Daches Shimrit, Mor Nilly, Hertel Paula
School of Education, Hebrew University, Israel.
Trinity University, Israel.
J Behav Ther Exp Psychiatry. 2015 Dec;49(Pt A):76-83. doi: 10.1016/j.jbtep.2015.01.010. Epub 2015 Mar 20.
To explore cognitive factors in ruminative thinking, we assessed the effect of a single-session of inhibition training on subsequent biases in attention and interpretation.
We randomly assigned participants to either inhibit or attend to negative stimuli. Inhibition was assessed by using assessment trials embedded throughout the training, and interpretation bias was assessed following the training.
Trait rumination moderated training effects on both measures. Low ruminators in the inhibition-training condition maintained their level of inhibition of negative stimuli, but those in the attention-training condition showed a non-significant trend for decreased inhibition. Participants also showed a transfer-congruent tendency in interpretation bias, with reduced bias by those trained to inhibit negative stimuli, compared to those trained to attend to negative stimuli. In contrast, high ruminators in the inhibition training condition showed a training-incongruent decrease in inhibition of negative stimuli, but no change in inhibition when trained to attend to negative stimuli. No effects of the training on interpretation bias were observed among high ruminators. Finally, the training did not affect subsequent measures of mood or state rumination, even when trait rumination scores were taken into account.
This study used a single session of inhibition training rather than a multi-session training, and this may explain the null effects among high ruminators.
Findings highlight the critical role that trait rumination plays in moderating the effect of inhibition training. Our results suggest that inhibition training may provide an effective technique to change inhibition bias and later interpretation bias.
为探究反刍思维中的认知因素，我们评估了单次抑制训练对后续注意力和解释偏差的影响。
我们将参与者随机分配至抑制或关注负面刺激组。通过贯穿训练过程的评估试验来评估抑制情况，并在训练后评估解释偏差。
特质反刍调节了训练对这两种测量指标的影响。抑制训练条件下的低反刍者保持了对负面刺激的抑制水平，但关注训练条件下的低反刍者抑制水平有下降趋势但不显著。参与者在解释偏差方面也表现出转移一致的倾向，与接受关注负面刺激训练的参与者相比，接受抑制负面刺激训练的参与者偏差减少。相比之下，抑制训练条件下的高反刍者对负面刺激的抑制出现了与训练不一致的下降，但在接受关注负面刺激训练时抑制没有变化。在高反刍者中未观察到训练对解释偏差有影响。最后，即使考虑特质反刍得分，训练也未影响后续的情绪或状态反刍测量指标。
本研究采用单次抑制训练而非多阶段训练，这可能解释了高反刍者中出现的无效结果。结论：研究结果突出了特质反刍在调节抑制训练效果中所起的关键作用。我们的结果表明，抑制训练可能是一种改变抑制偏差及后续解释偏差的有效技术。
