Becker Eni S, Ferentzi Hannah, Ferrari Gina, Möbius Martin, Brugman Suzanne, Custers José, Geurtzen Naline, Wouters Joelle, Rinck Mike
Behavioural Science Institute, Radboud University Nijmegen, PO Box 9104, 6500 HE Nijmegen, The Netherlands.
Cognit Ther Res. 2016;40:57-71. doi: 10.1007/s10608-015-9716-2. Epub 2015 Sep 25.
Emotional disorders are characterized by cognitive biases towards negative stimuli, and a lack of biases towards positive ones. Therefore, we developed a cognitive bias modification training, modifying approach-avoidance tendencies to diverse emotional pictures. In Study 1, a negative training (pull negative, push positive pictures) was compared to a positive training (vice versa) in 141 students. The pre-existing positivity bias remained after positive training, but reversed into a negativity bias after negative training. This effect transferred to an attentional bias. The training affected neither mood nor emotional vulnerability to stress. In Study 2, we investigated the effects of the positive training in 102 dysphoric and non-dysphoric students, all in a sad mood state. Compared to placebo training, the positive training strengthened a positivity bias, and it reduced emotional vulnerability in dysphoric students. This suggests potential therapeutic value of the training, but further studies are needed.
情绪障碍的特征是对负面刺激存在认知偏差,而对正面刺激缺乏偏差。因此,我们开发了一种认知偏差修正训练,改变对各种情绪图片的趋避倾向。在研究1中,对141名学生进行了消极训练(拉负面图片、推正面图片)与积极训练(反之亦然)的比较。积极训练后,先前存在的积极偏差依然存在,但消极训练后则转变为消极偏差。这种效应转移到了注意偏差上。该训练对情绪或应激情绪易感性均无影响。在研究2中,我们调查了积极训练对102名烦躁和非烦躁学生(均处于悲伤情绪状态)的影响。与安慰剂训练相比,积极训练强化了积极偏差,并降低了烦躁学生的情绪易感性。这表明该训练具有潜在的治疗价值,但仍需进一步研究。