Top

Published in:

Open Access 13-05-2022 | Anxiety | Original Article

The Longitudinal Interplay Between Attention Bias and Interpretation Bias in Social Anxiety in Adolescents

Authors: Lisan A. Henricks, Wolf-Gero Lange, Maartje Luijten, Yvonne H. M. van den Berg, Sabine E. M. J. Stoltz, Antonius H. N. Cillessen, Eni S. Becker

Published in: Cognitive Therapy and Research | Issue 5/2022

Abstract

Background

Cognitive biases are found to play a role in the onset and maintenance of social anxiety. However, particularly in adolescence, the link between different biases and their role in predicting social anxiety is far from clear. This study therefore investigated the interplay between attention bias and interpretation bias in relation to social anxiety in adolescence across three years.

Methods

816 adolescents in grade 7 to 9 participated at three yearly waves (52.8% boys, M _{age grade7} = 12.60). Social anxiety was measured with a self-report questionnaire. Attention bias was measured with a visual search task with emotional faces. Textual vignettes assessed interpretation bias.

Results

Cross-lagged models showed that negative interpretation bias at grade 7 predicted an increase in social anxiety at grade 8. This effect was not found from grade 8 to 9. Attention bias did not predict social anxiety. Attention bias and interpretation bias were not longitudinally related to each other, nor did they interact with each other in predicting social anxiety.

Conclusions

Thus, no evidence was found for the Combined Cognitive Bias Hypothesis in social anxiety in adolescents. Instead, our results suggest that interpretation bias rather than attention bias contributes to the increase of social anxiety over time.

Available only for authorised users

Differently than stated in the pre-registration, we did not explore whether the longitudinal model differently applied to the four cohorts, because we found no cohort differences in the associations between variables.

Exploratory analyses using Wald tests with p < .001 showed that our models similarly apply if only trials from the first or second block were taken into account.

We explored whether the models similarly applied if only male or female trials were included using Wald tests with p < .001 while controlling for participants’ own gender. Results were comparable, but there was one difference. Attention bias engagement in grade 7 predicted attention bias engagement in grade 8 more strongly for the female trials than the male trials. This difference was both present for boys and girls.

All analyses described in the results section included the difference score of interpretation bias (the total score of the positive minus the total score of the negative interpretations). We also re-ran all analyses with the raw negative interpretations scores instead. These results were almost similar as the analyses with the interpretation difference scores (with the exception of negative interpretations in grade 7 being no longer a significant predictor of social anxiety in grade 8). The findings of these exploratory analyses can be found in table C, part D, and figure E of the appendix

Table B in the Appendix also presents the descriptive statistics of the raw positive, negative and neutral interpretation scores.

When using a cut-off of 44 or higher as described by Olivares et al. (2002) 20.1–25.8% of individuals across grades experienced clinical levels of social anxiety.

Acock, A. C. (2014). A Gentle Introduction to Stata. Stata Press

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Publishing

Amir, N., & Bomyea, J. (2010). Cognitive Biases in Social Anxiety Disorder. In S. G. Hofmann, & P. M. DiBartolo (Eds.), Social Anxiety: Clinical, Developmental, and Social Perspectives (pp. 373–393). Elsevier Ltd. (Second Edihttps://doi.org/10.1016/B978-0-12-375096-9.00014-6

Armstrong, T., & Olatunji, B. O. (2012). Eye tracking of attention in the affective disorders: A meta-analytic review and synthesis. Clinical Psychology Review, 32(8), 704–723. https://doi.org/10.1016/j.cpr.2012.09.004CrossRefPubMedPubMedCentral

Bar-Haim, Y., Holoshitz, Y., Eldar, S., Frenkel, T. I., Muller, D., Charney, D. S. … Wald, I. (2010). Life-threatening danger and suppression of attention bias to threat. American Journal of Psychiatry, 167(6), 694–698. https://doi.org/10.1176/appi.ajp.2009.09070956CrossRefPubMed

