Abstract:

To explore the moderating role of interpretative bias in the relation of attentional bias and social anxiety. In study 1, a positive attentional training program, using a modified dot-probe task, was used to modify the attentional bias in a nonclinical sample of students. After two days training, results revealed no different change on self-reported anxiety. The participants showed preference for positive information post-training, while avoidance pre-training in the 500 ms condition. Based on the founding of study 1, data collected from college students were used to investigate the relationship among attentional bias, interpretative bias and social anxiety by regression analysis in study 2. There was a significant interaction of interpretative bias by attentional bias scores, which meant the existence of moderating effect. Attentional bias can predict social anxiety under high interpretative bias condition, but not in individuals with low interpretative bias. The results provide a new perspective of interpretative bias to view the influences of attentional bias on social anxiety.

Key words: social anxiety, attentional bias, attentional training, interpretative bias, positive stimuli

摘要：

考察注意偏向与社交焦虑之间的关系, 并探究解释偏向在其中的作用。研究一应用点探测范式对高社交焦虑个体进行连续两天的正性注意矫正训练, 发现训练后社交焦虑个体自我报告的焦虑水平无明显变化; 在刺激–探针间隔500 ms时, 注意偏向由回避正性信息转为偏向正性信息。研究二引入解释偏向, 在研究一的基础上尝试探索三者的关系, 采用大学生样本, 通过回归分析发现解释偏向在注意偏向与社交焦虑之间起调节作用。高解释偏向个体的注意偏向可以预测其社交焦虑, 而低解释偏向个体的注意偏向不能预测社交焦虑。研究结果为注意偏向对社交焦虑的影响提供了新的解释视角。

关键词: 社交焦虑, 注意偏向, 注意训练, 解释偏向, 正性信息