Jorg Huijding

A Space Odyssey: Experimental Manipulation of Threat Perception and Anxiety-Related Interpretation Bias in Children

This study provides a first test of an experimental method, the “space odyssey” paradigm, that was designed to manipulate interpretation bias in children. Seventy non-clinical children aged 8–12 years first completed a standardized anxiety questionnaire. Following this, they completed the space odyssey paradigm to induce either a negative or a positive interpretation bias. After this stage of interpretation training, children were presented with a series of ambiguous vignettes for which they had to rate perceived levels of threat as an index of interpretation bias. Results indicated that the space odyssey paradigm was successful in training interpretations: children in the negative training condition quickly learned to choose negative outcomes, while children in the positive training condition rapidly learned to select positive outcomes. Most importantly, children’s subsequent threat perception scores for the ambiguous vignettes were affected by the manipulation. That is, children in the negative training condition perceived more threat than children in the positive training condition. Interestingly, the effects of training were most pronounced in high anxious children. Directions for future research with this paradigm are briefly discussed.

A pictorial version of the Extrinsic Affective Simon Task: sensitivity to generally affective and phobia-relevant stimuli in high and low spider fearful individuals.

This study assessed whether a pictorial, rather than a verbal, Extrinsic Affective Simon Task (EAST: De Houwer, 2003) is, 1) sensitive to the affective valence of normatively positive, neutral, and negative pictures, 2) sensitive to interindividual differences pertaining to fear-relevant affective associations, and 3) a valid predictor for strategic and/or reflexive fear responses. High (n = 35) and low (n = 35) spider fearful individuals completed an EAST comprising of universal positive, negative, neutral, and spider pictures. The pictorial EAST was sensitive to normatively valenced stimuli, tended to differentiate between high and low fearful individuals with respect to spider pictures, and showed independent predictive validity for avoidance behavior.

Dissociations between implicit and explicit attitudes toward phobic stimuli

The present study explored the presence of complaint-specific implicit associations in the domain of spider fear. Participants implicit negative associations with spider cues were measured in highly fearful (n = 18) and explicitly nonfearful individuals (n = 19). To increase the reliability of the present study, two indices of implicit associations were used: a modified implicit association test (IAT), and an affective Simon paradigm (ASP). To test the stability of the IAT and the ASP, participants were tested twice. At the explicit level the attitude to spider cues was far more negative for high fear participants than for no fear participants. In contrast, high and low fear participants displayed very similar negative associations with spiders at the implicit level. Indicating their resistance to practice effects the ASP and IAT revealed similar results on both occasions. The dual attitude in low fear individuals suggests that the nonfearful individual is the one who can suppress the automatic negative spider stereotype, whereas the phobic individual is the one who does not attempt or is not able to control the negative associations with spider cues.

Ground control to Major Tom: Experimental manipulation of anxiety-related interpretation bias by means of the “space odyssey” paradigm and effects on avoidance tendencies in children☆

The space odyssey paradigm refers to an experimental method that can be used to manipulate interpretation bias in youths. In this study, the space odyssey paradigm was employed to induce either a negative or a positive interpretation bias in a sample of 120 non-clinical children aged 9-13 years. The results indicated that childrens interpretation bias and avoidance tendencies scores were successfully manipulated during the experiment. That is, children in the negative training group showed an increase in negative interpretation bias and avoidance tendencies, whereas children in the positive training group exhibited a decrease in interpretation bias and avoidance tendencies, although it should be admitted that these effects in general were rather weak. Further, no support was found for the idea that high-anxious children were more affected by the experimental manipulation than low-anxious children.

Mom told me scary things about this animal: Parents installing fear beliefs in their children via the verbal information pathway

This study investigated whether fear beliefs can be installed in children after parents had received negatively tinted information about a novel stimulus. Parents of children aged 8-13 years (N = 88) were presented with negative, positive, or ambiguous information about an unknown animal and then given a number of open-ended vignettes describing confrontations with the animal with the instruction to tell their children what would happen in these situations. Results indicated that childrens fear beliefs were influenced by the information that was provided to the parent. That is, parents who had received negative information provided more threatening narratives about the animal and hence installed higher levels of fear beliefs in their children than parents who had received positive information. In the case of ambiguous information, the transmission of fear was dependent on parents trait anxiety levels. More precisely, high trait anxious parents told more negative stories about the unknown animal, which produced higher fear levels in children.

