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

基本信息

批准号：
8033116
负责人：
Lauren K White
金额：
$ 2.34万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
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/8033116
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 Cues Data 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 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 Shapes Social Adjustment Staging Stimulus Stream Stress Structure Students Temperament Testing Time Training Training Programs Universities Woman Work Writing Youth aged behavior measurement biological adaptation to stress boys cognitive neuroscience comparison group design developmental psychology effective therapy emotional stimulus experience girls grasp human subject protection information processing interest meetings prevent programs relating to nervous system research study response social social stress statistics stressor theories

项目摘要

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）：被认为与威胁或模棱两可的信息和上下文有关的扰动信息处理模式被认为在焦虑症的发展中起作用（MacLeod和Mathews，2002； Vasey＆MacLeod，2001）。特别是，在临床和非临床焦虑的儿童中通常都发现了有关人们如何参加和解释环境中信息的偏见（Daldeiden and Vasey，1997）。但是，尚不清楚这些偏见积极塑造而不是仅仅反映焦虑中的个体差异的程度。该项目的长期目标是促进我们对与焦虑相关的潜在认知过程的理解，专门研究信息处理偏见与焦虑行为之间的因果关系。当前建议的目的是探索关注偏见与威胁和负面解释偏见之间的关系的性质，以及这些偏见在增加8-12岁儿童的压力脆弱性中所起的作用。拟议的研究将完成一个实验，其中使用注意点训练的点探针范式将在非焦虑的儿童中引起对威胁的关注偏见。将对儿童的注意力偏见和负面的解释偏见进行评估。注意力训练后，还将评估儿童使用轻度沮丧的游戏易受压力的脆弱性。将在注意力偏见和解释性偏差任务中收集EEC，并将检查这些任务期间的ERP注意力分配。该研究还将包括一个老年比赛安慰剂组，以进行比较，将不受关注培训。我们假设，对非焦虑儿童的威胁的关注偏见将改变他们解释模棱两可的信息的方式。具体而言，我们假设在引起人们对威胁的关注偏见之后，儿童将更有可能将模棱两可的信息解释为负面信息。此外，我们假设将注意力偏见引起威胁将增加孩子在训练后压力任务中承受压力的脆弱性。儿童焦虑症的有效治疗和预防与公共卫生非常相关。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。当前的建议将增加对与青年焦虑相关的行为和神经过程的了解。申请人：申请人是发展心理学的博士生。从俄勒冈大学与迈克尔·波斯纳（Michael Posner）合作的期间，她的认知研究都非常有力。她目前在马里兰大学与内森·福克斯（Nathan Fox）合作，内森·福克斯（Nathan Fox）是一位杰出的研究人员，讲述了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）在印刷中有两篇论文，其中一篇是这些杰出的导师。她计划在此NRSA下的计划工作是继续在儿童的心理生理研究方面发展她的专业知识，继续她的认知神经科学和高级统计研究，并完成为该应用程序计划的研究。拟议研究的理论背景表明，她通过边缘性期权相互作用强烈掌握气质及其与认知过程的相互作用。她还表现出强烈的创造性，能够汇总性的气质，认知过程和电生理学方法，以检查注意力偏见，以及对威胁刺激的关注的行为度量。她对正常儿童的研究将为研究焦虑症儿童的研究奠定基础。培训计划及其与拟议的研究的关系非常适合且结构良好。赞助商和培训环境：主要赞助商Nathan Fox博士是儿童发育，气质和行为障碍的知名研究员。他是该申请人的理想导师。尤其明显，申请人和福克斯博士具有非常牢固的工作和指导关系，福克斯博士对怀特女士非常支持和热情。辅助者是丹尼尔·派恩（Daniel Pine）博士，他是儿童精神科医生，他是NIMH情感与发展分支的负责人。 Pine博士拥有出色的训练记录，并且在气质和电生理功能方面具有强大的研究计划。他将将申请人整合到实验室的指导过程中，包括每周面对面的会议，定向阅读和参加他们的实验室内部研究演讲，怀特女士将参加。共同赞助既非常强大，也表现出对这一申请人的坚定承诺。马里兰大学在儿童发展方面拥有出色的计划。同样，福克斯博士的实验室具有出色的生产力和高质量工作记录。福克斯博士写了一份非常彻底且高度支持的参考和培训计划描述，充满信心，相信这位受训者的工作将以最好的方式定向。研究培训计划：拟议的项目测试了一群正常发展的儿童，旨在引起信息处理偏见，特别是培训儿童的注意力，以威胁提示与安慰剂培训，并检查与面部威胁提示有关的事件相关潜力。结果将是对威胁提示的注意力反应偏见的测试，对反复暴露对模棱两可的小插曲的解释的偏见，事件相关电位的变化以及对压力范式的反应以及对压力范式的响应以及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论上具有挑战性的研究，申请人在申请中提供的初步研究中表现出了必要的程序的熟练程度。理论背景的介绍确实做得很好，并表明了几个复杂的研究领域的显着掌握。同样，使用点探针任务来培训注意力偏见，而不是简单地评估它，这是这项工作的极具创造性的补充。摘要和建议：这是一个充分准备且准备充分的申请人的精心准备的申请。研究建议具有很高的创造力，非常彻底且经过深思熟虑。它将为学员的这一研究领域提供强大的背景，并在此NRSA完成后为博士后过渡提供了出色的准备。该应用程序非常有信心，学员将具有生产力，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。保护人类受试者和豁免所声称的保护：无需担心。没有豁免。包括妇女计划：申请表明入学人数将包括大约一半的女孩和一半男孩。包括少数民族计划：该计划描述了黑人，西班牙裔和非西班牙裔白人的招募，这些白人与他们在社区中的比例有关。包括儿童计划：儿童是研究的重点。数据和安全监控计划：不适用