Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 3 de 3
Filtrar
Mais filtros

Base de dados
Tipo de documento
Intervalo de ano de publicação
1.
Cogn Emot ; 33(3): 548-562, 2019 05.
Artigo em Inglês | MEDLINE | ID: mdl-29985106

RESUMO

When processing information about human faces, we have to integrate different sources of information like skin colour and emotional expression. In 3 experiments, we investigated how these features are processed in a top-down manner when task instructions determine the relevance of features, and in a bottom-up manner when the stimulus features themselves determine process priority. In Experiment 1, participants learned to respond with approach-avoidance movements to faces that presented both emotion and colour features (e.g. happy faces printed in greyscale). For each participant, only one of these two features was task-relevant while the other one could be ignored. In contrast to our predictions, we found better learning of task-irrelevant colour when emotion was task-relevant than vice versa. Experiment 2 showed that the learning of task-irrelevant emotional information was improved in general when participants' awareness was increased by adding NoGo-trials. Experiment 3 replicated these results for faces and emotional words. We conclude that during the processing of faces, both bottom-up and top-down processes are involved, such that task instructions and feature characteristics play a role. Ecologically significant features like emotions are not necessarily processed with high priority. The findings are discussed in the light of theories of attention and cognitive biases.


Assuntos
Aprendizagem da Esquiva , Cognição , Cor , Expressão Facial , Adolescente , Adulto , Face , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estimulação Luminosa , Adulto Jovem
2.
Cogn Emot ; 32(6): 1291-1303, 2018 09.
Artigo em Inglês | MEDLINE | ID: mdl-29303052

RESUMO

We used an immersive virtual environment to examine avoidance learning in spider-fearful participants. In 3 experiments, participants were asked to repeatedly lift one of 3 virtual boxes, under which either a toy car or a spider appeared and then approached the participant. Participants were not told that the probability of encountering a spider differed across boxes. When the difference was large (Exps. 1 and 2), spider-fearfuls learned to avoid spiders by lifting the few-spiders-box more often and the many-spiders-box less often than non-fearful controls did. However, they hardly managed to do so when the probability differences were small (Exp. 3), and they did not escape from threat more quickly (Exp. 2). In contrast to the observed performance differences, spider-fearfuls and non-fearfuls showed equal competence, that is comparable post-experimental knowledge about the probability to encounter spiders under the 3 boxes. The limitations and implications of the present study are discussed.


Assuntos
Aprendizagem da Esquiva , Medo , Transtornos Fóbicos/psicologia , Incerteza , Adolescente , Adulto , Animais , Feminino , Humanos , Aranhas , Adulto Jovem
3.
J Behav Ther Exp Psychiatry ; 49(Pt A): 30-6, 2015 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-25958822

RESUMO

BACKGROUND AND OBJECTIVES: Attention Bias Modification (ABM) is used to manipulate attention biases in anxiety disorders. It has been successful in reducing attention biases and anxious symptoms in social anxiety and generalized anxiety, but not yet in specific fears and phobias. METHODS: We designed a new version of the dot-probe training task, aiming to train fearful participants' attention away from or towards pictures of threatening stimuli. Moreover, we studied whether the training also affected participants' avoidance behavior and their physical arousal upon being confronted with a real threat object. RESULTS: In Experiment 1, students with fear of spiders were trained. We found that the attention manipulation was successful, but the training failed to affect behavior or arousal. In Experiment 2, the same procedure was used on snake-fearful students. Again, attention was trained in the expected directions. Moreover, participants whose attention had been trained away from snakes showed lower physiological arousal upon being confronted with a real snake. LIMITATIONS: The study involved healthy students with normal distribution of the fear of spider/snake. Future research with clinical sample could help with determining the generalizability of the current findings. CONCLUSIONS: The effect of ABM on specific phobia is still in question. The finding in the present study suggested the possibility to alter attentional bias with a dot-probe task with general positive stimuli and this training could even affect the behavior while encountering a real threat.


Assuntos
Atenção/fisiologia , Viés , Terapia Cognitivo-Comportamental/métodos , Transtornos Fóbicos/reabilitação , Serpentes , Aranhas , Adolescente , Adulto , Animais , Feminino , Frequência Cardíaca , Humanos , Masculino , Transtornos Fóbicos/classificação , Transtornos Fóbicos/psicologia , Escalas de Graduação Psiquiátrica , Inquéritos e Questionários , Adulto Jovem
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA