Journal of Experimental Psychopathology

Resilience is considered to be the process by which individuals demonstrate more positive outcomes than would be expected, given the nature of the adversity experienced. We propose that a cognitive approach has the potential to guide studies investigating the relationships between adversity, stress, and resilience. We outline a preliminary cognitive model of resilience in order to facilitate the application of cognitive approaches to the investigation of resilience in the face of adversity. We argue that the situationally appropriate application of flexibility or rigidity in affective-cognitive systems is a key element in promoting resilient responses. We propose that this mapping of cognitive processing can be conceptualised as being undertaken by an overarching mapping system, which serves to integrate information from a variety of sources, including the current situation, prior experience, as well as more conscious and goal-driven processes. We propose that a well-functioning mapping system is an integral part of the cognitive basis for resilience to adversity. Our preliminary model is intended to provide an initial theoretical framework to guide research on the development of cognitive functions that are considered to be important in the resilience process.

When extreme, anxiety can become debilitating. Anxiety disorders, which often first emerge early in development, are common and challenging to treat, yet the neurocognitive mechanisms that confer increased risk have only recently started to come into focus. Here we review recent work highlighting the importance of neural circuits centered on the amygdala. We begin by describing dispositional negativity, a core dimension of childhood temperament and adult personality and an important risk factor for the development of anxiety disorders and other kinds of stress-sensitive psychopathology. Converging lines of epidemiological, neurophysiological, and mechanistic evidence indicate that the amygdala supports stable individual differences in dispositional negativity across the lifespan and contributes to the etiology of anxiety disorders in adults and youth. Hyper-vigilance and attentional biases to threat are prominent features of the anxious phenotype and there is growing evidence that they contribute to the development of psychopathology. Anatomical studies show that the amygdala is a hub, poised to govern attention to threat via projections to sensory cortex and ascending neuromodulator systems. Imaging and lesion studies demonstrate that the amygdala plays a key role in selecting and prioritizing the processing of threat-related cues. Collectively, these observations provide a neurobiologically-grounded framework for understanding the development and maintenance of anxiety disorders in adults and youth and set the stage for developing improved intervention strategies.

Research suggests anxious children display increased attentional biases for threat-related stimuli. However, findings based upon spatial domain research are equivocal. Moreover, few studies allow for the independent analysis of trials containing neutral (i.e., potentially ambiguous) faces. Here, we report two temporal attentional blink experiments with high trait anxious (HTA) and low trait anxious (LTA) children. In an emotive experiment, we manipulated the valence of the second target (T2: threatening/positive/neutral). Results revealed that HTA, relative to LTA, children demonstrated better performance on neutral trials. Additionally, HTA children demonstrated a threat-superiority effect whereas LTA children demonstrated an emotion-superiority effect. In a non-emotive control experiment, no differences between HTA and LTA children were observed. Results suggest trait anxiety is associated with an attentional bias for threat in children. Additionally, the neutral face finding suggests HTA children bias attention towards ambiguity. These findings could have important implications for current anxiety disorder research and treatments.

Although mother's attention to offspring is deemed important to support their offspring's secure attachment development, little research tested this association. The current study aimed to test the hypothesis that how mothers orient their attention to their offspring is linked to differences in offspring's attachment style. Additionally, we tested whether this association depended on which emotions children express. 29 mothers participated with their offspring (48.3% girls; ages 9 to 15 years, M = 10.93, SD = 1.67). Across two experimental blocks, eye movements were recorded as mothers viewed photographs of offspring and unfamiliar children showing neutral (block 1) and facial expressions of fearful, happy and sad (block 2). Offspring's self-reported attachment anxiety was related to increased maintained attention of the mother on the offspring's neutral face, while more attachment security was related to reduced maintained attention. With regard to emotional faces, mothers of more anxiously attached children showed more maintained attention on all emotional expressions of their offspring, including sadness. Furthermore, we found a positive attentional bias of mothers with more securely attached children; increased attention on the offspring's happy face was found. No attentional processes were found for attachment avoidance. Different attachment-related parenting behaviors, leading to a specific attachment style of the offspring, could be explained by these attentional allocations.

This study examined the effect of trait test anxiety versus state anxiety on children's mental arithmetic task performance. Participants (N = 113; 11-year-olds) completed a mental arithmetic and memory recall task under high and low situational stress conditions. State anxiety was assessed using both self-report and physiological (i.e., cortisol) measures. Measures of task accuracy and accuracy/response time served as indicators of performance effectiveness and processing efficiency. The growth modelling approach was used to examine patterns of change in cortisol levels across time. The key finding of this study is that trait test anxiety has a direct and detrimental effect on working memory task performance. This effect was not mediated by state anxiety, regardless of whether the role of trait test anxiety was examined in conjunction with self-reported or physiological state anxiety. Our findings provide further evidence in support of attentional control theory.