Bar-Haim, Y., Lamy, D., Pergamin, L., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2007). Threat-related attentional bias in anxious and nonanxious individuals: A meta-analytic study. Psychological Bulletin, 133(1), 1–24. https://doi.org/10.1037/0033-2909.133.1.1CrossRefPubMed

Beard, C., Weisberg, R. B., & Amir, N. (2011). Combined cognitive bias modification treatment for social anxiety disorder: A pilot trial. Depression and Anxiety, 28(11), 981–988. https://doi.org/10.1002/da.20873CrossRefPubMedPubMedCentral

Beck, A. T., Emery, G., & Greenberg, R. L. (2005). Anxiety Disorders and Phobias: A Cognitive Perspective. Basic Books

Beesdo, K., Bittner, A., Pine, D. S., Stein, M. B., Höfler, M., Lieb, R., & Wittchen, H. U. (2007). Incidence of social anxiety disorder and the consistent risk for secondary depression in the first three decades of life. Archives of General Psychiatry, 64(8), 903–912. https://doi.org/10.1001/archpsyc.64.8.903CrossRefPubMed

Beesdo, K., Knappe, S., & Pine, D. S. (2011). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32(3), 483–524. https://doi.org/10.1016/j.psc.2009.06.002.AnxietyCrossRef

Binelli, C., Muñiz, A., Sanches, S., Ortiz, A., Navines, R., Egmond, E. … Martín-Santos, R. (2015). New evidence of heterogeneity in social anxiety disorder: Defining two qualitatively different personality profiles taking into account clinical, environmental and genetic factors. European Psychiatry, 30(1), 160–165. https://doi.org/10.1016/j.eurpsy.2014.09.418CrossRefPubMed

Blicher, A., Reinholdt-Dunne, M. L., Hvenegaard, M., Winding, C., Petersen, A., & Vangkilde, S. (2020). Engagement and disengagement components of attentional bias to emotional stimuli in anxiety and depression. Journal of Experimental Psychopathology, 11(3), https://doi.org/10.1177/2043808720943753

Blöte, A. W., Miers, A. C., Van den Bos, E., & Westenberg, P. M. (2019). Negative social self-cognitions: How shyness may lead to social anxiety. Journal of Applied Developmental Psychology, 63(February), 9–15. https://doi.org/10.1016/j.appdev.2019.05.003CrossRef

Bögels, S. M., & Zigterman, D. (2000). Dysfunctional cognitions in children with social phobia, separation anxiety disorder, and generalized anxiety disorder. Journal of Abnormal Child Psychology, 28(2), 205–211. https://doi.org/10.1017/CBO9781107415324.004CrossRefPubMed

Brown, H. M., Eley, T. C., Broeren, S., MacLeod, C., Rinck, M., Hadwin, J. A., & Lester, K. J. (2014). Psychometric properties of reaction time based experimental paradigms measuring anxiety-related information-processing biases in children. Journal of Anxiety Disorders, 28(1), 97–107. https://doi.org/10.1016/j.janxdis.2013.11.004CrossRefPubMed

Buckner, J. D., Maner, J. K., & Schmidt, N. B. (2010). Difficulty disengaging attention from social threat in social anxiety. Cognitive Therapy and Research, 34(1), 99–105. https://doi.org/10.1007/s10608-008-9205-yCrossRefPubMedPubMedCentral

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834CrossRef

Chen, J., Short, M., & Kemps, E. (2020). Interpretation bias in social anxiety: A systematic review and meta-analysis. Journal of Affective Disorders, 276, 1119–1130. https://doi.org/10.1016/j.jad.2020.07.121CrossRefPubMed

Choudhury, S., Blakemore, S. J., & Charman, T. (2006). Social cognitive development during adolescence. Social Cognitive and Affective Neuroscience, 1(3), 165–174. https://doi.org/10.1093/scan/nsl024CrossRefPubMedPubMedCentral

