Attentional Bias In Children Research Articles

The relationship between depressive symptom severity and attentional bias in children with type 1 diabetes

The relationship between depressive symptom severity and attentional bias in children with type 1 diabetes

Patterns of attentional biases in children and emotional symptoms during the COVID-19 pandemic: a two-wave longitudinal study

BackgroundIt is unknown how the patterns of negative and positive attentional biases in children predict fear of COVID-19, anxiety symptoms, and depression symptoms during the COVID-19 pandemic. The study identified profiles of negative and positive attentional biases in children and examined their association with emotional symptoms during the COVID-19 pandemic.Method264 children (girls: 53.8% and boys: 46.2%) of 9–10 years born in Hong Kong or mainland China from a primary school in Shenzhen, People’s Republic of China were involved in a two-wave longitudinal study. Children completed the COVID-19 Fear Scale, the Revised Child Anxiety and Depression Scale, and the Attention to Positive and Negative Information Scale to measure fear of COVID-19, anxiety and depression symptoms, and negative and positive attentional biases in classrooms. After six months, they completed the second assessment of fear of COVID-19, anxiety symptoms, and depression symptoms in classrooms. Latent profile analysis was conducted to reveal distinct profiles of attentional biases in children. A series of repeated MANOVA was performed to examine the association of profiles of attentional biases to fear of COVID-19, anxiety symptoms, and depression symptoms across 6 months.ResultsThree profiles of negative and positive attentional biases were revealed in children. Children with a “moderate positive and high negative attentional biases” profile had significantly higher fear of the COVID-19 pandemic, anxiety symptoms, and depression symptoms than children with a “high positive and moderate negative attentional biases” profile. Children with a “low positive and negative attentional biases” profile were not significantly different in fear of COVID-19, anxiety symptoms, and depression symptoms than those with the other two profiles.ConclusionsPatterns of negative and positive attentional biases were related to emotional symptoms during the COVID-19 pandemic. It might be important to consider children's overall patterns of negative and positive attentional biases to identify children at risk of higher emotional symptoms.

The causal relationship of trait anxiety to positive and negative attentional bias in children: the moderation effect of gender

The causal relationship of trait anxiety to positive and negative attentional bias in children: the moderation effect of gender

A Pictorial Dot Probe Task to Assess Food-Related Attentional Bias in Youth With and Without Obesity: Overview of Indices and Evaluation of Their Reliability.

Several versions of the dot probe detection task are frequently used to assess maladaptive attentional processes associated with a broad range of psychopathology and health behavior, including eating behavior and weight. However, there are serious concerns about the reliability of the indices derived from the paradigm as measurement of attentional bias toward or away from salient stimuli. The present paper gives an overview of different attentional bias indices used in psychopathology research and scrutinizes three types of indices (the traditional attentional bias score, the dynamic trial-level base scores, and the probability index) calculated from a pictorial version of the dot probe task to assess food-related attentional biases in children and youngsters with and without obesity. Correlational analyses reveal that dynamic scores (but not the traditional and probability indices) are dependent on general response speed. Reliability estimates are low for the traditional and probability indices. The higher reliability for the dynamic indices is at least partially explained by general response speed. No significant group differences between youth with and without obesity are found, and correlations with weight are also non-significant. Taken together, results cast doubt on the applicability of this specific task for both experimental and individual differences research on food-related attentional biases in youth. However, researchers are encouraged to make and test adaptations to the procedure or computational algorithm in an effort to increase psychometric quality of the task and to report psychometric characteristics of their version of the task for their specific sample.

Attributional and attentional bias in children with conduct problems and callous-unemotional traits: a case\u2013control study