Cognitive theories of posttraumatic stress disorder (PTSD) posit that peritraumatic data-driven processing plays a role in the development of intrusive trauma-related memories (i.e., re-experiencing). Peritraumatic processing may be determined by a pre-existing attentional processing style. This study tested whether a general attentional processing style (relative preference for local or global processing of visual stimuli) was associated with re-experiencing symptoms after analogue trauma. Participants completed measures for neuroticism and reappraisal and an emotional Local-Global Processing task. The next day, they watched an aversive film and indicated horror and perceived control during the film. PTSD symptoms were assessed one week later. A relative preference for local processing was associated with less reappraisal and with less perceived control and more horror during the film. Moreover, it predicted re-experiencing of the film, even after controlling for neuroticism, horror, control, and reappraisal. The results are a first step in exploring the role of pre-trauma cognitive processing styles on traumamemory development and may benefit the identification of risk factors for PTSD.

Anxiety interferes with executive control of attention (ECA), especially in the context of emotional information. Previous research suggests that temperamental differences in self-regulation might modulate these effects. The present research examined the association between trait anxiety and temperamental self-regulation on ECA processes, in the context of positive and threatening distractors in a sample of primary school children. We designed a computerized Emotional letter discrimination task that required both inhibitory and set shifting processes. Emotional faces distractors were displayed one at a time during a primary letter discrimination task. To assess inhibition, our task contained compatible trials (the target letter was flanked by distractor letter that had the same identity as the target) and incompatible trials (the target letter was flanked by distractor letter that had the opposite identity). The results showed that higher levels of anxiety were associated with increased reaction times to discriminate target letters during incompatible trials in the presence of happy distractors. In addition, lower levels of temperamental self-regulation were related to increased reaction times in the presence of angry distractors during incompatible trials. These findings provide empirical evidence for an association between increased child anxiety and lower self-regulation on the executive control of attention in the context of emotional distracting information.

Previous findings suggest that some children and adolescents characterised by elevated social anxiety vulnerability attempt to regulate its debilitating consequences through attentional avoidance of negative social information. To date, however, the dimension of cognitive variability that enables the effective execution of this emotionally beneficial attentional strategy remains unknown. In the current study, we tested the hypothesis that the capacity to effectively attentionally avoid negative social information will be more evident in children and adolescents who exhibit higher levels of inhibitory attentional control, relative to those who display lower levels of inhibitory attentional control. Specifically, we recruited 115 children (aged 11 – 14 years old) from two public schools in Cluj-Napoca, Romania, who varied widely in terms of their social anxiety vulnerability, as assessed by the Social Phobia subscale of the Revised Child Anxiety and Depression Scale. These children completed a novel attentional assessment task designed to provide measures of both inhibitory attentional control, and attentional bias to negative social information. In keeping with the hypothesis under test, our present findings show that the association between social anxiety vulnerability and attentional avoidance of negative social information was indeed more evident in socially anxious children and adolescents with higher levels of inhibitory attentional control. We discuss ways in which future investigators could build upon the present findings to further shed light on the cognitive factors that contribute to vulnerability and resistance to developing social anxiety.

The current study used an eye-movement Remote Distractor Paradigm (RDP) to explore attention to threat and considered associations with personality traits (neuroticism and psychoticism) and self-reported friendship quality in children aged 9–11 years. The RDP asked children to look at and identify a target presented on a computer display in the presence or absence of a central, parafoveal or peripheral visual distractor (an angry, happy or neutral face). The results showed that symptoms of neuroticism were associated with hypervigilance for threat (i.e., slower latencies to initiate eye movements to the target in the presence of angry versus happy or neutral faces). In addition, when distractors were presented centrally, this relationship was most evident in children who reported lower levels of attentional control. Psychoticism traits were associated with increased selective attention to all distractors (as measured by directional errors to face stimuli) and to child reported lower friendship quality. Moreover, the negative relationship between psychoticism and friendship characteristics associated with companionship was mediated via attentional capture of threat (i.e., a greater proportion of directional errors to angry distractors). The findings have potential to inform the development of translational research, to reduce symptoms of psychopathology and address attentional biases to threat with an aim to improve peer relationships in late childhood.

