Probing the attentional control theory in social anxiety: An emotional saccade task

Volitional attentional control has been found to rely on prefrontal neuronal circuits. According to the attentional control theory of anxiety, impairment in the volitional control of attention is a prominent feature in anxiety disorders. The present study investigated this assumption in socially anxious individuals using an emotional saccade task with facial expressions (happy, angry, fearful, sad, neutral). The gaze behavior of participants was recorded during the emotional saccade task, in which participants performed either pro- or antisaccades in response to peripherally presented facial expressions. The results show that socially anxious persons have difficulties in inhibiting themselves to reflexively attend to facial expressions: They made more erratic prosaccades to all facial expressions when an antisaccade was required. Thus, these findings indicate impaired attentional control in social anxiety. Overall, the present study shows a deficit of socially anxious individuals in attentional control—for example, in inhibiting the reflexive orienting to neutral as well as to emotional facial expressions. This result may be due to a dysfunction in the prefrontal areas being involved in attentional control.     

Detection of emotional expressions in rapidly changing facial displays in high- and low-socially anxious women

Facial information and attention to facial displays are distributed over spatial as well as temporal domains. Thus far, research on selective attention to (dis)approving faces in the context of social anxiety has concentrated primarily on the spatial domain. Using a rapid serial visual presentation (RSVP) paradigm, the present study examined the temporal characteristics of visual attention for happy and angry faces in high- (n=16) and low-socially anxious individuals (n=17), to test whether also in the temporal domain socially anxious individuals are characterized by threat-confirming attentional biases. Results indicated that presenting angry faces as the first target (T1) did not aggravate the detection of the emotional expression of the second target (T2). Yet, participants generally showed superior detection of the emotional expression of T2, if T2 was an angry face. Casting doubt on the role of such attenuated attentional blink for angry faces in social anxiety, no evidence emerged to indicate that this effect was relatively strong in high-socially anxious individuals. Finally, the presentation of an angry face as T2 resulted in a relatively hampered identification of a happy-T1. Again, this "backward blink" was not especially pronounced in high-socially anxious individuals. The present anger superiority effects are consistent with evolutionary models stressing the importance of being especially vigilant for signals of dominance. Since the effects were not especially pronounced in high-anxious individuals, the present study adds to previous findings indicating that socially anxious individuals are not characterized by a bias in the (explicit) detection of emotional expressions [Philippot, P., & Douilliez, C. (2005). Social phobics do not misinterpret facial expression of emotion. Behaviour Research and Therapy, 43, 639-652].     

Emotion recognition of facial expressions in adults with attention deficit hyperactivity disorder / Reconocimiento de emociones de expresiones faciales en adultos con trastorno de hiperactividad con déficit de atención

Various studies have indicated that children with ADHD have difficulties with the facial interpretation of affect. Research in the adult ADHD population overall is scarce. The present study explores how adults with ADHD react to a simple attention task and an emotion-containing task. Thirty adults clinically diagnosed with ADHD and 30 non-ADHD controls completed a computer-based task through a set of facial expressions standardized for Chile. The task was composed of two parts: first, a simple attention task with facial expressions; and second, a facial expression-labelling task. Reaction Time (RT) and Accuracy (Acc) of responses were evaluated. Participants with ADHD responded significantly faster and were significantly less accurate in both tasks compared to controls. Across both groups, emotion-specific errors increased in the facial expression of anger. Additionally, the ADHD group was significantly faster in responding for anger, but not for happiness or neutral expressions. Impulsivity commonly associated with ADHD may account for faster RT and lower Acc. Moreover, happiness may be more pleasant to identify than anger. These results are consistent with studies that have recorded greater Acc for positive emotions in comparison with negative emotions.     

Higher sensitivity for low spatial frequency expressions in social anxiety: Evident in indirect but not direct tasks?

We tested whether socially anxious individuals perform better in processing facial information with low spatial frequencies (LSFs). For this, we presented socially anxious and nonanxious participants with hybrid face stimuli that contained independent facial expressions in high (HSF) and LSF bands. In two tasks, participants either rated the images according to "angriness" or had to learn how hybrid facial expressions predicted the location of an upcoming target. We found mostly additive effects of LSF and HSF information in the rating task for both groups. In contrast, socially anxious participants showed better prediction performance for LSF expressions in the implicit learning task. We conclude that socially anxious participants are more sensitive to facial information within LSFs, but this higher sensitivity may become mostly evident in indirect tasks. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

She Looks Sad,But He Looks Mad: The Effects of Age,Gender, and Ambiguity on Emotion Perception

This study investigated how target sex, target age, and expressive ambiguity influence emotion perception. Undergraduate participants (N = 192) watched morphed video clips of eight child and eight adult facial expressions shifting from neutral to either sadness or anger. Participants were asked to stop the video clip when they first saw an emotion appear (perceptual sensitivity) and were asked to identify the emotion that they saw (accuracy). Results indicate that female participants identified sad expressions sooner in female targets than in male targets. Participants were also more accurate identifying angry facial expressions by male children than by female children. Findings are discussed in terms of the effects of ambiguity, gender, and age on the perception of emotional expressions.     

