Literaturnachweis - Detailanzeige
| Autor/inn/en | Lau, Jennifer Y. F.; Molyneaux, Emma; Telman, Machteld D.; Belli, Stefano |
|---|---|
| Titel | The Plasticity of Adolescent Cognitions: Data from a Novel Cognitive Bias Modification Training Task |
| Quelle | In: Child Psychiatry and Human Development, 42 (2011) 6, S.679-693 (15 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-398X |
| DOI | 10.1007/s10578-011-0244-3 |
| Schlagwörter | Self Efficacy; Peer Relationship; Adolescents; Anxiety; Adults; Emotional Disturbances; Emotional Problems; Psychiatry; Mental Health; Cognitive Restructuring |
| Abstract | Many adult anxiety problems emerge in adolescence. Investigating how adolescent anxiety arises and abates is critical for understanding and preventing adult psychiatric problems. Drawing threat interpretations from ambiguous material is linked to adolescent anxiety but little research has clarified the causal nature of this relationship. Work in adults using Cognitive Bias Modification of Interpretations (CBM-I) training show that manipulating negative interpretational style alters negative affect. Conversely, "boosting" positive interpretations improves affect. Here, we extend CBM-I investigations to adolescents. Thirty-nine adolescents (13-18 years), varying in trait anxiety and self-efficacy, were randomly allocated to receive positive or negative training. Training-congruent differences emerged for subsequent interpretation style. Induced negative biases predicted a decline in positive affect in low self-efficacious adolescents only. Tentatively, our data suggest that cognitive biases predict adolescent affective symptoms in vulnerable individuals. The acquisition of positive cognitions through training has implications for prevention. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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