The current study aimed to extend the results of White et al. (2015) by examining the moderating role of attention biases at age 5 on the relations between Behavioral Inhibition (BI) during toddlerhood and anxiety symptoms at age 10. Children's BI at 2 and 3 years of age was measured using laboratory assessments, and attention bias towards threat was assessed using a dot-probe task at age 5. Latent Class Analysis (LCA) was used to identify the probability for children's membership in an anxiety class, which reflected primary anxiety at age 10 that was not comorbid with symptoms of inattention. Maternal and self-report measures of children's mental health, collected via questionnaires and semi-structured diagnostic interviews, were used as indicators for the LCA. The results revealed that threat-related attention biases moderated the relation between BI and anxiety, such that BI positively predicted the probability of being in the anxiety class only when children had an attention bias towards threat. BI was unrelated to anxiety when children had no attention bias or an attention bias away from threat. These results indicated that attention biases during preschool may differentiate between inhibited children who are at heightened risk for anxiety later in childhood from those who are not. The results are discussed in a framework detailing the role of attention biases in increasing the sensitivity for anxiety-related problems in children who display high levels of BI during early childhood.

Biases in emotion processing have been identified in both conduct disorder (CD) and anxiety disorders (ADs). Given the significant comorbidity between these conditions, it is important to examine whether individuals with comorbid CD+ADs display a combination of the biases observed in the non-comorbid versions of these disorders or their own distinctive pattern. We measured attentional biases and vigilance towards, and disengagement from, angry, fearful and happy faces in adolescents with CD-only (n = 31), ADs-only (n = 23), comorbid CD+ADs (n = 20) and controls (n = 30), using standard (500 ms) and masked, brief (17 ms) presentation versions of a visual-probe task. Adolescents with ADs displayed faster reaction times to happy, compared to fearful or angry, faces (irrespective of probe position). In addition to having longer reaction times in general, the CD-only and ADs-only groups showed decreased vigilance towards, and delayed disengagement from, emotional faces compared to the comorbid CD+ADs and control groups. These results suggest that CD and ADs interact in terms of their effects on vigilance and disengagement, such that attentional biases are attenuated, rather than exacerbated, in individuals with comorbid CD+ADs.

Social anxiety disorder (SAD) is associated with threat-related attention and interpretation biases. Recent research suggests that attention control abilities moderate these associations. The current study examines threat-related attentional engagement and disengagement biases, negative interpretation bias, and attention control among youth with SAD (n=71) and non-anxious youth (n=42). We further explore interactions between cognitive biases, and between these biases and attention control, in predicting SAD. Relative to non-anxious youth, youth with SAD had poorer attention control, p=.001, greater difficulty disengaging from angry faces, p=.05, and a negative biased interpretation of ambiguous social scenarios, p =.01. However, no interactions were found among these factors in relation to SAD diagnosis or symptoms. The present results add to research on cognitive biases in anxious children, emphasizing a distinct contribution of each of these cognitive mechanisms, rather than their interactional influences. Findings are discussed in relation to cognitive developmental models of anxiety.

Cognitive bias modification (CBM) procedures follow from the view that interpretive biases play an important role in the development and maintenance of anxiety. As such, understanding the link between interpretive biases and anxiety in youth at risk for anxiety (e.g., behaviorally inhibited children) could elucidate the mechanisms involved in the development of pediatric anxiety. However, to date, the majority of CBM-I work only studies adult populations. The present article presents the results of a CBM study examining effects of positive interpretive bias modification on mood, stress vulnerability, and threat-related attention bias in a group of behaviorally inhibited children (n = 45). Despite successful modification of interpretive bias in the at-risk youth, minimal effects on stress vulnerability or threat-related attention bias were found. The current findings highlight the need for continued research on cognitive biases in anxiety.

Many children with anxiety disorders live in communities with limited access to treatment. Attention bias modification training, a promising computer-based treatment for anxiety disorders, may provide a readily accessible treatment. Recent evidence suggests that a form of ABMT combining visual-search for positive stimuli with features to enhance learning, memory and treatment engagement reduces anxiety in children. The present study builds upon this research by comparing parent-implemented, visual-search attention training to positive stimuli (ATP) (N = 22) with a waitlist control group (WLC) (N = 19) in children living in regional communities. Diagnostic, parent- and child-reports of anxiety and depressive symptoms and broad internalizing and externalizing behaviour problems were assessed pre- and post-condition. Children in the WLC completed visual-search ATP after the wait period and all participants completed a follow-up assessment six-months after treatment. At post-treatment/wait period, children in the ATP condition showed greater improvements on clinician- and parent-report measures compared to children in the WLC. Similar post-treatment outcomes as those found for the ATP condition were observed at the six-month follow-up after all children had received ATP. Moreover, children who showed greater verbalization of explicit attention strategies related to positive search (assessed during treatment) achieved greater reductions in anxiety severity at post-treatment and six-month follow-up. Attention training towards positive stimuli using enhanced visual-search procedures appears to be a promising treatment for reaching anxious children living in regional communities.