anxiety, depression, attention bias, interpretation bias, working memory, cognitive control, cognitive bias modification
Conditions
Interventions
4. Working memory training: block-tapping task
5. Placebo-control training: inactive variants of training paradigms.
All conditions consist of 8 15-minute sessions of online computer training (twice a week).
1. Attentional bias training: dot-probe task
2. Attention bias training: visual search task
3. Interpretation bias training: scenario task
Sponsors
University of Amsterdam, Deparment of Developmental Psychology
Eligibility
Inclusion criteria
Inclusion criteria: 1. Scolars in 1st to 6th grade of high school (12-18 years); 2. VMBO, HAVO or VWO; 3. Parental consent.
Exclusion criteria
Exclusion criteria: Eduction level below regular VMBO/special education.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Self-reported anxiety: Screen for Child Anxiety Related Emotional Disorders (SCARED, Birmaher et al., 1999); 2. Self-reported depression: Child Depression Inventory (CDI, Kovacs, 1992). | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Rosenberg self-esteem scale (RSES, Rosenberg, 1965); 2. Self-report and parent report on internalizing and externalizing problems: Strengths and Difficulties Questionnaire - child and parent version (SDQ, Goodman, 1997); 3. Perseverative Thinking Questionnaire (PTQ, Ehring et al., 2011); 4. Prestatie Motivatie Test voor Kinderen (PMT-K, Hermans, 1983) (test anxiety); 5. Alcohol Use Disorders Identification Test (AUDIT, Saunders et al., 1993); 6. Attentional Control Scale (ACS; Derryberry & Reed, 2002); 7. Stressful life events; 8. Emotional response to social stress-task; 9. Emotional response to exam week; 10. Attentional bias, interpretation bias and working memory capacity will be assessed to see whether the training was successful in changing these processes. | — |
Contacts
Public ContactE.L. Voogd, de
University of Amsterdam Developmental Psychology Weesperplein 4
Outcome results
None listed