BackgroundChildren who are frequently aggressive or lack empathy show various deficits in their social information processing. Several findings suggest that children with conduct problems (CP) show a tendency to interpret ambiguous situations as hostile (hostile attribution bias) and have difficulties to disengage from negative stimuli (attentional bias). The role that additional callous-unemotional traits (CU-traits) play in these biases is yet unclear. Investigating both attentional and attributional aspects of social information processing in children can help us to understand where anomalies in the processing pathway occur and whether the biases are associated with CP and CU-traits separately or in an interactive manner.MethodsWe compared three groups of children: (a) 25 children with CP and low levels of CU-traits (b) 25 children with CP and elevated levels of CU-traits (c) 50 gender (68% male), age (8–17 years) and intelligence score-matched typically developing children, on a pictorial emotional stroop task and a hostile attribution bias task.ResultsIn contrast to our predictions, there were no significant group differences regarding attentional biases or hostile attribution biases. Boys with CP and high levels of CU-traits showed a significantly higher hostile attribution bias compared to girls with CP and high levels of CU-traits. The attention bias to angry stimuli significantly correlated with the hostile attribution bias. Compared to the control group the CP group with low levels of CU-traits showed a significantly stronger association between the attention bias to angry stimuli and the hostile attribution bias.ConclusionsThe current study provides evidence that boys with CP and high levels of CU-traits interpret ambiguous situations as more hostile than girls do. Our results further provide indications that the interaction of attentional and attributional biases in children with CP might contribute to their increased aggressive behavior.

Effects of vicarious disgust learning on the development of fear, disgust, and attentional biases in children.

Fear and disgust are defensive emotions that have evolved to protect us from harm. Whereas fear is thought to elicit an instinctive response to deal with immediate threat, disgust elicits immediate sensory rejection to avoid contamination. One mechanism through which disgust and fear may be linked is via attentional bias toward threat. Attentional bias is a well-established feature of anxiety disorders and is known to increase following vicarious fear learning. However, the contribution of vicarious learning to the development of disgust-related attentional biases is currently unknown. Furthermore, the influence of individual differences in disgust propensity and disgust sensitivity on fear and disgust responses has not been investigated in the context of vicarious learning. Therefore, 53 children aged 7-9 years were randomly assigned to receive either fear vicarious learning or disgust vicarious learning. Children's fear beliefs, disgust beliefs, avoidance preferences, and attentional bias were measured at baseline and postlearning. Findings demonstrated increased fear and disgust responding to stimuli following disgust and fear vicarious learning. Crucially, the study provided the first evidence that disgust vicarious learning can create an attentional bias for threat in children similar to that created via fear vicarious learning. However, there was no relationship between disgust propensity and sensitivity and vicariously acquired increases in fear, disgust, and attention. In conclusion, both fear and disgust vicarious learning can create attentional bias, allowing rapid detection of potentially harmful stimuli. This effect could contribute to fear development and is found even in children who are not particularly high in disgust proneness. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Attentional Patterns to Emotional Faces Versus Scenes in Children with Autism Spectrum Disorders

Previous research has shown attentional biases in children with autism spectrum disorders (ASD) when processing distressing information. This study examined these attentional patterns as a function of the type of stimulus (scenes and faces) and the stimulus valence (happy, sad, threatening, neutral) using a within-subject design. A dot-probe was applied to ASD (n = 24) and typically developing (TD) children (n = 24). Results showed no differences between the groups for happy and sad stimuli. Critically, ASD children showed an attentional bias toward threatening scenes but away from threatening faces. Thus, the type of stimuli modulated the direction of attentional biases to distressing information in ASD children. These results are discussed in the framework of current theories on cognitive and emotional processing in ASD.

Anxiety and Attentional Bias in Children with Specific Learning Disorders.

Children with specific learning disorders (SLDs) face a unique set of socio-emotional challenges as a result of their academic difficulties. Although a higher prevalence of anxiety in children with SLD is often reported, there is currently no research on cognitive mechanisms underlying this anxiety. One way to elucidate these mechanisms is to investigate attentional bias to threatening stimuli using a dot-probe paradigm. Our study compared children ages 9-16 with SLD (n = 48) to typically-developing (TD) controls (n = 33) on their attentional biases to stimuli related to general threats, reading, and stereotypes of SLD. We found a significant threat bias away from reading-related stimuli in the SLD, but not TD group. This attentional bias was not observed with the general threat and stereotype stimuli. Further, children with SLD reported greater anxiety compared to TD children. These results suggest that children with SLD experience greater anxiety, which may partially stem from reading specifically. The finding of avoidance rather than vigilance to reading stimuli indicates the use of more top-down attentional control. This work has important implications for therapeutic approaches to anxiety in children with SLD and highlights the need for attention to socio-emotional difficulties in this population. Future research is needed to further investigate the cognitive aspects of socio-emotional difficulties in children with SLD, as well as how this may impact academic outcomes.

