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Trait anxiety and the alignment of attentional bias with controllability of danger

  • Lies Notebaert*
  • , Jessie Veronica Georgiades
  • , Matthew Herbert
  • , Ben Grafton
  • , Sam Parsons
  • , Elaine Fox
  • , Colin MacLeod
  • *Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

Attentional bias to threat cues is most adaptive when the dangers they signal can readily be controlled by timely action. This study examined whether heightened trait anxiety is associated with impaired alignment between attentional bias to threat and variation in the controllability of danger, and whether this is moderated by executive functioning. Participants completed a task in which threat cues signalled money loss and an aversive noise burst (the danger). In ‘high control’ blocks, attending to the threat cue offered a high chance of avoiding this danger. In ‘low control’ blocks, attending to the threat cue offered little control over the danger. The task yielded measures of attentional monitoring for threat, and attentional orienting to threat. Results indicated all participants showed greater attentional orienting to threat cues in high control relative to low control blocks (indicative of proper alignment), however, high trait-anxious participants showed no difference in attentional monitoring for threat between block types, whereas low trait-anxious participants did. This effect was moderated by N-Back scores. These results suggest heightened trait anxiety may be associated with impaired alignment of attentional monitoring for threat cues, and that such alignment deficit may be attenuated by high executive functioning.

Original languageEnglish
Pages (from-to)743-756
Number of pages14
JournalPsychological Research
Volume84
Issue number3
DOIs
Publication statusPublished - 1 Apr 2020

Bibliographical note

Publisher Copyright:
© 2018, Springer-Verlag GmbH Germany, part of Springer Nature.

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

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