The effects of anxiety on visual attention for emotive stimuli in primary school children

Hdl Handle:
http://hdl.handle.net/10545/332742
Title:
The effects of anxiety on visual attention for emotive stimuli in primary school children
Authors:
Kelly, Lauren
Abstract:
Anxiety can be advantageous in terms of survival and well-being, yet atypically high levels may be maladaptive and result in the clinical diagnosis of an anxiety disorder. Several risk factors have been implicated in the manifestation of clinical anxiety, including cognitive biases. In recent years, a plethora of research has emerged demonstrating that anxious adults exhibit biases of attention for threatening stimuli, especially that which is biologically relevant (e.g., facial expressions). Specific components of attentional bias have also been identified, namely facilitated engagement, impaired disengagement, and avoidance. However, the majority of studies have focused on the spatial domain of attention. Furthermore, the area is under-researched in children, despite research demonstrating that symptoms relating to clinical and non-clinical anxiety follow a stable course from childhood through to adolescence and adulthood. Consequently, the aim of this thesis was to investigate how anxiety affects children’s visual attention for emotive, particularly angry, faces. In order to provide a more comprehensive understanding, the current research involved examining the role of temporal and spatial attention utilising rapid serial visual presentation with the attentional blink, and the visual probe paradigm, respectively. The main hypothesis was that high state and/or trait anxiety would be associated with an attentional bias for angry, relative to positive or neutral faces in both the temporal and spatial domains. In relation to the temporal domain, key findings demonstrated that high levels of trait anxiety were associated with facilitated engagement towards both angry and neutral faces. It was further found that all children rapidly disengaged attention away from angry faces. Findings related to the processing of angry faces accorded with the main hypothesis stated in this thesis, as well as research and theory in the area. The finding that anxious children preferentially processed neutral faces in an attentional blink investigation was unexpected. This was argued to potentially reflect this stimulus type being interpreted as threatening. Key findings regarding the spatial domain were that high trait anxious children displayed an early covert bias of attention away from happy faces and a later, overt bias of attention away from angry faces. The finding that high trait anxiety was linked to an attentional bias away from happy faces in a visual probe task was also unexpected. This was argued to potentially reflect smiling faces being interpreted as signifying social dominance, thus resulting in the viewer experiencing feelings of subordination and becoming avoidant and/or submissive. To conclude, this thesis has enhanced current knowledge of attentional bias in both the temporal and spatial domains for emotive stimuli in anxious children. It has demonstrated that higher levels of trait anxiety moderate children’s allocation of attentional resources to different stimulus types, whether these are threatening, positive, or neutral. This has important implications for evaluating past research in adults and children, and for further developing theoretical models of attentional bias and anxiety. It also offers important clinical implications, since attending towards or away from specific stimuli may affect the development and maintenance of anxiety disorders. Recently, a treatment that aims to modify attentional bias in anxious individuals has begun to be developed. In light of the present findings, it may be necessary to review this treatment so that anxious children are re-trained in the specific biases of attention demonstrated here.
Advisors:
Maratos, Frances A. ( 0000-0001-5738-6491 ) ; Lipka, Sigrid ( 0000-0002-4685-1324 )
Publisher:
University of Derby
Issue Date:
24-Feb-2014
URI:
http://hdl.handle.net/10545/332742
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
Faculty of Education, Health & Science

Full metadata record

DC FieldValue Language
dc.contributor.advisorMaratos, Frances A.en
dc.contributor.advisorLipka, Sigriden
dc.contributor.authorKelly, Laurenen
dc.date.accessioned2014-10-13T07:36:47Zen
dc.date.available2014-10-13T07:36:47Zen
dc.date.issued2014-02-24en
dc.identifier.urihttp://hdl.handle.net/10545/332742en
dc.description.abstractAnxiety can be advantageous in terms of survival and well-being, yet atypically high levels may be maladaptive and result in the clinical diagnosis of an anxiety disorder. Several risk factors have been implicated in the manifestation of clinical anxiety, including cognitive biases. In recent years, a plethora of research has emerged demonstrating that anxious adults exhibit biases of attention for threatening stimuli, especially that which is biologically relevant (e.g., facial expressions). Specific components of attentional bias have also been identified, namely facilitated engagement, impaired disengagement, and avoidance. However, the majority of studies have focused on the spatial domain of attention. Furthermore, the area is under-researched in children, despite research demonstrating that symptoms relating to clinical and non-clinical anxiety follow a stable course from childhood through to adolescence and adulthood. Consequently, the aim of this thesis was to investigate how anxiety affects children’s visual attention for emotive, particularly angry, faces. In order to provide a more comprehensive understanding, the current research involved examining the role of temporal and spatial attention utilising rapid serial visual presentation with the attentional blink, and the visual probe paradigm, respectively. The main hypothesis was that high state and/or trait anxiety would be associated with an attentional bias for angry, relative to positive or neutral faces in both the temporal and spatial domains. In relation to the temporal domain, key findings demonstrated that high levels of trait anxiety were associated with facilitated engagement towards both angry and neutral faces. It was further found that all children rapidly disengaged attention away from angry faces. Findings related to the processing of angry faces accorded with the main hypothesis stated in this thesis, as well as research and theory in the area. The finding that anxious children preferentially processed neutral faces in an attentional blink investigation was unexpected. This was argued to potentially reflect this stimulus type being interpreted as threatening. Key findings regarding the spatial domain were that high trait anxious children displayed an early covert bias of attention away from happy faces and a later, overt bias of attention away from angry faces. The finding that high trait anxiety was linked to an attentional bias away from happy faces in a visual probe task was also unexpected. This was argued to potentially reflect smiling faces being interpreted as signifying social dominance, thus resulting in the viewer experiencing feelings of subordination and becoming avoidant and/or submissive. To conclude, this thesis has enhanced current knowledge of attentional bias in both the temporal and spatial domains for emotive stimuli in anxious children. It has demonstrated that higher levels of trait anxiety moderate children’s allocation of attentional resources to different stimulus types, whether these are threatening, positive, or neutral. This has important implications for evaluating past research in adults and children, and for further developing theoretical models of attentional bias and anxiety. It also offers important clinical implications, since attending towards or away from specific stimuli may affect the development and maintenance of anxiety disorders. Recently, a treatment that aims to modify attentional bias in anxious individuals has begun to be developed. In light of the present findings, it may be necessary to review this treatment so that anxious children are re-trained in the specific biases of attention demonstrated here.en
dc.language.isoenen
dc.publisherUniversity of Derbyen
dc.rights.uriAn error occurred getting the license - uri.en
dc.subjectAnxietyen
dc.subjectAttentionen
dc.subjectAttentional biasen
dc.subjectAttentional biasesen
dc.subjectAttentional blinken
dc.subjectAvoidanceen
dc.subjectChildrenen
dc.subjectCovert attentionen
dc.subjectDisengagementen
dc.subjectDot probeen
dc.subjectEmotionen
dc.subjectEmotion superiorityen
dc.subjectFacesen
dc.subjectFacial expressionsen
dc.subjectEye movementsen
dc.subjectEye trackingen
dc.subjectFacilitated engagementen
dc.subjectOvert attentionen
dc.subjectRapid serial visual presentationen
dc.subjectSpatial attentionen
dc.subjectState anxietyen
dc.subjectThreaten
dc.subjectThreat superiorityen
dc.subjectTrait anxietyen
dc.subjectVisual attentionen
dc.subjectVisual probeen
dc.subjectAmbiguityen
dc.titleThe effects of anxiety on visual attention for emotive stimuli in primary school childrenen
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
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