Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task
Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task
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高度数学焦虑者的注意力偏差：来自情感斯特鲁普任务的证据
作者：
M. Suárez;M. I. Núñez;À. Colomé
对威胁或情绪信息的注意偏差被认为是焦虑的认知标志，在各种临床和亚临床人群中都有描述。这项研究使用情绪Stroop任务来调查数学焦虑是否表现为对与数学相关的单词的注意偏向。之前的两项研究未能在数学焦虑的个体中观察到这种影响，尽管作者承认了本研究试图避免的某些方法限制。对20名高数学焦虑(HMA)和20名低数学焦虑(LMA)受试者进行了一项情绪Stroop任务，其中包括与数学相关的单词和中性单词。两组参与者在特质焦虑或抑郁方面没有差异。我们发现，HMA组对数学相关词的反应时间慢于对中性词的反应时间，并且比LMA组表现出更大的注意偏差(数学相关中性差异分数)，这构成了HMA个体对数学相关词的注意偏差的第一个证明。
Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals.
DOI：
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发表时间：
1970
期刊：
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影响因子：
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作者：
C. Spielberger;R. Gorsuch;R. Lushene
通讯作者：
C. Spielberger;R. Gorsuch;R. Lushene
影响因子：
5.9
作者：
Amir, Nader;Beard, Courtney;Taylor, Charles T.;Klumpp, Heide;Elias, Jason;Bums, Michelle;Chen, Xi
通讯作者：
Chen, Xi