Cisler, J. M., & Koster, E. H. W. (2010). Mechanisms of attentional biases towards threat in anxiety disorders: An integrative review. Clinical Psychology Review, 30(2), 203–216. https://doi.org/10.1016/j.cpr.2009.11.003CrossRefPubMed

Clarke, P. J. F., MacLeod, C., & Guastella, A. J. (2013). Assessing the role of spatial engagement and disengagement of attention in anxiety-linked attentional bias: a critique of current paradigms and suggestions for future research directions. Anxiety, Stress and Coping, 26(1), 1–19. https://doi.org/10.1080/10615806.2011.638054CrossRef

Cohen, J. (1988). Statistical Power Analysis for the Behavioural Sciences (2nd ed.). Lawrence Erlbaum

Creswell, C., & O’Connor, T. G. (2011). Interpretation bias and anxiety in childhood: Stability, specificity and longitudinal associations. Behavioural and Cognitive Psychotherapy, 39(2), 191–204. https://doi.org/10.1017/S1352465810000494CrossRefPubMed

Cunningham, W. A., Raye, C. L., & Johnson, M. K. (2004). Implicit and explicit evaluation: fMRI correlates of valence, emotional intensity, and control in the processing of attitudes. Journal of Cognitive Neuroscience, 16(10), 1717–1729. https://doi.org/10.1162/0898929042947919CrossRefPubMed

de Voogd, E. L., Wiers, R. W., Prins, P. J. M., de Jong, P. J., Boendermaker, W. J., Zwitser, R. J., & Salemink, E. (2016). Online attentional bias modification training targeting anxiety and depression in unselected adolescents: Short- and long-term effects of a randomized controlled trial. Behaviour Research and Therapy, 87, 11–22. https://doi.org/10.1016/j.brat.2016.08.018CrossRefPubMed

De Voogd, E. L., Wiers, R. W., Prins, P. J. M., & Salemink, E. (2014). Visual search attentional bias modification reduced social phobia in adolescents. Journal of Behavior Therapy and Experimental Psychiatry, 45(2), 252–259. https://doi.org/10.1016/j.jbtep.2013.11.006CrossRefPubMed

De Voogd, E. L., Wiers, R. W., & Salemink, E. (2017). Online visual search attentional bias modification for adolescents with heightened anxiety and depressive symptoms: A randomized controlled trial. Behaviour Research and Therapy, 92, 57–67. https://doi.org/10.1016/j.brat.2017.02.006CrossRefPubMed

Donnelly, N., Hadwin, J. A., Menneer, T., & Richards, H. J. (2010). The use of visual search paradigms to understand attentional biases in childhood anxiety. In Information Processing Biases and Anxiety: A Developmental Perspective (pp. 109–127). https://doi.org/10.1002/9780470661468.ch5

Dudeney, J., Sharpe, L., & Hunt, C. (2015). Attentional bias towards threatening stimuli in children with anxiety: A meta-analysis. Clinical Psychology Review, 40, 66–75. https://doi.org/10.1016/j.cpr.2015.05.007CrossRefPubMed

Egger, H. L., Pine, D. S., Nelson, E., Leibenluft, E., Ernst, M., Towbin, K. E., & Angold, A. (2011). The NIMH Child Emotional Faces Picture Set (NIMH-ChEFS): A new set of children’s facial emotion stimuli. International Journal of Methods in Psychiatric Research, 20(3), 145–156. https://doi.org/10.1002/mpr.343CrossRefPubMedPubMedCentral

Erath, S. A., Flanagan, K. S., & Bierman, K. L. (2007). Social anxiety and peer relations in early adolescence: Behavioral and cognitive factors. Journal of Abnormal Child Psychology, 35(3), 405–416. https://doi.org/10.1007/s10802-007-9099-2CrossRefPubMed