Peer Perceptions of Social Skills in Socially Anxious and Nonanxious Adolescents

Previous studies using adult observers are inconsistent with regard to social skills deficits in nonclinical socially anxious youth. The present study investigated whether same age peers perceive a lack of social skills in the socially anxious. Twenty high and 20 low socially anxious adolescents (13–17 years old) were recorded giving a 5-min speech. Unfamiliar peer observers (12–17 years old) viewed the speech samples and rated four social skills: speech content, facial expressions, posture and body movement, and way of speaking. Peer observers perceived high socially anxious adolescents as significantly poorer than low socially anxious adolescents on all four social skills. Moreover, for all skills except facial expressions, group differences could not be attributed to adolescents’ self-reported level of depression. We suggest that therapists take the perceptions of same age peers into account when assessing the social skills of socially anxious youth.     

The Matching of Facial Expressions by Deaf and Hearing Children and Their Production and Comprehension of Emotion Labels

This paper reports the results of three tasks comparing the development of the understanding of facial expressions of emotion in deaf and hearing children. Two groups of hearing and deaf children of elementary school age were tested for their ability to match photographs of facial expressions of emotion, and to produce and comprehend emotion labels for the expressions of happiness, sadness, anger, fear, disgust, and surprise. Accuracy data showed comparable levels of performance for deaf and hearing children of the same age. Happiness and sadness were the most accurately matched expressions and the most accurately produced and comprehended labels. Anger was the least accurately matched expression and the most poorly comprehended emotion label. Disgust was the least accurately labeled expression; however, deaf children were more accurate at labeling this expression, and also at labeling fear, than hearing children. Error data revealed that children confused anger with disgust, and fear with surprise. However, the younger groups of deaf and hearing children also showed a tendency to confuse the negative expressions of anger, disgust, and fear with sadness. The results suggest that, despite possible differences in the early socialisation of emotion, deaf and hearing children share a common understanding of the emotions conveyed by distinctive facial expressions.     

Social Anxiety Symptoms in Young Children: Investigating the Interplay of Theory of Mind and Expressions of Shyness

Children’s early onset of social anxiety may be associated with their social understanding, and their ability to express emotions adaptively. We examined whether social anxiety in 48-month-old children (N = 110; 54 boys) was related to: a) a lower level of theory of mind (ToM); b) a lower proclivity to express shyness in a positive way (adaptive); and c) a higher tendency to express shyness in a negative way (non-adaptive). In addition, we investigated to what extent children’s level of social anxiety was predicted by the interaction between ToM and expressions of shyness. Children’s positive and negative expressions of shyness were observed during a performance task. ToM was measured with a validated battery, and social anxiety was assessed using both parents’ reports on questionnaires. Socially anxious children had a lower level of ToM, and displayed more negative and less positive shy expressions. However, children with a lower level of ToM who expressed more positive shyness were less socially anxious. Additional results show that children who displayed shyness only in a negative manner were more socially anxious than children who expressed shyness only in a positive way and children who did not display any shyness. Moreover, children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way. These findings highlight the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety.     

Memory and interpretation of visual representations of threat in socially anxious and nonanxious individuals

The present study was designed to replicate and extend results reported by Brendle and Wenzel (Behav. Res. Ther. 42 (2004) 155), who found that socially anxious individuals accurately recalled threat-relevant information but subsequently imposed a biased interpretation upon that same material, using more ecologically valid stimuli. Socially anxious (n=37) and nonanxious (n=47) individuals viewed two positive, two negative, and two neutral video vignettes and completed two cognitive tasks assessing memory and interpretation of factual details immediately and after 48 h. Similar to the results reported by Brendle and Wenzel (2004), socially anxious and nonanxious individuals did not differ in their memory for details that had been presented in the vignettes. However, socially anxious individuals made more negative interpretations of details included in the vignettes than nonanxious individuals, although unlike Brendle and Wenzel (2004), they did not demonstrate the tendency to make less positive interpretations. It is concluded that socially anxious individuals are characterized by interpretation biases when presented with threat-relevant information, and there is no evidence to suggest that they are characterized by memory biases for threat-relevant information.     

