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Interpretation Bias (interpretation + bias)
Selected AbstractsFamily influences on dysfunctional thinking in anxious childrenINFANT AND CHILD DEVELOPMENT, Issue 3 2003Susan M. Bögels Abstract Anxious children are found to interpret ambiguous stories in a negative way. The current study attempted to examine the possible influence of parental fear and parental interpretation bias on the maintenance of such an interpretation bias. Children varying in level of anxiety (n=25) and their parents, filled in a questionnaire to measure their own fears, and gave their interpretations concerning nine ambiguous stories, relevant for childhood ,interactional' anxieties: social anxiety, separation anxiety, and generalized anxiety. Then, parents were asked to talk with their children about three of the stories. After the family discussion the children had to give their final interpretations. Results indicated that parents' self-reported fear level and interpretation bias were associated with children's interpretation bias before the family discussion. However, no evidence was found for the idea that parents maintain or enhance the interpretation bias of their children. That is, irrespective of parental fear and parental interpretation bias, children interpreted the ambiguous stories as less negative after discussing them with their parents. Copyright © 2003 John Wiley & Sons, Ltd. [source] Modifying interpretation and imagination in clinical depression: A single case series using cognitive bias modificationAPPLIED COGNITIVE PSYCHOLOGY, Issue 3 2010Simon E. Blackwell The current cognitive bias modification (CBM) paradigm targets interpretation bias (CBM-I) in depression via promoting positive imagery. We investigated the impact of repeated sessions of this CBM-I on interpretation bias, mood and mental health in participants currently experiencing a major depressive episode. Seven participants completed daily sessions of CBM-I at home for one week in a single case series. Outcome measures were completed pre and post a one-week baseline period, and after the week of daily CBM-I. Depressive symptoms were also assessed at a 2-week follow-up. Four of seven participants demonstrated improvements in mood, bias and/or mental health after one week of CBM-I, with improvements in depressive symptoms maintained at follow-up. Discussion of the remaining three highlights difficulties involved in translating CBM-I interventions from the laboratory to the clinic. To bridge this gap, we suggest that it is critical to examine the failures as well as the successes. Copyright © 2010 John Wiley & Sons, Ltd. [source] Competency Testing Using a Novel Eye Tracking DeviceACADEMIC EMERGENCY MEDICINE, Issue 2009Paul Wetzel Assessment and evaluation metrics currently rely upon interpretation of observed performance or end points by an ,expert' observer. Such metrics are subject to bias since they rely upon the traditional medical education model of ,see one, do one, teach one'. The Institute of Medicine's Report and the Flexner Report have demanded improvements in education metrics as a means to improve patient safety. Additionally, advancements in adult learning methods are challenging traditional medical education measures. Educators are faced with the daunting task of developing rubrics for competency testing that are currently limited by judgment and interpretation bias. Medical education is demanding learner-centered metrics to reflect quantitative and qualitative measures to document competency. Using a novel eye tracking system, educators now have the ability to know how their learners think. The system can track the focus of the learner during task performance. The eye tracking system demonstrates a learner-centered measuring tool capable of identifying deficiencies in task performance. The device achieves the goal of timely and direct feedback of performance metrics based on the learner's perspective. Employment of the eye tracking system in simulation education may identify mastery and retention deficits before compliance and quality improvement issues develop into patient safety concerns. [source] EDITORIAL COMMENT: A SIGN guideline that has considerable interpretation biasCLINICAL OTOLARYNGOLOGY, Issue 4 2010G.G. Browning Clin. Otolaryngol. 2010, 35, 325,326 [source] | |||||||||||||