Field, A. P. (2009). Discovering Statistics Using SPSS. SAGE Publication

Gamble, A. L., & Rapee, R. M. (2009). The time-course of attentional bias in anxious children and adolescents. Journal of Anxiety Disorders, 23(7), 841–847. https://doi.org/10.1016/j.janxdis.2009.04.001CrossRefPubMed

Henricks, L. A., Lange, W. G., Luijten, M., & Becker, E. S. (2022). A new social picture task to assess interpretation bias related to social fears in adolescents. Research on Child and Adolescent Psychopathology. https://doi.org/10.1007/s10802-022-00915-3

Hirsch, C. R., Clark, D. M., & Mathews, A. (2006). Imagery and interpretations in social phobia: Support for the combined cognitive biases hypothesis. Behavior Therapy, 37(3), 223–236. https://doi.org/10.1016/j.beth.2006.02.001CrossRefPubMed

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118CrossRef

In-Albon, T., & Schneider, S. (2010). Using eye tracking methodology in children with anxiety disorders. In J. A. Hadwin & A. P. Field (Eds.), Information Processing Biases and Anxiety: A Developmental Perspective (pp. 129–149). https://doi.org/10.1002/9780470661468.ch6

Klein, A. M., de Voogd, L., Wiers, R. W., & Salemink, E. (2018). Biases in attention and interpretation in adolescents with varying levels of anxiety and depression. Cognition and Emotion, 32(7), 1478–1486. https://doi.org/10.1080/02699931.2017.1304359CrossRefPubMed

Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications

Kujawa, A. J., Torpey, D., Kim, J., Hajcak, G., Rose, S., Gotlib, I. H., & Klein, D. N. (2011). Attentional biases for emotional faces in young children of mothers with chronic or recurrent depression. Journal of Abnormal Child Psychology, 39(1), 125–135. https://doi.org/10.1007/s10802-010-9438-6CrossRefPubMedPubMedCentral

La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83–94. https://doi.org/10.1023/A:1022684520514CrossRefPubMed

Lakdawalla, Z., Hankin, B. L., & Mermelstein, R. (2007). Cognitive theories of depression in children and adolescents: A conceptual and quantitative review. Clinical Child and Family Psychology Review, 10(1), 1–24. https://doi.org/10.1007/s10567-006-0013-1CrossRefPubMed

Lau, J. Y. F., Shariff, R., & Meehan, A. J. (2021). Are biased interpretations of ambiguous social and non-social situations a precursor, consequence or maintenance factor of youth loneliness? Behaviour Research and Therapy, 140(August 2020), 103829. https://doi.org/10.1016/j.brat.2021.103829

Li, S., Tan, J., Qian, M., & Liu, X. (2008). Continual training of attentional bias in social anxiety. Behaviour Research and Therapy, 46(8), 905–912. https://doi.org/10.1016/j.brat.2008.04.005CrossRefPubMed

Liang, C. W., Tsai, J. L., & Hsu, W. Y. (2017). Sustained visual attention for competing emotional stimuli in social anxiety: An eye tracking study. Journal of Behavior Therapy and Experimental Psychiatry, 54, 178–185. https://doi.org/10.1016/j.jbtep.2016.08.009CrossRefPubMed

Lisk, S. C., Pile, V., Haller, S. P. W., Kumari, V., & Lau, J. Y. F. (2018). Multisession Cognitive Bias Modification Targeting Multiple Biases in Adolescents with Elevated Social Anxiety. Cognitive Therapy and Research, 42(5), 581–597. https://doi.org/10.1007/s10608-018-9912-yCrossRefPubMedPubMedCentral

Maes, M., Klimstra, T., Van den Noortgate, W., & Goossens, L. (2015). Factor Structure and Measurement Invariance of a Multidimensional Loneliness Scale: Comparisons Across Gender and Age. Journal of Child and Family Studies, 24(6), 1829–1837. https://doi.org/10.1007/s10826-014-9986-4CrossRef

