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Attention to Peer Feedback Through the Eyes of Adolescents with a History of Anxiety and Healthy Adolescents.

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Title: Attention to Peer Feedback Through the Eyes of Adolescents with a History of Anxiety and Healthy Adolescents.
Authors: Rosen, Dana (AUTHOR), Price, Rebecca B. (AUTHOR), Ladouceur, Cecile D. (AUTHOR), Siegle, Greg J. (AUTHOR), Hutchinson, Emily (AUTHOR), Nelson, Eric E. (AUTHOR), Stroud, Laura R. (AUTHOR), Forbes, Erika E. (AUTHOR), Ryan, Neal D. (AUTHOR), Dahl, Ronald E. (AUTHOR), Silk, Jennifer S. (AUTHOR)
Source: Child Psychiatry & Human Development. Dec2019, Vol. 50 Issue 6, p894-906. 13p. 2 Diagrams, 2 Charts, 1 Graph.
Subjects: Psychological feedback, Teenagers, Adolescence, Anxiety, Attention, Attentional bias, Rejection (Psychology)
Abstract: During adolescence, youth may experience heightened attention bias to socially relevant stimuli; however, it is unclear if attention bias toward social threat may be exacerbated for adolescents with a history of anxiety. This study evaluated attentional bias during the Chatroom-Interact task with 25 adolescents with a history of anxiety (18F, Mage = 13.6) and 22 healthy adolescents (13F, Mage = 13.8). In this task, participants received feedback from fictional, virtual peers who either chose them (acceptance) or rejected them (rejection). Overall, participants were faster to orient toward and spent longer time dwelling on their own picture after both rejection and acceptance compared to non-feedback cues. Social feedback was associated with greater pupillary reactivity, an index of cognitive and emotional neural processing, compared to non-feedback cues. During acceptance feedback (but not during rejection feedback), anxious youth displayed greater pupil response compared to healthy youth, suggesting that positive feedback from peers may differentially influence youth with a history of an anxiety disorder. [ABSTRACT FROM AUTHOR]
Copyright of Child Psychiatry & Human Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Attention to Peer Feedback Through the Eyes of Adolescents with a History of Anxiety and Healthy Adolescents.
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  Data: <searchLink fieldCode="AR" term="%22Rosen%2C+Dana%22">Rosen, Dana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Price%2C+Rebecca+B%2E%22">Price, Rebecca B.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ladouceur%2C+Cecile+D%2E%22">Ladouceur, Cecile D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Siegle%2C+Greg+J%2E%22">Siegle, Greg J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hutchinson%2C+Emily%22">Hutchinson, Emily</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nelson%2C+Eric+E%2E%22">Nelson, Eric E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stroud%2C+Laura+R%2E%22">Stroud, Laura R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Forbes%2C+Erika+E%2E%22">Forbes, Erika E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ryan%2C+Neal+D%2E%22">Ryan, Neal D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dahl%2C+Ronald+E%2E%22">Dahl, Ronald E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Silk%2C+Jennifer+S%2E%22">Silk, Jennifer S.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Psychiatry+%26+Human+Development%22">Child Psychiatry & Human Development</searchLink>. Dec2019, Vol. 50 Issue 6, p894-906. 13p. 2 Diagrams, 2 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Attentional+bias%22">Attentional bias</searchLink><br /><searchLink fieldCode="DE" term="%22Rejection+%28Psychology%29%22">Rejection (Psychology)</searchLink>
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  Data: During adolescence, youth may experience heightened attention bias to socially relevant stimuli; however, it is unclear if attention bias toward social threat may be exacerbated for adolescents with a history of anxiety. This study evaluated attentional bias during the Chatroom-Interact task with 25 adolescents with a history of anxiety (18F, Mage = 13.6) and 22 healthy adolescents (13F, Mage = 13.8). In this task, participants received feedback from fictional, virtual peers who either chose them (acceptance) or rejected them (rejection). Overall, participants were faster to orient toward and spent longer time dwelling on their own picture after both rejection and acceptance compared to non-feedback cues. Social feedback was associated with greater pupillary reactivity, an index of cognitive and emotional neural processing, compared to non-feedback cues. During acceptance feedback (but not during rejection feedback), anxious youth displayed greater pupil response compared to healthy youth, suggesting that positive feedback from peers may differentially influence youth with a history of an anxiety disorder. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Psychiatry & Human Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Anxiety
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              Text: Dec2019
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