Yap David, Denefrio Samantha, Dennis-Tiwary Tracy A
Hunter College, The City University of New York, Department of Psychology, New York, NY, USA.
Hunter College, The City University of New York, Department of Psychology, New York, NY, USA; The Graduate Center, The City University of New York, Department of Psychology, New York, NY, USA.
Behav Res Ther. 2021 Apr;139:103828. doi: 10.1016/j.brat.2021.103828. Epub 2021 Feb 11.
Implementations of attention bias modification training (ABMT) attempt to retrain attention away from rather than towards threat, thereby disrupting the anxiety-related attentional bias (AB). Yet, results of ABMT studies have been mixed due to limitations in knowledge of mechanisms underlying ABMT efficacy. Dual-process models of anxiety posit that ABMT works primarily through strengthening of the top-down cognitive control of attention to threat. If this is the case, introducing a working memory load (WML) during ABMT should reduce training efficacy. However, prior studies employing this method show mixed results (Booth, Mackintosh, Mobini, Oztop, & Nunn, 2014; Clarke et al., 2017) and fail to directly compare low and high WML with no WML or to account for individual differences in anxiety and working memory capacity (WMC). The present study (N = 306) assessed trait anxiety and WMC in neurotypical adults who were then randomly assigned to ABMT that trained attention toward or away from threat, with either no, low, or high WML, for a total of six training groups. Attentional bias was assessed before and after training. Results showed ABMT successfully trained attention under low WML, but not under high or no WML, suggesting that ABMT is facilitated by engaging but not overtaxing WML.
注意偏向矫正训练（ABMT）的实施旨在将注意力从威胁上重新训练转移开，而不是朝向威胁，从而打破与焦虑相关的注意偏向（AB）。然而，由于对ABMT疗效潜在机制的认识有限，ABMT研究的结果参差不齐。焦虑的双加工模型认为，ABMT主要通过加强对威胁的自上而下的注意力认知控制来发挥作用。如果是这样，在ABMT期间引入工作记忆负荷（WML）应该会降低训练效果。然而，此前采用这种方法的研究结果不一（布斯、麦金托什、莫比尼、奥兹托普和纳恩，2014年；克拉克等人，2017年），并且未能直接比较低WML和高WML与无WML的情况，也未考虑焦虑和工作记忆容量（WMC）的个体差异。本研究（N = 306）评估了典型神经发育成年人的特质焦虑和WMC，然后将他们随机分配到ABMT组，训练他们将注意力朝向或远离威胁，分别有无WML、低WML或高WML，总共六个训练组。在训练前后评估注意偏向。结果表明，ABMT在低WML情况下成功训练了注意力，但在高WML或无WML情况下则不然，这表明适度但不过度使用WML有助于ABMT。
