Clinical, Neuro, and Developmental Psychology, VU Amsterdam, The Netherlands.
Clinical, Neuro, and Developmental Psychology, VU Amsterdam, The Netherlands.
Res Dev Disabil. 2017 Aug;67:94-98. doi: 10.1016/j.ridd.2017.06.003. Epub 2017 Jun 30.
Cognitive theories of anxiety emphasize the importance of cognitive processes in the onset and maintenance of anxiety disorders. However, little is known about these processes in children and adolescents with Mild Intellectual Disabilities (MID).
The aim of this study was to investigate interpretation bias and its content-specificity in adolescents with MID who varied in their levels of social anxiety.
In total, 631 adolescents from seven special secondary schools for MID filled in questionnaires to measure their levels of social anxiety. They also completed the Interpretation Recognition Task to measure how they interpret ambiguous situations.
Adolescents with higher self-reported levels of social anxiety interpreted ambiguous scenarios as more negative than adolescents with lower self-reported social anxiety. Furthermore, this negative interpretation was specific for social situations; social anxiety was only associated with ambiguous social anxiety-related scenarios, but not with other anxiety-related scenarios.
These findings support the hypothesis that socially anxious adolescents with MID display an interpretation bias that is specific for stimuli that are relevant for their own anxiety. This insight is useful for improving treatments for anxious adolescents with MID by targeting content-specific interpretation biases.
焦虑的认知理论强调认知过程在焦虑障碍的发生和维持中的重要性。然而，对于轻度智力障碍（MID）的儿童和青少年的这些过程知之甚少。
本研究旨在调查在社会焦虑程度不同的 MID 青少年中，解释偏差及其内容特异性。
共有来自七所特殊中学的 631 名 MID 青少年填写了问卷，以衡量他们的社会焦虑水平。他们还完成了解释识别任务，以衡量他们如何解释模棱两可的情况。
自我报告的社会焦虑水平较高的青少年比自我报告的社会焦虑水平较低的青少年更消极地解释模棱两可的情景。此外，这种消极的解释是针对社交情况的；社会焦虑仅与模棱两可的与社交焦虑相关的情景相关，而与其他与焦虑相关的情景无关。
这些发现支持了这样一种假设，即患有 MID 的社交焦虑青少年表现出一种解释偏差，这种偏差对与他们自身焦虑相关的刺激是特异性的。这种洞察力对于通过针对特定内容的解释偏差来改善对患有 MID 的焦虑青少年的治疗是有用的。
