Chen Junwen, Mak Rebecca, Fujita Satoko
Flinders University, Adelaide, Australia
Flinders University, Adelaide, Australia.
Behav Modif. 2015 Sep;39(5):721-39. doi: 10.1177/0145445515587087. Epub 2015 May 31.
Although video feedback (VF) is shown to improve appraisals of social performance in socially anxious individuals, its impact on state anxiety during a social situation is mixed. The current study investigated the effect of combined video feedback and audience feedback (AF) on self-perceptions of performance and bodily sensations as well as state anxiety pertaining to a speech task. Forty-one socially anxious students were randomly allocated to combined video feedback with audience feedback (VF + AF), video feedback only (VF), audience feedback only (AF), or a control condition. Following a 3-min speech, participants in the VF + AF, VF, and AF conditions watched the videotape of their speech with cognitive preparation in the presence of three confederates who served as audience, and/or received feedback from the confederates, while the control group watched their videotaped speech without cognitive preparation. Both VF + AF and AF conditions improved distorted appraisal of performance and bodily sensations as well as state anxiety. The clinical implications of these findings are discussed.
尽管视频反馈（VF）已被证明能改善社交焦虑个体对社交表现的评价，但其对社交情境中状态焦虑的影响却好坏参半。本研究调查了视频反馈与观众反馈（AF）相结合对与演讲任务相关的表现自我认知、身体感觉以及状态焦虑的影响。41名社交焦虑学生被随机分配到视频反馈与观众反馈相结合（VF + AF）、仅视频反馈（VF）、仅观众反馈（AF）或对照组。在进行3分钟演讲后，VF + AF、VF和AF组的参与者在三名作为观众的同盟者在场的情况下，带着认知准备观看自己演讲的录像带，和/或收到同盟者的反馈，而对照组则在没有认知准备的情况下观看自己演讲的录像带。VF + AF组和AF组都改善了对表现和身体感觉的扭曲评价以及状态焦虑。本文讨论了这些发现的临床意义。
