Interpretation bias and social anxiety: does interpretation bias mediate the relationship between trait social anxiety and state anxiety responses?

Two studies aimed to examine whether high socially anxious individuals are more likely to negatively interpret ambiguous social scenarios and facial expressions compared to low socially anxious individuals. We also examined whether interpretation bias serves as a mediator of the relationship between trait social anxiety and state anxiety responses, in particular current state anxiety, bodily sensations, and perceived probability and cost of negative evaluation pertaining to a speech task. Study 1 used ambiguous social scenarios and Study 2 used ambiguous facial expressions as stimuli to objectively assess interpretation bias. Undergraduate students with high and low social anxiety completed measures of state anxiety responses at three time points: baseline, after the interpretation bias task, and after the preparation for an impromptu speech. Results showed that high socially anxious individuals were more likely to endorse threat interpretations for ambiguous social scenarios and to interpret ambiguous faces as negative than low socially anxious individuals. Furthermore, negative interpretations mediated the relationship between trait social anxiety and perceived probability of negative evaluation pertaining to the speech task in Study 1 but not Study 2. The present studies provide new insight into the role of interpretation bias in social anxiety.     

What determines creative association? Revealing two factors which separately influence the creative process when solving the Remote Associates Test

The Remote Associates Test is a well‐established measure, frequently used to assess individuals’ creative abilities, as a function of the ability to elicit remote associates. The nature of the involved associative processes is still poorly understood. This hampers a deeper understanding of the creative process, rendering it difficult to determine what factors are controlled for, when the RAT is employed. We report an experiment that sheds further light on the nature of the associative process by manipulating (a) the frequency with which a pair of items are associated as associative strength, and (b) the probability of reaching the answer given the strength and the spread. Experimental results indicate a clear and surprisingly separate influence of frequency and probability on accuracy and response times. Frequency and probability both are thus factors that need to be included in the modeling process and controlled for when using the RAT to assess creativity.     

Reasoning about complex probabilistic concepts in childhood

The competencies of children, particularly their understanding of the more complex probabilistic concepts, have not been thoroughly investigated. In the present study participants were required to choose the more likely of two events, a single event, and a joint event (conjunctive or disjunctive). It was predicted that the operation of the representativeness heuristic would result in erroneous judgements when children compared an unlikely component event with a likely-unlikely conjunction (the conjunction fallacy) and when a likely component event was compared to a likely-unlikely disjunction. The results supported the first prediction with both older children aged between 9 and 10 years and younger children aged between 4 and 5 committing the conjunction fallacy. However, the second prediction was not confirmed. It is proposed that the basis of representativeness judgements may differ between the conjunctive and disjunctive cases with absolute frequency information possibly playing a differential role.