Attention training reduces intrusive thoughts cued by a narrative of stressful life events: a controlled study.

OBJECTIVES: Intrusive thoughts are common distressing symptoms that occur after exposure to stressful life events. This study tested the idea, based on metacognitive theory, that such intrusions may be ameliorated by the Attention Training Technique (ATT; Wells,). METHOD: Participants who reported distressing intrusions were randomly allocated to two sessions of ATT (plus homework) or a filler task and were exposed to a narrative recording of their traumatic experience before and after the intervention. Frequencies of intrusions occurring during the narrative were measured. A measure of self-reported attention flexibility was also examined. RESULTS: Participants in the ATT condition showed a significant reduction in intrusion frequency and an increase in attention flexibility compared with the control group. ATT was associated with a 3.4 times greater reduction in the incidence of intrusions. CONCLUSIONS: ATT may be an effective technique for reducing symptoms of stress exposure, reducing the incidence of intrusions when exposed to stimuli associated with stressful events.

Context and attention control determine whether attending to competing information helps or hinders learning in school-aged children.

Attention control regulates efficient processing of goal-relevant information by suppressing interference from irrelevant competing inputs while also flexibly allocating attention across relevant inputs according to task demands. Research has established that developing attention control skills promote effective learning by minimizing distractions from task-irrelevant competing information. Additional research also suggests that competing contextual information can provide meaningful input for learning and should not always be ignored. Instead, attending to competing information that is relevant to task goals can facilitate and broaden the scope of children's learning. We review this past research examining effects of attending to task-relevant and task-irrelevant competing information on learning outcomes, focusing on relations between visual attention and learning in childhood. We then present a synthesis argument that complex interactions across learning goals, the contexts of learning environments and tasks, and developing attention control mechanisms will determine whether attending to competing information helps or hinders learning. This article is categorized under: Psychology > Attention Psychology > Learning Psychology > Development and Aging.

A Randomized Controlled Trial Comparing the Attention Training Technique and Mindful Self-Compassion for Students With Symptoms of Depression and Anxiety.

The Attention Training Technique (ATT) and Mindful Self-Compassion (MSC) are two promising psychological interventions. ATT is a 12-min auditory exercise designed to strengthen attentional control and promote external focus of attention, while MSC uses guided meditation and exercises designed to promote self-compassion. In this randomized controlled trial (RCT), a three-session intervention trial was conducted in which university students were randomly assigned to either an ATT-group (n = 40) or a MSC-group (n = 41). The students were not assessed with diagnostic interviews but had self-reported symptoms of depression, anxiety, or stress. Participants listened to audiotapes of ATT or MSC before discussing in groups how to apply these principles for their everyday struggles. Participants also listened to audiotapes of ATT and MSC as homework between sessions. Participants in both groups showed significant reductions in symptoms of anxiety and depression accompanied by significant increases in mindfulness, self-compassion, and attention flexibility post-intervention. These results were maintained at 6-month follow-up. Improvement in attention flexibility was the only significant unique predictor of treatment response. The study supports the use of both ATT and MSC for students with symptoms of depression and anxiety. Further, it suggests that symptom improvement is related to changes in attention flexibility across both theoretical frameworks. Future studies should focus on how to strengthen the ability for attention flexibility to optimize treatment for emotional disorder.