Induced emotional interpretation bias and anxiety.

By A. Mathews, B. Mackintosh. Journal of Abnormal Psychology, 2000

708 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5d962bac9443de1b26b462df567362b7f1914364

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Citations in the corpus

Developing interpretation bias modification as a "cognitive vaccine" for depressed mood: imagining positive events makes you feel better than thinking about them verbally. (2009, methodology): “The original CBM-I paradigm using verbal scripts by Mathews and Mackintosh (2000) used imagery instructions—“imagine yourself in the situation.””
Negative Interpretation Bias in Individuals with Depressive Symptoms (2012, methodology): “…presented girls whose mothers had experienced at least one depressive episode during the child’s lifetime (high risk) and girls whose mothers had never had a psychological disorder (low risk) with a task modeled after a priming paradigm used in the anxiety literature (Mathews & Machintosh, 2000).”
Clinical Implications of Cognitive Bias Modification for Interpretative Biases in Social Anxiety: An Integrative Literature Review (2013, methodology): “developed by Mathews and Mackintosh (2000) with eight socially-anxious patients who had a diagnosis of psychosis.”
Cognitive Behavioural Processes Across Psychological Disorders: A Transdiagnostic Approach To Research And Treatment (2004, methodology): “For example, Mathews and Mackintosh (2000) asked non-anxious community volunteers to imagine themselves in approximately 100 social scenarios, each of which ended with a sentence containing a word fragment that the participant was asked to complete.”
Cognitive bias modification approaches to anxiety. (2012, background): “Mathews & Mackintosh (2000) found that participants who completed a single session of their CBM-I task in the interpret-positive training condition subsequently reported lower state anxiety levels than those who completed the task in the interpret-negative condition.”
Emotion regulation in depression: Examining the role of cognitive processes (2010, background): “Mathews and Mackintosh ( 2000 ) used ambiguous scenarios to train individuals to make either positive (non-anxious) or negative (anxious) interpretations of ambiguous text.”
The influence of affect on higher level cognition: A review of research on interpretation, judgement, decision making and reasoning (2010, background): “There is actually a growing literature, using a training paradigm, that suggests a causal relationship between interpretive biases and anxiety (MacLeod, Campbell, Rutherford, & Wilson, 2004 ; Mathews & Mackintosh, 2000 ; Yiend & Mackintosh, 2004 ).”
Looking Through Tinted Glasses: Depression and Social Anxiety Are Related to Both Interpretation Biases and Inflexible Negative Interpretations (2018, methodology): “Scenario development was guided by ambiguous scenarios utilized in prior research on interpretation biases in anxiety and depression (Mathews & Mackintosh, 2000).”
Induced processing biases have causal effects on anxiety (2002, methodology): “EMOTIONAL VULNERABILITY A second series of experiments (Mathews & Mackintosh, 2000) extended these conclusions to the interpretation of texts describing realistic ambiguous social situations.”
Interpretation Bias in Social Anxiety: A Dimensional Perspective (2003, methodology): “We developed a measure for interpretation bias that included 10 social and 10 nonsocial items, on the basis of the measure used by Mathews and Mackintosh (2000). The procedure for presenting the measure is as follows: 1) presentation of ambiguous scenarios; 2) a 2-min filler task; 3) presentation of”
Emotion Regulation in Depression (2014, background): “Mathews and Mackintosh (2000) used ambiguous scenarios to train individuals to make either positive (nonanxious) or negative (anxious) interpretations of ambiguous text in a sample of anxious individuals.”
Cognition and Depression: Current Status and Future Directions (2010, background): “Mathews & Mackintosh (2000), for example, used ambiguous scenarios to train individuals to make either positive (nonanxious) or negative (anxious) interpretations of ambiguous text.”
Distorted cognition and pathological anxiety in children and adolescents (2008, background): “For example, Mathews and colleagues (Mathews & Mackintosh, 2000 ; Mathews & MacLeod, 2002 ) have described an experimental paradigm to demonstrate that interpretation bias can be learned by training.”