The effect of attention modification with explicit vs. minimal instructions on worry
Abstract
In this experiment we investigated the effect of different instructions on the modification of attentional biases, and subsequently on worry persistence. Participants without excessive worry completed a modified dot-probe task, designed to train attention either to threat or neutral words. Half of each group was given explicit instructions regarding the relationship between word valence and target location, and half were given the more usual minimal instructions. Impact on worry persistence was assessed by categorizing the valence of thought intrusions before and after a period of instructed worry. Response latencies to test items on the dot-probe task showed that attention had been successfully manipulated in the expected direction, and explicit instructions led to more effective attention modification. Moreover, participants in the attend-threat group who received explicit instructions reported significantly more negative thought intrusions following instructed worry, as rated by an assessor, whereas participants in the attend-neutral group did not. These findings suggest that an attentional bias towards threatening information plays a role in worry persistence, and that explicit instructions may be helpful in modifying this bias.
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The thought intrusions task has been widely used to examine thought intrusions and worry in non-clinical groups, individuals with elevated worry, GAD, and associated conditions.
“This task has been widely used to examine thought intrusions and worry in non-clinical groups (Krebs, Hirsch, & Mathews, 2010), individuals with elevated worry, and generalized anxiety disorder (Hayes et al., 2010, Hirsch et al., 2009) and associated conditions (i.e. insomnia symptoms, Baker, Baldwin, & Garner, 2015).”
From Testing the differential effects of acceptance and attention-based psychological interventions on intrusive thoughts and worry (2017) · cites this paper as Krebs, Hirsch, & Mathews, 2010
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“More recently, using an attentional variant of CBM Krebs and colleagues (Krebs et al., 2010) found that providing participants with explicit instructions about the relationship between word valence and target location in a dot-probe task resulted in more effective attention modification.”
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“While data from non-clinical populations suggest that explicit instructions about the task (i.e. contingency between probe and neutral stimulus) may enhance ABM’s effect on bias change (Krebs et al., 2010; Nishiguchi et al., 2015), the effect in clinical populations is unknown.”
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“Researchers have reported CBM procedures that explicitly instruct participants to direct attention to stimulus items exert stronger influence on bias and emotional vulnerably (Field et al. 2007; Krebs et al. 2010; Notebaert et al. 2018).”
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“(Eldara et al. 2008; Krebs et al. 2010), these results do provide some evidence that”
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“Most of these reported larger (initial) bias change in the explicit-instruction conditions, but also found that these additional gains did not necessarily generalize to other computerized tasks (Krebs et al., 2010; Lazarov et al., 2017; Nishiguchi et al., 2015).”
BackgroundCognitive Bias Modification Training
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“Our intervention used specific strategies (eg, performance feedback) to enhance the learning experience of study participants, drawing from recent research involving attention training [53-62].”
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“Studies in adults indicate that providing explicit instructions on the contingency does not enhance anxiety reductions (e.g., Krebs et al., 2010; Lazarov et al., 2017), and one study paradoxically found that explicit instructions diminished anxiety reduction effects (Grafton et al., 2014).”
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“On the other hand, this approach has been challenged by several studies who found an advantage for explicit training methods (Krebs et al., 2010; Nishiguchi et al., 2015).”
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“Ambiguous cues, real or imagined, are automatically more likely to be perceived as threatening (Hirsch et al., 2009; Krebs et al., 2010).”
BackgroundEffects of a reintroduced tiger population on large carnivores in Panna Tiger Reserve, central India
Dutta, S., Maheswaran, G., & Krishnamurthy, R. (2026) · Zeitschrift f\ ur Jagdwissenschaft · doi:10.1007/s10344-026-02140-5
“The tiger, an endangered flagship species, requires effective conservation manage - ment based on its population size, abundance, and existing threats (Krebs et al. 2010).”
- Authors
- Krebs, G., Hirsch, C. R., & Mathews, A.
- Affiliations
- King's College London (GB)
- The University of Western Australia (AU)
- University of California, Davis (US)
- Corresponding author
- Krebs, Georgina
- Venue
- Behaviour Research and Therapy
- Publisher
- Elsevier BV
- Published
- 2010-03
- Volume
- 48
- Issue
- 3
- Pages
- 251-256
- ISSN
- 0005-7967 (ISSN-L)
- OpenAlex
- W2022540780
- Cited by
- 79
- References
- 0
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 1 · 2022: 1 · 2021: 4 · 2020: 3 · 2019: 6 · 2018: 6 · 2017: 3 · 2016: 10 · 2015: 7 · 2014: 7 · 2013: 9 · 2012: 8
- FWCI
- 8.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Behaviour Research and Therapy (publishedVersion)
- PubMed (publishedVersion)
- Research Portal (King's College London) (submittedVersion)
- Funders
- Medical Research Council
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Life Sciences › Neuroscience › Cognitive Neuroscience › Mind wandering and attention
- Keywords
- attentional bias, explicit instruction, dot-probe task, threat processing, anxiety, cognitive training
- MeSH terms
- Affect, Analysis of Variance, Anxiety, Attention, Female, Humans, Male, Neuropsychological Tests, Surveys and Questionnaires, Reaction Time, Thinking, Young Adult
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Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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