Maes, M., Nelemans, S. A., & Danneel, S. (2019). Loneliness and Social Anxiety Across Childhood and Adolescence: Multilevel Meta-Analyses of Cross-Sectional and Longitudinal Associations. Developmental Psychology, 55(7), 1548–1565. https://doi.org/10.1037/dev0000719CrossRefPubMed

Mesa, F., Nieves, M. M., & Beidel, D. C. (2011). Clinical presentation of social anxiety disorder in adolescents and young adults. In C. A. Alfano, & D. C. Beidel (Eds.), Social Anxiety in Adolescents and Young Adults: Translating Developmental Science into Practice (pp. 11–27). American Psychological Association

Miers, A. C., Blöte, A. W., Bögels, S. M., & Westenberg, P. M. (2008). Interpretation bias and social anxiety in adolescents. Journal of Anxiety Disorders, 22(8), 1462–1471. https://doi.org/10.1016/j.janxdis.2008.02.010CrossRefPubMed

Miers, A. C., Blöte, A. W., De Rooij, M., Bokhorst, C. L., & Westenberg, P. M. (2013). Trajectories of social anxiety during adolescence and relations with cognition, social competence, and temperament. Journal of Abnormal Child Psychology, 41(1), 97–110. https://doi.org/10.1007/s10802-012-9651-6CrossRefPubMed

Mobach, L., Rinck, M., Becker, E. S., Hudson, J. L., & Klein, A. M. (2019). Content-specific interpretation bias in children with varying levels of anxiety: The role of gender and age. Child Psychiatry and Human Development, 50(5), 803–814. https://doi.org/10.1007/s10578-019-00883-8CrossRefPubMedPubMedCentral

Mogg, K., & Bradley, B. P. (1998). A cognitive-motivational analysis of anxiety. Behaviour Research and Therapy, 36(9), 809–848. https://doi.org/10.1016/S0005-7967(98)00063-1CrossRefPubMed

Mogg, K., Bradley, B. P., De Bono, J., & Painter, M. (1997). Time course of attentional bias for threat information in non-clinical anxiety. Behaviour Research and Therapy, 35(4), 297–303. https://doi.org/10.1016/S0005-7967(96)00109-XCrossRefPubMed

Morren, M., Kindt, M., van den Hout, M., & van Kasteren, H. (2004). Anxiety and the processing of threat in children: Further examination of the cognitive inhibition hypothesis. Behaviour Change, 20(3), 131–142. https://doi.org/10.1375/bech.20.3.131.24833CrossRef

Muthén, L. K., & Muthén, B. O. (n.d.). Mplus User’s Guide, Eighth Edition. Muthén & Muthén

Neisser, U. (1967). Cognitive Psychology. Appleton-Century-Crofts

Newman, D. A. (2014). Missing Data: Five Practical Guidelines. Organizational Research Methods, 17(4), 372–411. https://doi.org/10.1177/1094428114548590CrossRef

Piaget, J. (1971). The theory of stages in cognitive development. In Measurement and Piaget. (pp. ix, 283–ix, 283). McGraw-Hill

Platt, B., Waters, A. M., Schulte-Koerne, G., Engelmann, L., & Salemink, E. (2017). A review of cognitive biases in youth depression: attention, interpretation and memory. Cognition and Emotion, 31(3), 462–483. https://doi.org/10.1080/02699931.2015.1127215CrossRefPubMed

Price, R. B., Kuckertz, J. M., Siegle, G. J., Ladouceur, C. D., Silk, J. S., Ryan, N. D. … Amir, N. (2015). Empirical recommendations for improving the stability of the dot-probe task in clinical research. Psychological Assessment, 27(2), 365–376. https://doi.org/10.1037/pas0000036CrossRefPubMed

