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Self-focused attention and social cognitive biases in nonreferred, socially anxious children.

机译：自我关注和社交认知偏向在未提及的社交焦虑儿童中表现出来。

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摘要

The goal of this investigation was to better understand the role that cognitive processes play in childhood social anxiety. Based on Barlow's model of anxious apprehension (1988, 2002), Kendall and Ronan's cognitive-behavioral model of childhood anxiety (1990), and two theories of social anxiety (Clark & Wells, 1995; Rapee & Heimberg, 1997), this study examined the role that self-focused attention plays in the development and maintenance of childhood social anxiety. Participants and their caregivers completed questionnaires regarding social anxiety, self-consciousness, and negative affect. Children also completed measures of mood state and focus of attention. Then children were randomly assigned to either a mirror manipulation group that attempted to induce self-focused attention using the presence of a mirror or to a control group (no mirror present). Participants then completed two cognitive tasks, one measuring selective attention biases (probe detection task) and the other measuring interpretation biases (ambiguous stories). Results indicated that social anxiety is significantly correlated with interpretation biases, but not attentional biases. Dispositional self-consciousness is significantly correlated with social anxiety, negative affect, and interpretation biases, but not attentional biases. The mirror manipulation procedure did not have an effect on self-reported focus of attention, negative affect, or negative cognitive biases. Finally, the mirror manipulation procedure did not interact with social anxiety on negative cognitive biases when dispositional self-consciousness was held constant. Limitations and directions for future research are also discussed.
机译：这项研究的目的是更好地了解认知过程在儿童社交焦虑中的作用。基于Barlow的焦虑焦虑模型（1988，2002），Kendall和Ronan的儿童焦虑认知行为模型（1990）和两种社会焦虑理论（Clark＆Wells，1995; Rapee＆Heimberg，1997），该研究进行了检验。注意力集中在儿童社交焦虑的发展和维持中的作用。参与者及其护理人员填写了有关社交焦虑，自我意识和负面影响的问卷。孩子们还完成了情绪状态的测量和注意力的集中。然后将儿童随机分配到尝试使用镜子的情况下试图引起自我集中注意力的镜子操作组或对照组（不存在镜子）。然后，参与者完成了两项认知任务，一项测量选择性注意偏见（探测问题），另一项测量解释偏见（模糊的故事）。结果表明，社交焦虑与解释性偏向显着相关，但与注意偏向无显着相关。性格的自我意识与社交焦虑，负面影响和解释偏见显着相关，但与注意偏见却没有关系。镜子操作程序不会影响自我报告的注意力，负面影响或负面认知偏见。最后，当性格自我意识保持不变时，后视镜操纵程序不会与社交网络对负面认知偏见的焦虑产生交互作用。还讨论了未来研究的局限性和方向。

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