Attentional Bias in Children with Social Anxiety Disorder

Previous research stated a robust attentional bias to threat in adult anxiety. However, the number of studies analyzing attentional biases in clinically anxious children is limited and results are inconsistent. The present study aims to assess attentional biases in children with social anxiety disorder (n = 37) and healthy control children (n = 42) using a free-viewing eye-tracking paradigm. Children viewed different picture pairs consisting of social and non-social stimuli under two conditions (with/without a stressor to activate social threat perception). We found the direction of gaze regarding threatening stimuli to be context-dependent. Both groups showed a hypervigilance-avoidance pattern to angry faces when they were paired with houses. In face–face trials, angry faces were less often initially fixated than neutral or happy faces in both groups. However, schema activation differentially affected initial fixations in angry-neutral face pairs across groups. Children with social anxiety disorder more often initially directed their gaze to angry faces than did healthy control children, indicating a lack of inhibiting threat representations rather than a hypervigilance to threat.

Suicidal ideation and attentional biases in children: An eye-tracking study

BackgroundDespite theoretical and empirical evidence for a heighted responsiveness to signals of social-threat in suicidal individuals, no studies to date have examined whether this responsiveness might also manifest in the form of specific biases in attention to interpersonal stimuli. The current study, therefore, examined the presence and nature of attentional biases for facial expressions of emotion in children with and without a history of suicidal ideation (SI). MethodParticipants were 88 children (44 with a history of SI and 44 demographically and clinically matched controls without such history) recruited from the community. The average age of children was 9.26 years (44.3% female; 67.0% Caucasian). Children's history of SI was assessed via structured interviews with children and their parent. Attentional biases were assessed using a dot probe task and included fearful, happy, and sad facial stimuli and focused on eye tracking and reaction time indices of attentional bias. ResultsChildren with a history of SI exhibited significantly greater gaze duration toward fearful faces. The findings appeared to be at least partially independent of children's history of major depression or anxiety disorders or their current depressive or anxious symptoms. LimitationsThe study is limited by its cross-sectional design, which precludes any causal conclusions regarding the role of attentional biases in future suicide risk. ConclusionsOur results suggest that children with a history of SI exhibit biases in sustained attention toward socially-threatening facial expressions. Pending replications, these findings might represent a new avenue of suicide risk assessment and intervention.

Attentional Bias in Children with Asthma with and without Anxiety Disorders.

Children with asthma have a high prevalence of anxiety disorders, however, very little is known about the mechanisms that confer vulnerability for anxiety in this population. This study investigated whether children with asthma and anxiety disorders display attentional biases towards threatening stimuli, similar to what has been seen in children with anxiety disorders more generally. We also examined the relationships between attentional biases and anxiety symptomatology and asthma control for children with asthma. Ninety-three children, aged 8-13, took part in the study and were recruited into one of four conditions (asthma/anxiety, asthma, anxiety, control). Asthma was medically confirmed and anxiety was assessed through clinical interview. We used self- and parent-report questionnaires to measure child asthma (ATAQ) and anxiety (SCAS, CASI) variables. Participants completed a visual dot-probe task designed to measure attentional bias towards two types of stimuli: asthma related words and general threat words, as well as tasks to assess reading ability and attentional control. Results showed that attentional biases did not differ between the groups, although children with anxiety disorders displayed poorer attentional control. A significant correlation was found between poor asthma control and an attentional bias of asthma stimuli. While we found no evidence that anxiety disorders in children with asthma were associated with threat- or asthma-related attentional biases, preliminary evidence suggested that children with poor asthma control displayed biases towards asthma-specific stimuli. Future research is needed to explore whether these attentional biases are adaptive.

Attentional biases in children of depressed mothers: An event-related potential (ERP) study.

