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    • We did not find that individual differences in social worrie

    2018-10-25

    We did not find that individual differences in social worries interacted with self-relevance or attention to predict interpretation ratings. There is some evidence that biases in interpretations are more pronounced when the social material is self-referential (e.g., Amin et al., 1998; Vassilopoulos and Banerjee, 2012). Previous studies required participants to rate several interpretations for each scene (Miers et al., 2008; Haller et al., 2016). We only displayed a single interpretation for each scene; while we did find associations between social anxiety levels and absolute interpretation ratings across scenes, evaluating two interpretations for each scene may result in stronger links between ratings and social anxiety and also bring out effects of self-relevance that may be subtler. It may be that social anxiety by attention interactions would emerge in a selected or clinical sample, especially given that social anxiety severity has been shown to moderate vigilance to threat cues (Bantin et al., 2016). It is also plausible that interactions are more likely to emerge in competitive viewing arrangements, when attention needs to be shifted and is divided between several, in-congruent cues. In comparison to previous, highly controlled studies, the interpretation task used in this diltiazem hcl Supplier study required participants to deploy attention in a goal-directed manner. The central peer-related cues were relevant to the interpretative task that participants were asked to perform, hence, assessing social-evaluative ambiguity was related to the goal that is pursued (interpretation). The explicit interpretation task likely resulted in increased processing of social-evaluative information for all participants and may therefore obscure, as opposed to bring out, social anxiety-related differences in non-goal driven attentional capture. Probing motivational and functional aspects of attention is important as attention is deployed in a goal-directed manner in every day life (Allport, 1989; Norman and Shallice, 1986). It is also possible that normative developmental effects of adolescence in general, such as increased interest in social cues (and therefore age-related increases in attentional deployment to social cues) and elevated social concerns, may ‘wash out’ differences specifically in this age group in a non-clinical sample. Shechner et al. (2015) found that adolescents aged 8–17 overall spent more time on socially threatening stimuli than adults when simultaneously presented with neutral and non-social threat. Developmental data is needed to understand the degree to which age effects, especially adolescent-specific effects, affect performance in social tasks. Age played a role in interpretation ratings, too. It is often difficult to partial out developmental effects from age-related changes in task saliency, especially with visual stimuli (i.e., rejection from older looking peers in the picture may be confounding ratings in younger age groups). However, recent studies suggest that development may be a moderating factor in several biases relevant to emotional and mood disorders (Gamble and Rapee, 2012; Cresswell et al., 2010; Nolen-Hoeksema et al., 1986, 1992). It may be that adolescence represents a sensitive period for changes in risk-correlates for social anxiety: indeed, over adolescence multiple networks underpinning important functions, such as social cue interpretation and attentional control, undergo protracted maturation. Within the framework of typical developmental timelines, we can start to explore the dynamics of development over this period of plasticity and risk. This approach has the potential to reveal how normative social developmental processes may accentuate preexisting individual differences, and in turn “push” some adolescents towards the more extreme ends (Haller et al., 2013). It would be particularly interesting to examine whether there is an increase of negative interpretations at the transition to adolescence and whether mid-adolescence represents a peak in negative interpretations of ambiguous peer-related social material, compared to early and late adolescence.