Relations between attention bias to threat and negative interpretive bias

对威胁的注意偏差与消极解释偏差之间的关系

• 批准号: 7614855
• 负责人: Lauren K White
• 金额: $ 3.34万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-03-01 至 2012-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7614855
• 关键词: 12 year old; Address; Adult; Affect; Age; Anxiety; Anxiety Disorders; Area; Attention; Behavior; Behavior Disorders; Behavioral; Child; Child Development; Childhood; Cognition; Cognitive; Communities; Complex; Computer information processing; Cues; Data; Date/Time; Development; Electroencephalogram; Emotional; Emotions; Enrollment; Environment; Etiology; Event-Related Potentials; Exposure to; Face; Foxes; Goals; Gray unit of radiation dose; Hispanics; Housing; Human Subject Research; Individual; Individual Differences; Investigation; Knowledge; Lead; Letters; Life; Link; Literature; Longitudinal Studies; Maintenance; Maryland; Measures; Mentors; Mentorship; Methods; Minority; Monitor; National Institute of Mental Health; National Research Service Awards; Nature; None or Not Applicable; Not Hispanic or Latino; Oregon; Outcome; Paper; Patient Self-Report; Pattern; Phase; Physiological; Placebos; Play; Preparation; Prevention; Problem behavior; Procedures; Process; Productivity; Program Description; Psychiatrist; Psychophysiology; Public Health; Randomized; Reading; Recommendation; Recruitment Activity; Research; Research Personnel; Research Proposals; Research Training; Risk; Role; Safety; Sampling; Score; Shapes; Social Adjustment; Staging; Stimulus; Stream; Stress; Structure; Students; Temperament; Testing; Thinking; Training; Training Programs; Universities; Woman; Work; Writing; Youth; aged; behavior measurement; biological adaptation to stress; boys; cognitive neuroscience; comparison group; design; developmental psychology; emotional stimulus; experience; girls; grasp; human subject; interest; prevent; programs; relating to nervous system; research study; response; social; statistics; stressor; theories

DESCRIPTION (provided by applicant): Perturbed information processing patterns related to threatening or ambiguous information and contexts are thought to play a role in the development of anxiety disorders (MacLeod and Mathews, 2002; Vasey & MacLeod, 2001). In particular, information processing biases in how one attends to and interprets information in the environment are commonly found in both clinically and non-clinically anxious children (Daldeiden and Vasey, 1997). However, it remains unclear the degree to which these biases actively shape, rather than merely reflect, individual differences in anxiety. The long-term goal of this project is to advance our understanding of the underlying cognitive processes associated with anxiety, specifically investigating the causal relations between information processing biases and anxious behaviors. The aim of the current proposal is to explore the nature of the relations between attention bias to threat and negative interpretive bias and the roles these biases play in increasing stress vulnerability in children ages 8-12. The proposed research study will complete an experiment in which attention bias to threat will be induced in non-anxious children using an attention-training dot-probe paradigm. Children will be assessed both pre- and post attention training on their levels of attention bias and negative interpretive bias. After attention-training, children will also be assessed on vulnerability to stress using a mildly frustrating game. EEC will be collected during the attention bias and interpretive bias tasks and ERP measures of attention allocation during these tasks will be examined. The study will also include an aged match placebo group for comparison that will receive no attention training. We hypothesize that an induction of an attention bias to threat in non-anxious children will modify the way in which