Testosterone reduces conscious detection of signals serving social correction: implications for antisocial behavior

Elevated levels of testosterone have repeatedly been associated with antisocial behavior, but the psychobiological mechanisms underlying this effect are unknown. However, testosterone is evidently capable of altering the processing of facial threat, and facial signals of fear and anger serve sociality through their higher-level empathy-provoking and socially corrective properties. We investigated the hypothesis that testosterone predisposes people to antisocial behavior by reducing conscious recognition of facial threat. In a within-subjects design, testosterone (0.5 mg) or placebo was administered to 16 female volunteers. Afterward, a task with morphed stimuli indexed their sensitivity for consciously recognizing the facial expressions of threat (disgust, fear, and anger) and nonthreat (surprise, sadness, and happiness). Testosterone induced a significant reduction in the conscious recognition of facial threat overall. Separate analyses for the three categories of threat faces indicated that this effect was reliable for angry facial expressions exclusively. This testosterone-induced impairment in the conscious detection of the socially corrective facial signal of anger may predispose individuals to antisocial behavior.     

Social Adjustment,Academic Adjustment,and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and academic behavior using behavioral rating scales. The authors found that children who had more difficulty identifying emotion in faces also were more likely to have more problems overall and, more specifically, with peer relationships among boys and with learning difficulties among girls. Findings suggest that nonverbal receptive skill plays a significant role in children's social and academic adjustment.     

Visual search for emotional faces in children

The ability to rapidly detect facial expressions of anger and threat over other salient expressions has adaptive value across the lifespan. Although studies have demonstrated this threat superiority effect in adults, surprisingly little research has examined the development of this process over the childhood period. In this study, we examined the efficiency of children's facial processing in visual search tasks. In Experiment 1, children (N=49) aged 8 to 11 years were faster and more accurate in detecting angry target faces embedded in neutral backgrounds than vice versa, and they were slower in detecting the absence of a discrepant face among angry than among neutral faces. This search pattern was unaffected by an increase in matrix size. Faster detection of angry than neutral deviants may reflect that angry faces stand out more among neutral faces than vice versa, or that detection of neutral faces is slowed by the presence of surrounding angry distracters. When keeping the background constant in Experiment 2, children (N=35) aged 8 to 11 years were faster and more accurate in detecting angry than sad or happy target faces among neutral background faces. Moreover, children with higher levels of anxiety were quicker to find both angry and sad faces whereas low anxious children showed an advantage for angry faces only. Results suggest a threat superiority effect in processing facial expressions in young children as in adults and that increased sensitivity for negative faces may be characteristic of children with anxiety problems.     

Anxiety-related bias in the classification of emotionally ambiguous facial expressions

High- and low-trait socially anxious individuals classified the emotional expressions of photographic quality continua of interpolated ("morphed") facial images that were derived from combining 6 basic prototype emotional expressions to various degrees, with the 2 adjacent emotions arranged in an emotion hexagon. When fear was 1 of the 2 component emotions, the high-trait group displayed enhanced sensitivity for fear. In a 2nd experiment where a mood manipulation was incorporated, again, the high-trait group exhibited enhanced sensitivity for fear. The low-trait group was sensitive for happiness in the control condition. The mood-manipulated group had increased sensitivity for anger expressions, and trait anxiety did not moderate these effects. Interpretations of the results related to the classification of fearful expressions are discussed.     

An investigation of basic facial expression recognition in autism spectrum disorders

This study was designed to test three competing hypotheses (impaired configural processing; impaired Theory of Mind; atypical amygdala functioning) to explain the basic facial expression recognition profile of adults with autism spectrum disorders (ASD). In Experiment 1 the Ekman and Friesen (1976) series were presented upright and inverted. Individuals with ASD were significantly less accurate than controls at recognising upright facial expressions of fear, sadness and disgust and their pattern of errors suggested some configural processing difficulties. Impaired recognition of inverted facial expressions suggested some additional difficulties processing the facial features. Unexpectedly, the clinical group misidentified fear as anger. In Experiment 2 feature processing of facial expressions was investigated by presenting stimuli in a piecemeal fashion, starting with either just the eyes or the mouth. Individuals with ASD were impaired at recognising fear from the eyes and disgust from the mouth; they also confused fearful eyes as being angry. The findings are discussed in terms of the three competing hypotheses tested.     

