| Abstract: | Non‐anxious college students first performed a semantic‐judgement task that was designed to train either threat‐related or threat‐unrelated interpretations of threat‐ambiguous homographs (e.g. mug). Next they performed an ostensibly separate transfer task of constructing personal mental images for single words, in a series that included new, threat‐ambiguous homographs. In two experiments, the number of threat‐related interpretations in the transfer task significantly increased following threat‐related experience during the training phase, compared to other training conditions. We conclude that interpretive biases typically shown by anxious people can be established in non‐anxious students in ways that generalize to novel tasks and materials. Copyright © 2003 John Wiley & Sons, Ltd. |