Puliafico, A. C., & Kendall, P. C. (2006). Threat-related attentional bias in anxious youth: A review. Clinical Child and Family Psychology Review, 9(3–4), 162–180. https://doi.org/10.1007/s10567-006-0009-xCrossRefPubMed

Rapee, R. M., & Spence, S. H. (2004). The etiology of social phobia: Empirical evidence and an initial model. Clinical Psychology Review, 24(7), 737–767. https://doi.org/10.1016/j.cpr.2004.06.004CrossRefPubMed

Richards, H. J., Benson, V., Donnelly, N., & Hadwin, J. A. (2014). Exploring the function of selective attention and hypervigilance for threat in anxiety. Clinical Psychology Review, 34(1), 1–13. https://doi.org/10.1016/j.cpr.2013.10.006CrossRefPubMed

Rinck, M., & Becker, E. S. (2005). A comparison of attentional biases and memory biases in women with social phobia and major depression. Journal of Abnormal Psychology, 114(1), 62–74. https://doi.org/10.1037/0021-843X.114.1.62CrossRefPubMed

Rodebaugh, T. L., Scullin, R. B., Langer, J. K., Dixon, D. J., Huppert, J. D., Bernstein, A. … Lenze, E. J. (2016). Unreliability as a threat to understanding psychopathology: The cautionary tale of attentional bias. Journal of Abnormal Psychology, 125(6), 840–851. https://doi.org/10.1037/abn0000184CrossRefPubMedPubMedCentral

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press

Roy, A. K., Dennis, T. A., & Warner, C. M. (2015). A Critical Review of Attentional Threat Bias and Its Role in the Treatment of Pediatric Anxiety Disorders. Journal of Cognitive Psychotherapy, 29(3), 171–184. https://doi.org/10.1891/0889-8391.29.3.171CrossRefPubMed

Roy, A. K., Vasa, R. A., Bruck, M., Mogg, K., Bradley, B. P., Sweeney, M. … Pine, D. S. (2008). Attention Bias Toward Threat in Pediatric Anxiety Disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 47(10), 1189–1196. https://doi.org/10.1097/CHI.0b013e3181825aceCrossRef

Rozenman, M., Amir, N., & Weersing, V. R. (2014). Performance-based interpretation bias in clinically anxious youths: Relationships with attention, anxiety, and negative cognition. Behavior Therapy, 45(5), 594–605. https://doi.org/10.1016/j.beth.2014.03.009CrossRefPubMed

Salum, G. A., Mogg, K., Bradley, B. P., Gadelha, A., Pan, P., Tamanaha, A. C. … Pine, D. S. (2013). Threat bias in attention orienting: Evidence of specificity in a large community-based study. Psychological Medicine, 43(4), 733–745. https://doi.org/10.1017/S0033291712001651CrossRefPubMed

Sanchez, A., Everaert, J., De Putter, L. M. S., Mueller, S. C., & Koster, E. H. W. (2015). Life is… great! Emotional attention during instructed and uninstructed ambiguity resolution in relation to depressive symptoms. Biological Psychology, 109, 67–72. https://doi.org/10.1016/j.biopsycho.2015.04.007CrossRefPubMed

Sanchez-Lopez, A., De Raedt, R., van Put, J., & Koster, E. H. W. (2019). A novel process-based approach to improve resilience: Effects of computerized mouse-based (gaze)contingent attention training (MCAT)on reappraisal and rumination. Behaviour Research and Therapy, 118(April), 110–120. https://doi.org/10.1016/j.brat.2019.04.005CrossRefPubMed

Schmidtendorf, S., Wiedau, S., Asbrand, J., Tuschen-Caffier, B., & Heinrichs, N. (2018). Attentional Bias in Children with Social Anxiety Disorder. Cognitive Therapy and Research, 42(3), 273–288. https://doi.org/10.1007/s10608-017-9880-7CrossRef