they interpret ambiguous information. Specifically, we hypothesize that after an induced attention bias to threat children will be more likely to interpret ambiguous information as negative. Further, we hypothesize that the induction of an attention bias to threat will increase a child's vulnerability to stress in a post-training stress task. The effective treatment and prevention of anxiety disorders in children is of great relevance to public health. In order to understand how to effectively treat or prevent anxiety disorders we must first understand the behavioral and neural processes associated with anxious behaviors in children. The current proposal will increase the knowledge of behavioral and neural processes associated with anxiety in youth. Applicant: The applicant is a doctoral student in developmental psychology. She has a very strong background in studies of cognition dating from her time at the University of Oregon working with Michael Posner. She is currently at the University of Maryland working with Nathan Fox, an outstanding researcher on the interaction between childhood temperament and experience in predicting problem behaviors during development. The applicant, Lauren White, has two papers in press, one with each of these distinguished mentors. Her planned work under this NRSA is to continue to develop her expertise in psycho physiological investigations on children, to continue her studies in cognitive neuroscience and advanced statistics, and to complete the research planned for this application. The theoretical background for the proposed research indicates that she has a strong grasp of temperament and its interactions with cognitive processes, via limbic-prefrontal interactions. She also displays a strong creative streak in being able to put together temperament, cognitive processes, and electrophysiological methods of examining attention biases, along with behavioral measures of attention to threatening stimuli. Her study with normal children will lay the groundwork for studies in children with anxiety disorders. The training program and its relationship to the proposed research are highly appropriate and well structured. Sponsor and Training Environment: The primary sponsor, Dr. Nathan Fox is a well recognized researcher in child development, temperament, and behavioral disorders of children. He is an ideal mentor for this applicant. It is especially apparent that the applicant and Dr. Fox have a very strong working and mentoring relationship and that Dr. Fox is extremely supportive and enthusiastic about Ms. White. The cosponsor is Dr. Daniel Pine, a child psychiatrist who is chief of the NIMH Emotion and Development branch. Dr. Pine has an excellent training record as well as a strong research program in temperament and electro-physiological function. He will integrate the applicant into his lab's mentorship processes, including weekly face-to-face meetings and directed readings and attendance at their lab's in-house research presentations, in which Ms. White will participate. Together, the sponsorship is both very strong and demonstrates a strong commitment to this applicant. The University of Maryland has an outstanding program in child development. Similarly, Dr. Fox's lab has an outstanding record of productivity and high quality work. Dr. Fox has written a very thorough and highly supportive letter of reference and training program description, generating great confidence that this trainee's work will be directed in the best possible way. Research Training Plan: The proposed project tests a group of normally developing children in a paradigm designed to induce an information-processing bias, specifically training the child's attention to threat cues vs. placebo training and examining event-related potentials associated with attention to facial threat cues. Outcomes will be tests for attentional response bias