The association between social withdrawal and internalizing problems of children

Children identified as low-frequency interactors or socially withdrawn were compared to outgoing children to evaluate whether socially withdrawn children display concurrent internalizing problems. From a sample of 640 children in grades 2-5, 48 children were identified by teachers as low-frequency interactors and 72 children were selected as outgoing or sociable. When these two groups were compared on a battery of teacher, peer, and self-report measures that assessed internalizing difficulties, the low-frequency interactors were found to display concurrent problems in adjustment. Children who rarely interacted with peers were less well liked by their peers, displayed poorer self-concepts, and were more depressed and anxious than sociable children. In contrast to these findings regarding internalizing problems, the two groups did not differ on measures of externalizing problems. The results lend support to the concurrent validity of the low-interaction method of identifying socially withdrawn children.     

Terror mismanagement: evidence that mortality salience exacerbates attentional bias in social anxiety

Death anxiety is a basic fear underlying a range of psychological conditions, and has been found to increase avoidance in social anxiety. Given that attentional bias is a core feature of social anxiety, the aim of the present study was to examine the impact of mortality salience (MS) on attentional bias in social anxiety. Participants were 36 socially anxious and 37 non-socially anxious individuals, randomly allocated to a MS or control condition. An eye-tracking procedure assessed initial bias towards, and late-stage avoidance of, socially threatening facial expressions. As predicted, socially anxious participants in the MS condition demonstrated significantly more initial bias to social threat than non-socially anxious participants in the MS condition and socially anxious participants in the control condition. However, this effect was not found for late-stage avoidance of social threat. These findings suggest that reminders of death may heighten initial vigilance towards social threat.     

Recognition of facial expressions of emotions by 3-year-olds

Very few large-scale studies have focused on emotional facial expression recognition (FER) in 3-year-olds, an age of rapid social and language development. We studied FER in 808 healthy 3-year-olds using verbal and nonverbal computerized tasks for four basic emotions (happiness, sadness, anger, and fear). Three-year-olds showed differential performance on the verbal and nonverbal FER tasks, especially with respect to fear. That is to say, fear was one of the most accurately recognized facial expressions as matched nonverbally and the least accurately recognized facial expression as labeled verbally. Sex did not influence emotion-matching nor emotion-labeling performance after adjusting for basic matching or labeling ability. Three-year-olds made systematic errors in emotion-labeling. Namely, happy expressions were often confused with fearful expressions, whereas negative expressions were often confused with other negative expressions. Together, these findings suggest that 3-year-olds' FER skills strongly depend on task specifications. Importantly, fear was the most sensitive facial expression in this regard. Finally, in line with previous studies, we found that recognized emotion categories are initially broad, including emotions of the same valence, as reflected in the nonrandom errors of 3-year-olds.     

Cognitive specificity and affective confounding in social anxiety and dysphoria in children

Cognitive features of social anxiety and dysphoria were examined with a design that allowed for evaluation of each state alone and in combination. From a community sample of 211 8 to 12 year olds, four groups of children were defined based on previous researcher's criteria: mixed (high socially anxious-dysphoric;n= 14), socially anxious (high socially anxiousnondysphoric;n= 14), dysphoric (non-socially anxious-dysphoric;n= 13), and control (non-socially anxious-nondysphoric;n= 14). The negative cognitive triad and negative cognitions pertaining to the self were associated with both dysphoria and social anxiety. Both dysphoric and socially anxious groups reported significantly more cognitive distortions than the control group, yet cognitive distortions of overgeneralizing and personalizing were specific to social anxiety and not dysphoria. Both dysphoric and socially anxious groups reported significantly more depressive cognitions than the control group, and evidence of cognitive content-specificity emerged only for anxiety, although there was some evidence for depressive content-specificity in the mother's ratings. The mixed group was the most dysfunctional on all of the cognitive measures. This study provided some evidence of cognitive-specificity as well as the confounding between the affective states of dysphoria and social anxiety. Methodological, theoretical, and treatment implications are highlighted.     

Self-reported aggression and the perception of anger in facial expression photos

The author's purpose in this study was to assess the relationship between self-reported aggression and "seeing" anger in others. Eighty-four undergraduate participants completed a self-report questionnaire about their own aggression (i.e., aggressive attitude, verbal aggression, and physical aggression), as well as measures of resiliency and locus of control. They also responded to a series of photographs depicting facial expressions of happy, sad, angry, and fearful emotions. The results indicated that individuals reporting higher levels of overall aggression also misidentified anger from the facial expressions when this was not the emotion presented (errors of commission). No significant differences appeared among individuals reporting high and low levels of aggression in terms of underreporting anger (errors of omission). The author also found significant correlations among identification of anger from photographs, resiliency, and locus of control. The findings of the study have important implications for understanding the relationship between aggression and one's perception of anger in others.