Xiao Wen, Zheng Xiaoqi, Luo Yuejia, Peng Jiaxin
Teacher Education School, Shaoguan University, Shaoguan, Guangdong, China.
Faculty of Psychology, Beijing Normal University, Beijing, China.
Front Psychol. 2022 Nov 23;13:982909. doi: 10.3389/fpsyg.2022.982909. eCollection 2022.
The current study examined the effects of a reward associative learning procedure and the traditional threat-avoidance ABM paradigm on anxiety and attentional bias. In reward training, participants were given high rewards for correct responses to neutral target and low rewards for correct responses to negative target. In reward control training, participants received no cues of rewards after their responses. High trait anxious individuals ( = 76) first completed a session of reward training or reward control training, followed by four sessions of ABM training or ABM control training. Generalized anxiety disorder symptom (GAD-7) and attentional bias in a dot-probe task were assessed during pre-and post-training. Results indicated that the effect of ABM training on reducing anxiety was only obtained in the reward training condition. Participants who received reward training showed significantly less attentional bias compared with those receiving reward control training. There was no significant training effect of ABM on atttentiona bias. Results suggested that reward training reduced general anxiety and attentional bias. Traditional ABM training reduced anxiety only when combined with reward training. Attentional bias in anxiety are modifiable through reward training.
本研究考察了奖励联想学习程序和传统威胁回避ABM范式对焦虑和注意偏向的影响。在奖励训练中，参与者对中性目标的正确反应会得到高奖励，对负面目标的正确反应会得到低奖励。在奖励控制训练中，参与者反应后不会收到奖励提示。高特质焦虑个体（n = 76）首先完成一轮奖励训练或奖励控制训练，然后进行四轮ABM训练或ABM控制训练。在训练前和训练后评估广泛性焦虑症症状（GAD-7）和点探测任务中的注意偏向。结果表明，ABM训练对减轻焦虑的效果仅在奖励训练条件下获得。接受奖励训练的参与者与接受奖励控制训练的参与者相比，注意偏向明显更少。ABM对注意偏向没有显著的训练效果。结果表明，奖励训练可减轻一般焦虑和注意偏向。传统的ABM训练只有与奖励训练相结合时才能减轻焦虑。焦虑中的注意偏向可通过奖励训练来改变。
