I) in socially anxious adolescents with Mild Intellectual Disabilities (MID). A total of 69 socially anxious adolescents with MID were randomly assigned to either a positive or a neutral control-CMB-I-training. Training included five sessions in a 3-week period, and each session consisted of 40 training items. Adolescents in the positive training group showed a significant reduction in negative interpretation bias on the two interpretation bias tasks after training compared to adolescents in the control-training group. Furthermore, in contrast to the control-training group, adolescents in the positive training reported a significant reduction of their social anxiety symptoms 10 weeks post-training. En ligne : http://dx.doi.org/10.1007/s10803-018-3579-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3116-3126[article] Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / A. M. KLEIN, Auteur ; E. SALEMINK, Auteur ; E. DE HULLU, Auteur ; E. HOUTKAMP, Auteur ; M. PAPA, Auteur ; M. VAN DER MOLEN, Auteur . - p.3116-3126.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3116-3126
Mots-clés : Cognitive bias modification Content-specificity Interpretation bias Mild intellectual disability Social anxiety Index. décimale : PER Périodiques Résumé : The goal of this study was to examine the effects of Cognitive Bias Modification training for Interpretation (CBM-I) in socially anxious adolescents with Mild Intellectual Disabilities (MID). A total of 69 socially anxious adolescents with MID were randomly assigned to either a positive or a neutral control-CMB-I-training. Training included five sessions in a 3-week period, and each session consisted of 40 training items. Adolescents in the positive training group showed a significant reduction in negative interpretation bias on the two interpretation bias tasks after training compared to adolescents in the control-training group. Furthermore, in contrast to the control-training group, adolescents in the positive training reported a significant reduction of their social anxiety symptoms 10 weeks post-training. En ligne : http://dx.doi.org/10.1007/s10803-018-3579-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Interpretation of Ambiguous Situations: Evidence for a Dissociation Between Social and Physical Threat in Williams Syndrome / Helen F. DODD in Journal of Autism and Developmental Disorders, 41-3 (March 2011)
[article]
Titre : Interpretation of Ambiguous Situations: Evidence for a Dissociation Between Social and Physical Threat in Williams Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Helen F. DODD, Auteur ; Melanie A. PORTER, Auteur Année de publication : 2011 Article en page(s) : p.266-274 Langues : Anglais (eng) Mots-clés : Interpretation bias Cognitive bias Williams syndrome Anxiety Developmental disorders Index. décimale : PER Périodiques Résumé : Williams syndrome (WS) is associated with an unusual profile of anxiety, characterised by increased rates of non-social anxiety but not social anxiety (Dodd and Porter, J Ment Health Res Intellect Disabil 2(2):89–109, 2009). The present research examines whether this profile of anxiety is associated with an interpretation bias for ambiguous physical, but not social, situations. Sixteen participants with WS, aged 13–34 years, and two groups of typically developing controls matched to the WS group on chronological age (CA) and mental age (MA), participated. Consistent with the profile of anxiety reported in WS, the WS group were significantly more likely to interpret an ambiguous physical situation as threatening than both control groups. However, no between-group differences were found on the ambiguous social situations. En ligne : http://dx.doi.org/10.1007/s10803-010-1048-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Journal of Autism and Developmental Disorders > 41-3 (March 2011) . - p.266-274[article] Interpretation of Ambiguous Situations: Evidence for a Dissociation Between Social and Physical Threat in Williams Syndrome [Texte imprimé et/ou numérique] / Helen F. DODD, Auteur ; Melanie A. PORTER, Auteur . - 2011 . - p.266-274.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-3 (March 2011) . - p.266-274
Mots-clés : Interpretation bias Cognitive bias Williams syndrome Anxiety Developmental disorders Index. décimale : PER Périodiques Résumé : Williams syndrome (WS) is associated with an unusual profile of anxiety, characterised by increased rates of non-social anxiety but not social anxiety (Dodd and Porter, J Ment Health Res Intellect Disabil 2(2):89–109, 2009). The present research examines whether this profile of anxiety is associated with an interpretation bias for ambiguous physical, but not social, situations. Sixteen participants with WS, aged 13–34 years, and two groups of typically developing controls matched to the WS group on chronological age (CA) and mental age (MA), participated. Consistent with the profile of anxiety reported in WS, the WS group were significantly more likely to interpret an ambiguous physical situation as threatening than both control groups. However, no between-group differences were found on the ambiguous social situations. En ligne : http://dx.doi.org/10.1007/s10803-010-1048-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis / S. STUIJFZAND in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)
[article]
Titre : Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : S. STUIJFZAND, Auteur ; C. CRESWELL, Auteur ; A. P. FIELD, Auteur ; S. PEARCEY, Auteur ; H. DODD, Auteur Article en page(s) : p.1127-1142 Langues : Anglais (eng) Mots-clés : Interpretation bias adolescents anxiety children content specificity development Index. décimale : PER Périodiques Résumé : BACKGROUND: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. METHOD: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. RESULTS: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents ( d ^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. CONCLUSIONS: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. En ligne : http://dx.doi.org/10.1111/jcpp.12822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370
in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1127-1142[article] Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis [Texte imprimé et/ou numérique] / S. STUIJFZAND, Auteur ; C. CRESWELL, Auteur ; A. P. FIELD, Auteur ; S. PEARCEY, Auteur ; H. DODD, Auteur . - p.1127-1142.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1127-1142
Mots-clés : Interpretation bias adolescents anxiety children content specificity development Index. décimale : PER Périodiques Résumé : BACKGROUND: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. METHOD: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. RESULTS: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents ( d ^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. CONCLUSIONS: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. En ligne : http://dx.doi.org/10.1111/jcpp.12822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370