在社交焦虑的背景下,人们反复研究了对威胁面孔的注意偏见,病因学理论表明,加剧的偏见是后者的可能原因。为了抵消这些假设的影响,研究集中在注意偏差操纵(ABM)的概念上,传统上,连续刺激之间的空间偶然性被用于训练范式,旨在故意将自动注意力过程从与威胁相关的刺激中转移出来。ABM研究领域一直面临着各种方法论的挑战,例如不一致的结果,因变量的可靠性低,对调节因素的敏感性高。我们旨在结合几种最近的方法来解决这些问题。借鉴价值驱动注意力的理论,我们在点探测任务中探索了基于奖励的突发事件,以提高训练的效率,与神经生理学措施相结合,与反应时间相比,可靠性更高,同时评估明确度在教学中的调节作用。在健康样本(N=60)中,在单个会话中,我们发现,如N2pc所示,在所有情况下都存在对愤怒面孔的普遍注意偏见,那是,然而,以巨大的内在偏侧化效应为标志,子措施表现出相反的极性。这促使我们探索另一种选择,半球内计算方法。新的N2pc变体显示,在明确的指导组中的训练课程结束时,注意力偏见已经消失。主要因变量的可靠性从优秀到可疑,which,加上分析的探索性,留下这个结果作为初步。
Attentional biases toward threatening faces have repeatedly been studied in the context of social anxiety, with etiological theories suggesting exacerbated biases as a possible cause for the latter. To counteract these postulated effects, research has focused on the concept of attentional bias manipulation (ABM), in which spatial contingencies between succeeding stimuli are traditionally employed in training paradigms designed to deliberately shift automatic attention processes away from threat-related stimuli. The ABM research field has been faced with various methodological challenges, such as inconsistent results, low reliabilities of dependent variables and a high susceptibility to moderating factors. We aimed to combine several recent approaches to address these issues. Drawing upon theories of value-driven attention, we explored reward-based contingencies in a Dot Probe task to improve the training\'s efficacy, combined with neurophysiological measures for greater reliability compared to reaction times, while evaluating the moderating effect of explicitness in the instruction. In a healthy sample (N = 60) and within a single session, we found a general attentional bias toward angry faces present across all conditions as indicated by the N2pc, which was, however, marked by large intrinsic lateralization effects, with submeasures exhibiting opposing polarities. This prompted us to explore an alternative, intrahemispheric calculation method. The new N2pc variant showed the attentional bias to have disappeared at the end of the training session within the explicit instruction group. Reliabilities of the main dependent variables were varied from excellent to questionable, which, together with the exploratory nature of the analysis, leaves this result as preliminary.