Implicit and Explicit Attitudes Toward Spiders: Sensitivity to Treatment and Predictive Value for Generalization of Treatment Effects

This study tested whether high spider fearful individuals’ implicit and explicit attitudes toward spiders are sensitive to exposure treatment, and whether post-treatment implicit and/or explicit attitudes are related to the generalization of treatment effects. Self-reported explicit and implicit attitudes (indexed with a pictorial Extrinsic Affective Simon Task) were assessed in high spider fearful, treatment-seeking individuals (nxa0=xa060) before and after a one-session exposure inxa0vivo treatment and at 2-month follow-up. A group of non-fearful participants (nxa0=xa030) completed the same assessments once. Results show that implicit attitudes did not change following treatment over and above test–retest effects. In contrast, explicit attitudes did change favorably following treatment, but negative explicit attitudes at post-treatment were associated with less pronounced overt approach behavior at follow-up. These findings support the idea that residual negative explicit attitudes interfere with the generalization of treatment effects.

A behavioral route to dysfunctional representations: The effects of training approach or avoidance tendencies towards novel animals in children

We examined the effects of training to approach or avoid novel animals on fear-related responses in children. Ninety-five primary school children (9-13 years old) were instructed to repeatedly push away or pull closer pictures of novel animals. We tested whether this manipulation would lead to changes in self-reported attitudes, implicit attitudes, fear beliefs, and avoidance behaviors towards these animals. The training produced more positive self-reported attitudes towards the pulled animal and more negative attitudes towards the pushed animal. After the training, girls reported more fear and avoidance of the pushed animal than of the pulled animal, while such training effects were absent in boys. No significant training effects were observed on implicit attitudes. Interestingly, the level of anxiety disorder symptoms prior to training was related to some of the training effects: Stronger prior fear was related to stronger changes in self-reported attitudes, and in boys, also to fear beliefs. The finding that a simple approach-avoidance training influences childrens fear-related responses lends support to general theories of fear acquisition in children as well as to models that try to explain the intergenerational transmission of anxiety.

Effects of verbal information on fear-related reasoning biases in children

The present study made an attempt to induce fear-related reasoning biases by providing children with negative information about a novel stimulus. For this purpose, non-clinical children aged 9-12 years (N=318) were shown a picture of an unknown animal for which they received either negative, ambiguous, positive, or no information. Then children completed a series of tests for measuring various types of reasoning biases (i.e., confirmation bias and covariation bias) in relation to this animal. Results indicated that children in the negative and, to a lesser extent, the ambiguous information groups displayed higher scores on tests of fear-related reasoning biases than children in the positive and no information groups. Altogether, these results support the idea that learning via negatively tinted information plays a role in the development of fear-related cognitive distortions in youths.

Automatic and Deliberate Affective Associations with Sexual Stimuli in Women with Superficial Dyspareunia

Current views suggest that in women with superficial dyspareunia the prospect of penile–vaginal intercourse automatically activates fear-related associations. The automatic activation of negative associations is assumed to interfere with the development of sexual arousal. In turn, this may further aggravate the dyspareunia-related complaints. To assess whether automatic negative associations are involved in this sexual pain disorder, women with superficial dyspareunia (nxa0=xa035) and a control group (nxa0=xa035) completed a modified pictorial Affective Simon Task (AST). Questioning the role of dysfunctional automatic associations in superficial dyspareunia, the AST indicated that symptomatic women displayed relatively positive rather than negative automatic associations with sexual stimuli. At the self-report level, however, affective associations with sex cues were significantly more negative for women with dyspareunia than for controls. This discrepancy between “reflective” and “reflexive” affective associations with sexual stimuli in women with dyspareunia points to the relevance of conscious appraisal and deliberate rather than automatic processes in the onset and maintenance of dyspareunia.

Phobic spider fear is associated with enhanced attentional capture by spider pictures: a rapid serial presentation event-related potential study.

The early posterior negativity (EPN) reflects early selective visual processing of emotionally significant information. This study explored the association between fear of spiders and the EPN for spider pictures. Fifty women completed a Spider Phobia Questionnaire and watched the random rapid serial presentation of 600 neutral, 600 negatively valenced emotional, and 600 spider pictures (three pictures per second). The EPN was scored as the mean activity in the 225–300-ms time window at lateral occipital electrodes. Participants with higher scores on the phobia questionnaire showed larger (i.e. more negative) EPN amplitudes in response to spider pictures. The results suggest that the attentional capture of spider-related stimuli is an automatic response, which is modulated by the extent of spider fear.