Influence of aversive visual stimulation on attention, working memory, and anxiety in university students

Abstract

The present study investigated the influence of aversive visual stimulation on anxiety, working memory, and selective attention. The study was conducted with 366 participants of both sexes, divided into three groups: (i) no visual stimuli (n = 128), (ii) neutral visual stimuli (n = 114), and (iii) aversive visual stimuli (n = 124). Two DVD films, one containing aversive stimuli and one containing neutral stimuli, were used for the respective groups. Each visual stimulation had a duration of 1 minute and 22 seconds. After viewing the DVD, anxiety, working memory, and attention were assessed. Concomitant with the increase in anxiety were deficits in working memory and deficits in selective attention in the group that was exposed to the aversive scenes. No gender differences were observed. These results suggest that aversive visual stimuli increase anxiety and decrease attention and working memory performance in university students.