Seefeldt, W. L., Krämer, M., Tuschen-Caffier, B., & Heinrichs, N. (2014). Hypervigilance and avoidance in visual attention in children with social phobia. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 105–112. https://doi.org/10.1016/j.jbtep.2013.09.004CrossRefPubMed

Shechner, T., Jarcho, J. M., Britton, J. C., Leibenluft, E., Pine, D. S., & Nelson, E. E. (2013). Attention bias of anxious youth during extended exposure of emotional face Pairs: An eye-tracking study. Depression and Anxiety, 30(1), 14–21. https://doi.org/10.1002/da.21986CrossRefPubMed

Sliwinski, M. J. (2008). Measurement-Burst Designs for Social Health Research. Social and Personality Psychology Compass, 2(1), 245–261. https://doi.org/10.1111/j.1751-9004.2007.00043.xCrossRef

Sportel, B. E., de Hullu, E., de Jong, P. J., & Nauta, M. H. (2013). Cognitive Bias Modification versus CBT in Reducing Adolescent Social Anxiety: A Randomized Controlled Trial. PLoS ONE, 8(5), https://doi.org/10.1371/journal.pone.0064355

Stuijfzand, S., Creswell, C., Field, A. P., Pearcey, S., & Dodd, H. (2018). Research review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis. Journal of Child Psychology and Psychiatry and Allied Disciplines, 59(11), 1127–1142. https://doi.org/10.1111/jcpp.12822CrossRefPubMed

Tran, T. B., Siemer, M., & Joormann, J. (2011). Implicit interpretation biases affect emotional vulnerability: A training study. Cognition and Emotion, 25(3), 546–558. https://doi.org/10.1080/02699931.2010.532393CrossRefPubMed

Van Tuijl, L. A., De Jong, P. J., Sportel, B. E., De Hullu, E., & Nauta, M. H. (2014). Implicit and explicit self-esteem and their reciprocal relationship with symptoms of depression and social anxiety: A longitudinal study in adolescents. Journal of Behavior Therapy and Experimental Psychiatry, 45(1), 113–121. https://doi.org/10.1016/j.jbtep.2013.09.007CrossRefPubMed

Vassilopoulos, S. P., & Banerjee, R. (2008). Interpretations and judgments regarding positive and negative social scenarios in childhood social anxiety. Behaviour Research and Therapy, 46(7), 870–876. https://doi.org/10.1016/j.brat.2008.03.008CrossRefPubMed

Vassilopoulos, S. P., & Banerjee, R. (2012). Social anxiety and content specificity of interpretation and judgemental bias in children. Infant and Child Development, 21(3), 298–309. https://doi.org/10.1002/icd.746CrossRef

Vassilopoulos, S. P., Banerjee, R., & Prantzalou, C. (2009). Experimental modification of interpretation bias in socially anxious children: Changes in interpretation, anticipated interpersonal anxiety, and social anxiety symptoms. Behaviour Research and Therapy, 47(12), 1085–1089. https://doi.org/10.1016/j.brat.2009.07.018CrossRefPubMed

Voncken, M. J., Bögels, S. M., & de Vries, K. (2003). Interpretation and judgmental biases in social phobia. Behaviour Research and Therapy, 41(12), 1481–1488. https://doi.org/10.1016/S0005-7967(03)00143-8CrossRefPubMed

Waters, A. M., Mogg, K., Bradley, B. P., & Pine, D. S. (2008). Attentional bias for emotional faces in children with generalized anxiety disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 47(4), 435–442. https://doi.org/10.1097/CHI.0b013e3181642992CrossRefPubMed

Waters, A. M., Mogg, K., Bradley, B. P., & Pine, D. S. (2011). Attention Bias for Angry Faces in Children with Social Phobia. Journal of Experimental Psychopathology, 2(4), 475–489. https://doi.org/10.5127/jep.018111CrossRef