Although a number of studies have reported that children of depressed, compared to nondepressed, parents exhibit biased attention to sad facial stimuli, the direction of this bias remains unclear; some studies find evidence of preferential attention toward sad faces whereas others find evidence of attention avoidance. In the current study, we used event-related potentials (ERPs) to assess children's attention to emotional stimuli using a spatial cueing task. Across all indices of attention bias (N2pc and sustained posterior contralateral negativity [SPCN] time locked to face onset, P3b time locked to probe onset, reaction times [RTs] to probes), children of mothers with a history of major depressive disorder (MDD) during the child's life exhibited less attention to sad faces than children of never depressed mothers. For two of these indices (SPCN and RTs), the attention biases for the offspring of depressed mothers was not specific to sadness and was observed for all emotional expressions. Group differences in the ERP indices were maintained when controlling for the influence of mothers' and children's current symptoms of depression and anxiety, mothers' history of anxiety disorders, and children's history of MDD and anxiety disorders, suggesting that the results are specific to mothers' history of MDD. (PsycINFO Database Record

Measuring attentional bias in children with prominent ears: A prospective eye-tracking study

When observing new faces, most people focus their attention on the central triangle of the face containing the eyes, nose and mouth. When viewing faces with prominent ears, observers may divert their attention from the central triangle. The objective of this study was to determine whether there was an objective attentional bias to prominent ears in comparison to non-prominent ears. A total of 24 naïve participants (13 female; mean age 22.88 years) viewed 15 photographs of children with bilateral prominent ears, unilateral prominent ears and non-prominent ears. Both pre- and post-otoplasty photographs of two patients were included. The eye movements of participants were recorded using the EyeLink 1000, a table-mounted eye-tracking device. Overall, the participants spent more time looking at the ear regions for faces with prominent ears in comparison to faces without prominent ears (p=0.007, Z=-2.688). The attentional bias to the ear region of the patient who underwent bilateral otoplasty was significantly reduced in the post-operative photograph (p=0.011, Z=-2.534). The patient who underwent unilateral otoplasty had no significant change in fixation times towards the ear region (p=0.594, Z=-0.533). This study presents objective data to support the notion that observers show attentional bias to the ear region when viewing faces of children with prominent ears. The scope of this finding requires further research in both extent and impact.

Mechanisms of anxiety related attentional biases in children with autism spectrum disorder.

Children with autism spectrum disorder (ASD) have high levels of anxiety. It is unclear whether they exhibit threat-related attentional biases commensurate with anxiety disorders as manifest in non-ASD populations, such as facilitated attention toward, and difficulties disengaging engaging from, threatening stimuli. Ninety children, 45 cognitively able with ASD and 45 age, perceptual-IQ, and gender matched typically developing children, aged 7-12 years, were administered a visual dot probe task using threatening facial pictures. Parent-reported anxiety symptoms were also collected. Children with ASD showed similarly high levels of anxiety compared with normative data from an anxiety disordered sample. Children with ASD had higher levels of parent-reported anxiety but did not show differences in disengaging from, or facilitated attention toward, threatening facial stimuli compared with typically developing children. In contrast to previously published studies of anxious children, in this study there were no differences in attentional biases in children with ASD meeting clinical cutoff for anxiety and those who did not. There were no correlations between attentional biases and anxiety symptoms and no gender differences. These findings indicate the cognitive mechanisms underlying anxiety in cognitively able children with ASD could differ from those commonly found in anxious children which may have implications for both understanding the aetiology of anxiety in ASD and for anxiety interventions.

Eye tracking indices of attentional bias in children of depressed mothers: Polygenic influences help to clarify previous mixed findings.

Information-processing biases may contribute to the intergenerational transmission of depression. There is growing evidence that children of depressed mothers exhibit attentional biases for sad faces. However, findings are mixed as to whether this bias reflects preferential attention toward, versus attentional avoidance of, sad faces, suggesting the presence of unmeasured moderators. To address these mixed findings, we focused on the potential moderating role of genes associated with hypothalamic-pituitary-adrenal axis reactivity. Participants included children (8-14 years old) of mothers with (n = 81) and without (n = 81) a history of depression. Eye movements were recorded while children passively viewed arrays of angry, happy, sad, and neutral faces. DNA was obtained from buccal cells. Children of depressed mothers exhibited more sustained attention to sad faces than did children of nondepressed mothers. However, it is important that this relation was moderated by children's genotype. Specifically, children of depressed mothers who carried reactive genotypes across the corticotropin-releasing hormone type 1 receptor (CHRH1) TAT haplotype and FK506 binding protein 5 (FKBP5) rs1360780 (but not the solute carrier family C6 member 4 [SLC6A4] of the serotonin transporter linked polymorphic region [5-HTTLPR]) exhibited less sustained attention to sad faces and more sustained attention to happy faces. These findings highlight the role played by specific genetic influences and suggest that previous mixed findings may have been due to genetic heterogeneity across the samples.

