Comparing attention-training methods in attention bias modification for depression
Abstract
Cognitive and information processing models of depression suggest that attention biases for dysphoric information are a causal factor in the development of depression. Attention bias modification is a procedure designed to reduce maladaptive attention biases in order to reduce emotional distress. Attention bias modification literature in the context of depression has demonstrated mixed findings, in that it is currently unclear which method of attention-training, if any, is the most effective in altering attention biases. Accordingly, in the current study, participants were randomly assigned to one of four attention-training methods or to a no-training control condition to evaluate each method's ability to reduce maladaptive attention biases and enhance adaptive attention biases. The four active training conditions were (1) spatially disengaging from dysphoric stimuli, (2) spatially engaging with positive stimuli, (3) a combination of spatial disengagement from dysphoric stimuli and engagement with positive stimuli, and (4) disengagement from the emotional content of dysphoric images. Attention to positive and dysphoric stimuli was measured pre- and post-training via eye tracking. We tested the following hypotheses: 1) each active training method would result in a significant decrease in attention to dysphoric information compared to control; 2a) the positive engagement and combined conditions would result in a significant increase in attention to positive information compared to control; and 2b) the spatial disengagement and content disengagement conditions would not result in a significant increase in attention to positive information relative to control. Change in attention to dysphoric and positive information did not differ between the control condition and any of the active training conditions, which supported hypothesis 2b but not hypotheses 1 or 2a. The lack of differences between the active training and control conditions indicates that the methods of attention-training used in the current study are not effective at altering attention for dysphoric and positive information.
Collections
- OSU Dissertations [11221]