Waters, A. M., Wharton, T. A., Zimmer-Gembeck, M. J., & Craske, M. G. (2008). Threat-based cognitive biases in anxious children: Comparison with non-anxious children before and after cognitive behavioural treatment. Behaviour Research and Therapy, 46(3), 358–374. https://doi.org/10.1016/j.brat.2008.01.002CrossRefPubMed

Watts, S. E., & Weems, C. F. (2006). Associations among selective attention, memory bias, cognitive errors and symptoms of anxiety in youth. Journal of Abnormal Child Psychology, 34(6), 841–852. https://doi.org/10.1007/s10802-006-9066-3CrossRefPubMed

Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G. … Blakemore, S. J. (2013). The development of metacognitive ability in adolescence. Consciousness and Cognition, 22(1), 264–271. https://doi.org/10.1016/j.concog.2013.01.004CrossRefPubMedPubMedCentral

Wermes, R., Lincoln, T. M., & Helbig-Lang, S. (2017). How Well Can We Measure Visual Attention? Psychometric Properties of Manual Response Times and First Fixation Latencies in a Visual Search Paradigm. Cognitive Therapy and Research, 41(4), 588–599. https://doi.org/10.1007/s10608-016-9830-9CrossRef

Westenberg, P. M., Drewes, M. J., Goedhart, A. W., Siebelink, B. M., & Treffers, P. D. A. (2004). A developmental analysis of self-reported fears in late childhood through mid-adolescence: Social-evaluative fears on the rise? Journal of Child Psychology and Psychiatry and Allied Disciplines, 45(3), 481–495. https://doi.org/10.1111/j.1469-7610.2004.00239.xCrossRefPubMed

Wong, Q. J. J., & Rapee, R. M. (2016). The aetiology and maintenance of social anxiety disorder: A synthesis of complimentary theoretical models and formulation of a new integrated model. Journal of Affective Disorders, 203, 84–100. https://doi.org/10.1016/j.jad.2016.05.069CrossRefPubMed

Zvielli, A., Bernstein, A., & Koster, E. H. W. (2015). Temporal Dynamics of Attentional Bias. Clinical Psychological Science, 3(5), 772–788. https://doi.org/10.1177/2167702614551572CrossRef

Title: The Longitudinal Interplay Between Attention Bias and Interpretation Bias in Social Anxiety in Adolescents
Authors: Lisan A. Henricks
Wolf-Gero Lange
Maartje Luijten
Yvonne H. M. van den Berg
Sabine E. M. J. Stoltz
Antonius H. N. Cillessen
Eni S. Becker
Publication date: 13-05-2022
Publisher: Springer US
Keyword: Anxiety
Published in: Cognitive Therapy and Research / Issue 5/2022
Print ISSN: 0147-5916
Electronic ISSN: 1573-2819
DOI: https://doi.org/10.1007/s10608-022-10304-1

Keynote webinar | Spotlight on medication adherence

Springer Medicine

The Longitudinal Interplay Between Attention Bias and Interpretation Bias in Social Anxiety in Adolescents

Abstract

Background

Methods

Results

Conclusions

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Abstract

Background

Methods

Results

Conclusions

Please log in to get access to this content

Other articles of this Issue 5/2022

Associations of Different Emotion Regulation Strategies with Coping-Efficacy, Rumination and Stress

The Effects of Attentional Deployment on Reinterpretation in Depressed Adolescents: Evidence from an Eye-Tracking Study

Correction to: Daily Worry in Trauma‑Exposed Afghan Refugees: Relationship with Affect and Sleep in a Study Using Ecological Momentary Assessment

Correction to: Cognitive Vulnerability in the Context of Panic: Assessment of Panic‑Related Associations and Interpretations in Individuals with Varying Levels of Anxiety Sensitivity

Can we Modulate Therapeutic Interpersonal Style Experimentally to Address Alliance? A Proof-of-Concept Study

Relationship Satisfaction and Well-being During the COVID-19 Pandemic: Examining the Associations with Interpersonal Emotion Regulation Strategies