Attentional bias to respiratory- and anxiety-related threat in children with asthma

This study investigated attentional biases in children with asthma. The study aimed at testing whether children with asthma are vigilant to asthma and/or anxiety cues. Thirty-six children (18 with asthma and 18 healthy controls) aged 9–12 completed a computerised dot probe task designed to measure attentional bias to three different categories of words: asthma, anxiety symptom and general negative emotion. Main caregiver anxiety was also assessed, as was frequency of inhaler use for those with asthma. Children with asthma showed an attentional bias towards asthma words but not anxiety or general negative emotion words. Children without asthma showed no significant attentional biases to any word categories. Caregiver anxiety was correlated with asthma word attentional bias in the asthma group. The findings indicate that attentional bias is present in children with asthma. Further research is required to ascertain if this exacerbates or maintains health-related problems.

Child temperamental reactivity and self-regulation effects on attentional biases.

This study examined the effects of individual differences in temperamental reactivity (fear) and self-regulation (attentional control) on attentional biases toward threat in a sample of school-aged children (age range was between 9 years 1 month and 13 years 10 months). Attentional biases were assessed with pictorial Dot-probe task, comparing attention allocation toward angry (threat-related) vs. neutral and happy faces. Children also completed self-report temperamental measures of fear and attentional control. We compared attentional bias scores in 4 groups of children: high/low fear and high/low attentional control. Results indicated that, in the case of children with high fear and low attentional control, attention was significantly biased toward angry faces compared with children who had low fear and low attentional control. Findings are discussed in terms of the moderating role of individual differences in attentional control in the context of threat, anxiety-related attentional biases in children.

Preliminary Evidence for an Association Between Social Anxiety Symptoms and Avoidance of Negative Faces in School-Age Children

Attentional biases with regard to emotional facial expressions are associated with social anxiety in adults. We investigated whether similar relations exist in children. Seventy-nine 8- to 11-year-olds completed a probe detection task. On a given trial, 1 of 3 pairs of faces was presented: negative–neutral, negative–positive, and positive–neutral. The strongest association was between social anxiety symptoms and avoidance of negative faces from negative-neutral trials (r = – .32), with all other correlations less than half that size. This association was largely due to avoidance of angry and fearful expressions. These results provide preliminary evidence that anxiety is associated with attentional biases in children as in adults.

Watch Out for the Beast: Fear Information and Attentional Bias in Children

Although valenced information about novel animals changes the implicit and explicit fear beliefs of children (Field & Lawson, 2003), how it might lead to anxiety is unknown. One possibility, based on cognitive models of anxiety, is that fear information creates attentional biases similar to those seen in anxiety disorders. Children between 7 and 9 years old were given positive information about 1 novel animal, negative information about another, and no information about the 3rd. A pictorial dot-probe task was used, immediately or with a 24-hr delay, to test for attentional biases to the different animals. The results replicated the finding that fear information changes children's fear beliefs. Regardless of whether there was a delay, children acquired an attentional bias in the left visual field toward the animal about which they held negative beliefs compared to the control animal. These results imply a possible way in which fear information might contribute to acquired fear.

Anxiety sensitivity, conscious awareness and selective attentional biases in children

The current study investigated whether physical anxiety sensitivity (AS) is associated with selective attentional biases to affective stimuli in children. The dot-probe paradigm was used to examine the deployment of attention towards words pertaining to anxiety symptomatology, socially threatening words, and positive words, in samples of 8–10-year-old children. Word pairs were presented under both masked and unmasked conditions. Irrespective of masking, children high in physical AS displayed an attentional vigilance for emotional words relative to neutral words, whereas those low in physical AS displayed a relative avoidance of such material. The results of this study are interesting as they not only suggest the presence of automatic AS-related biases in childhood, but that this is a general emotionality bias rather than one related to specific anxiety-related stimuli.