ArticleClinical psychological science : a journal of the Association for Psychological Science2024
Multiple Adaptive Attention-Bias-Modification Programs to Alter Normative Increase in the Error-Related Negativity in Adolescents.
Article in Clinical psychological science : a journal of the Association for Psychological Science, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Effect of attentional bias modification on social media addiction: a visual dot-probe task.Frontiers in psychology · 2026Article
- The Impact of Test Anxiety and Cognitive Stress on Error-Related Brain Activity.Behavioral sciences (Basel, Switzerland) · 2025Article
- Translating neurophysiological biomarkers into clinical tools: A psychometric blueprint illustrated with the error-related negativity.The American psychologist · 2025Review
- Gamified Adaptive Approach Bias Modification in Individuals With Methamphetamine Use History From Communities in Sichuan: Pilot Randomized Controlled Trial.JMIR serious games · 2025Article
- The Go/No-Go P3 and Depressive Symptoms in Adolescents: Trial-Level Change and Mean Amplitude Relate Differently to Anhedonic Versus Negative Mood Symptoms.Research on child and adolescent psychopathology · 2025Article
- Attenuated Doors-Locked P300 Amplitude and Elevated Depressive Symptoms: Effects of Age and Sex in Two Independent Samples of Youth.Psychophysiology · 2025Article
- Targeting self-reported and neural error sensitivity: Short- and long-term effects of a one-week online intervention.International journal of clinical and health psychology : IJCHPArticle
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Authors and funding
11 authors.
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Abstract
In the current article, we examined the impact of two home-delivered attentional-bias-modification (ABM) programs on a biomarker of anxiety (i.e., the error-related negativity [ERN]). The ERN is sensitivity to ABM-related changes; however, it is unclear whether ABM exerts its influence on the ERN and anxiety by increasing general attentional control or by disengaging spatial allocation of attention. In this study, we measured the ERN, anxiety, attention bias, and attention control before and after two versions of ABM training and a waitlist control group in 546 adolescents. An ABM designed to increase attention control modulated the ERN but had no impact on anxiety. An ABM designed to reduce attentional bias changed bias and self-reported anxiety in youths but had no impact on the ERN or parent-reported anxiety. These results suggest that the ERN and normative anxiety may be modified using attention training.
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