Interpretation Bias in Preschool Children at Risk for Anxiety: A Prospective Study
Interpretation Bias in Preschool Children at Risk for Anxiety: A Prospective Study
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DOI：
10.1037/a0024589
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发表时间：
2012-02-01
影响因子：
4.6
通讯作者：
Wise, Chelsea K.
中科院分区：
文献类型：
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作者：
Dodd, Helen F.;Hudson, Jennifer L.;Wise, Chelsea K.
故事主干范式用于评估学龄前儿童的解释偏差。可获得 131 名儿童的数据。当儿童年龄在 3 岁 2 个月至 4 岁 5 个月之间时，对解释偏倚、行为抑制 (BI) 和焦虑进行评估。随后在 12 个月、2 年和 5 年后评估焦虑程度。在基线时符合焦虑诊断标准的参与者之间发现解释偏差存在显着差异，临床焦虑的参与者更有可能以与威胁相关的方式完成模糊的故事梗概。在控制基线症状后，威胁解释可以显着预测 12 个月随访时的焦虑症状，但不能预测 2 年或 5 年随访时的焦虑症状或诊断。几乎没有证据表明 BI 和解释偏差之间存在关系。总体而言，结果模式与解释偏差在焦虑的发展中发挥作用的假设不一致。相反，发现了一些证据表明在相对较短的时间内维持焦虑的作用。讨论了使用故事主干方法来评估幼儿的解释偏差以及研究结果的理论和临床意义。
A story-stem paradigm was used to assess interpretation bias in preschool children. Data were available for 131 children. Interpretation bias, behavioral inhibition (BI), and anxiety were assessed when children were aged between 3 years 2 months and 4 years 5 months. Anxiety was subsequently assessed 12 months, 2 years, and 5 years later. A significant difference in interpretation bias was found between participants who met criteria for an anxiety diagnosis at baseline, with clinically anxious participants more likely to complete the ambiguous story-stems in a threat-related way. Threat interpretations significantly predicted anxiety symptoms at 12-month follow-up, after controlling for baseline symptoms, but did not predict anxiety symptoms or diagnoses at either 2-year or 5-year follow-up. There was little evidence for a relationship between BI and interpretation bias. Overall, the pattern of results was not consistent with the hypothesis that interpretation bias plays a role in the development of anxiety. Instead, some evidence for a role in the maintenance of anxiety over relatively short periods of time was found. The use of a story-stem methodology to assess interpretation bias in young children is discussed along with the theoretical and clinical implications of the findings.