to threat cues, biasing of interpretation of a repeated exposure to the ambiguous vignettes, changes in event related potentials, and response to a stressor paradigm and provide self reports of stress reactions. The study is a very ambitious and methodologically challenging one, and the applicant has demonstrated proficiency at the necessary procedures in the preliminary studies provided in the application. The presentation of the theoretical background is really well done and indicates a significant grasp of several complex areas of research. Similarly, the use of the dot-probe task to train attention bias, rather than to simply assess it, is a highly creative addition to this work. Summary and Recommendation: This is an extremely well prepared application by a highly dedicated and well prepared applicant. The research proposal is highly creative, very thorough and well thought through. It will provide a strong background in this area of research for the trainee as well as an excellent preparation for a postdoctoral transition after this NRSA is completed. The application gives considerable confidence that the trainee will be productive and that the research will produce interesting results. Protection of Human Subjects from Research Risks: No concerns. Protection of Human Subjects and Exemptions Claimed: No concerns. No exemptions claimed. Inclusion of Women Plan: The application indicates that enrollment will include approximately half girls and half boys. Inclusion of Minorities Plan: The plan describes recruitment of Blacks, Hispanics and non-Hispanic whites in relation to their proportions in the community. Inclusion of Children Plan: Children are the focus of the research. Data and Safety Monitoring Plan: Not Applicable

描述（由申请人提供）：与威胁性或模糊性信息和情境相关的扰乱信息处理模式被认为在焦虑症的发展中发挥着作用（MacLeod 和 Mathews，2002；Vasey 和 MacLeod，2001）。特别是，在临床和非临床焦虑儿童中，人们通常会发现人们在如何关注和解释环境信息方面存在信息处理偏差（Daldeiden 和 Vasey，1997）。然而，目前尚不清楚这些偏见在多大程度上积极塑造（而不仅仅是反映）焦虑的个体差异。该项目的长期目标是增进我们对与焦虑相关的潜在认知过程的理解，特别是调查信息处理偏差和焦虑行为之间的因果关系。当前提案的目的是探讨对威胁的注意偏差与消极解释偏差之间关系的本质，以及这些偏差在增加 8-12 岁儿童的压力脆弱性方面所发挥的作用。拟议的研究将完成一项实验，使用注意力训练点探针范式在非焦虑儿童中诱导对威胁的注意力偏差。在注意力训练之前和之后，将评估儿童的注意力偏差和负面解释偏差水平。注意力训练结束后，还将通过一个轻度令人沮丧的游戏来评估孩子们对压力的脆弱性。 EEC 将在注意偏差和解释偏差任务期间收集，并且将检查这些任务期间注意力分配的 ERP 测量。该研究还将包括一个老年比赛安慰剂组进行比较，该组不会接受注意力训练。我们假设，在不焦虑的儿童中诱导对威胁的注意偏差将改变他们解释模糊信息的方式。具体来说，我们假设在诱发对威胁的注意偏差后，儿童更有可能将模糊的信息解释为负面信息。此外，我们假设诱导对威胁的注意偏差会增加孩子在训练后的压力任务中对压力的脆弱性。儿童焦虑症的有效治疗和预防与公众健康息息相关。为了了解如何有效治疗或预防焦虑症，我们必须首先了解与儿童焦虑行为相关的行为和神经过程。目前的提案将增加对青少年焦虑相关行为和神经过程的了解。 申请人：申请人是发展心理学博士生。她在认知研究方面拥有非常深厚的背景，这可以追溯到她在俄勒冈大学与迈克尔·波斯纳一起工作时。她目前在马里兰大学与内森·福克斯（Nathan Fox）合作，内森·福克斯是一位杰出的研究员，研究儿童气质与预测发展过程中问题行为的经验之间的相互作用。申请人劳伦·怀特（Lauren White）有两篇论文正在出版，其中一篇是由这些杰出的导师撰写的。她在该 NRSA 下的计划工作是继续发展她在儿童心理生理调查方面的专业知识，继续她在认知神经科学和高级统计学方面的研究，并完成为此应用计划的研究。这项研究的理论背景表明，她通过边缘-前额叶相互作用，对气质及其与认知过程的相互作用有很强的把握。她还表现出强大的创造力，能够将气质、认知过程和检查注意力偏差的电生理方法以及对威胁刺激的注意力的行为测量结合起来。她对正常儿童的研究将为患有焦虑症的儿童的研究奠定基础。培训计划及其与拟议研究的关系非常合适且结构良好。 资助者和培训环境： 主要资助者 Nathan Fox 博士是儿童发展、气​​质和儿童行为障碍领域公认的研究者。他是这位申请人的理想导师。尤其明显的是，申请人和福克斯博士有着非常牢固的工作和指导关系，而且福克斯博士对怀特女士非常支持和热情。共同发起人是儿童精神病学家 Daniel Pine 博士，他是 NIMH 情感与发展部门的负责人。 Pine 博士拥有出色的训练记录以及在气质和电生理功能方面强大的研究项目。他将把申请人纳入实验室的指导流程，包括每周的面对面会议、定向阅读和参加实验室的内部研究演示，怀特女士将参加这些演示。总之，赞助力度非常大，并且表明了对该申请人的坚定承诺。 马里兰大学在儿童发展方面拥有出色的课程。同样，福克斯博士的实验室在生产力和高质量工作方面也有着出色的记录。 Fox 博士写了一封非常详尽且高度支持的推荐信和培训计划描述，使我们对这位学员的工作将以最佳方式进行指导产生了极大的信心。 研究培训计划：拟议的项目以旨在诱发信息处理偏差的范式测试一组正常发育的儿童，特别是训练孩子对威胁线索的注意力与安慰剂训练，并检查与关注面部威胁相关的事件相关潜力提示。结果将测试对威胁线索的注意力反应偏差、对重复暴露于模糊片段的解释偏差、事件相关电位的变化以及对压力源范式的反应，并提供压力反应的自我报告。这项研究是一项非常雄心勃勃且在方法上具有挑战性的研究，申请人已在申请中提供的初步研究中证明了其对必要程序的熟练程度。理论背景的介绍确实做得很好，表明对几个复杂研究领域的重要掌握。同样，使用点探测任务来训练注意力偏差，而不是简单地评估它，是对这项工作的高度创造性的补充。 总结和建议：这是一份由高度敬业且准备充分的申请人准备的极其充分的申请。该研究计划非常有创意、非常彻底、经过深思熟虑。它将为实习生提供该研究领域的强大背景，并为 NRSA 完成后的博士后过渡做好良好的准备。该应用程序使学员充满信心，相信学员将富有成效，并且研究将产生有趣的结果。 保护人类受试者免受研究风险：无需担心。 对人类受试者的保护和声称的豁免：没有问题。没有要求豁免。 女性包容计划：申请表明，入学人数中大约有一半是女孩，一半是男孩。 纳入少数族裔计划：该计划描述了黑人、西班牙裔和非西班牙裔白人的招募情况，以及他们在社区中的比例。 儿童包容计划：儿童是研究的重点。 数据和安全监测计划：不适用