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http://dx.doi.org/10.5762/KAIS.2020.21.11.641

The Effects of Instruction and Stimulus Presentation Time in Attention Bias Modification Training on Social Anxiety Symptom Group  

Kim, Seul-A (Department of Clinical-psychology, Busan Paik Hospital)
Hong, Chang-Hee (Division of Psychology, Pusan National University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.21, no.11, 2020 , pp. 641-649 More about this Journal
Abstract
This study was conducted to examine the effects of instruction (explicit, implicit) and stimulus presentation time (300 ms, 500 ms) in ABM training. According to the Social Avoidance and Distress Scale (SADS) and the attention bias score (ABS), 60 undergraduate students were selected. All participants' SADS scores were above 82 and their ABS score was greater than 0. The training group was explicit-300 ms training group (n=10), explicit-500 ms training group (n=10), implicit-300 ms training group (n=10) and implicit-500 ms training group (n=10). In the implicit instruction group, only information about procedure was included. In the explicit instruction group, additional information about training manipulation (the probe always presented at the location of the preceding neutral stimuli) was provided. The control group were placebo-300 ms control group(n=10) and placebo-500 ms control group(n=10). After 8 sessions of training, the effect was only found in instruction conditions. The explicit training group showed significantly decreased SADS after training. ABS changed significantly in all three conditions but the treatment effect was most effective in the explicit instruction condition. No significant effect was found in the stimulus presentation time. These results suggest that explicit instruction might promote the effect of ABM training compared to implicit instruction.
Keywords
Attention Bias Modification; Attention Bias; Instruction; Stimulus Presentation Time; Social Anxiety;
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