Title: Dynamic belief updating in the anxiety phenotype: Developmental aspects and salience context
- Duration: 2024-2028
- Funding: Deutsche Forschungsgemeinschaft (DFG, FOR 5389)
- Status: in preparation
- Contact: Julia Asbrand
- Cooperation partners: Prof. Dr. Ulrike Lüken (HU Berlin) & Dr. Rasmus Bruckner (FU Berlin)
This project is part of the research unit "Kontexteinflüsse auf dynamische Lernprozesse in sich verändernden Umgebungen: Grundlegende Mechanismen und klinische Implikationen" (FOR 5389, Spokesperson Prof. Dr. Tania Lincoln, U Hamburg)
Background: Learning is key to survival when facing dynamically changing environmental threats. Many environments are characterized by uncertainty due to (1) irreducible outcome variability, e.g., when the location of an attacking predator can only approximately be predicted, and (2) uncertainty arising from systematic changes, e.g., when the location in which a predator appears, changes systematically. An adequate consideration of these types of uncertainty requires dynamic belief updating (DynBU), promoting survival by balancing explorative vs. defensive behaviors. This pertains particularly to internal models of threats. Aims: We provide an in-depth behavioral and neural analysis of statistical learning, particularly DynBU, as a function of the anxiety phenotype across the lifespan. Further, the project examines if individual ifferences in DynBU in anxiety disorder (AD) patients can be related to intervention-driven changes (cognitive behavioral therapy) in threat expectations. Hypotheses: (1) We hypothesize an overestimation of how much should be learned from new outcomes (learning rate) in the anxiety phenotype, shaped by defensive reactions. This effect will particularly be dependent on the presence of expected uncertainty. We further assume a correlation between anxiety and learning-rate related activity in the prefrontal and parietal cortex as well as a stronger involvement of the periaqueductal gray (PAG) in higher anxiety levels. (2) We hypothesize a negative correlation between age and the tendency to show overly high learning rates under expected uncertainty, as well as a moderation of this effect by the anxiety phenotype. On an exploratory level, (3) we will test the applicability of clinical and experimental paradigms in a younger group of children (aged 8 to 9 years), and (4) target the relation between DynBU and threat expectations during exposure treatment. Planned methods: Participants will report on relevant clinical information (see clinical backbone). They will further complete the common Confetti-Cannon-Task (comparison across all projects) and a salience context sensitive Predator-Task (comparison with project 5). Finally, an adult subsample will complete the Predator-Task in the MRI scanner which will offer important insights into the neural systems of statistical learning under heightened defensive reactivity in the anxiety phenotype. Expected impact: The current project will enrich the RU's goals, mainly aim 2 (developmental and environmental context influences) and aim 3 (clinical manifestations of DynBU). We will extend the RU's clinical focus by including the anxiety phenotype from childhood to adulthood. A shared paradigm allows comparability across development (projects 6 & 7) and psychopathology (projects 2 & 9). This will allow for developing and testing innovative treatments focusing on uncertainty processing for the prevention and early intervention of AD during a putative second funding period.
Title: Changing cognitive processes based on internal and external cues in children with social anxiety disorder
- Duration: 2019-2023
- Funding: Deutsche Forschungsgemeinschaft (DFG)
- Status: ongoing (participation possible via www.kinderprojekte-psychologie.deExterner Link)
- Contact: Nadine VietmeierExterner Link & Julia Asbrand
- Cooperation partners: Prof. Dr. Brunna Tuschen CaffierExterner Link (U Freiburg)
Models of social anxiety disorder (SAD) in adults have focused on cognitive biases before, during and after social situations, which might lead to a negative self-concept in patients with diagnosed SAD. It could be shown that patients with SAD report more anxiety and worries even before a social situation (anticipatory rumination). During a social situation, patients with SAD often focus more prominently on themselves (e.g., feelings, bodily perceptions, thoughts; self-focused attention). After the situation, rumination processes are found with a focus on negative aspects of the social situation (post-event processing). How these factors are influenced and how they interact – possibly a shift of attention towards internal signals – has not yet been fully clarified, especially in children. Furthermore, based on theoretical models it can be expected that buffer effects are possible (e.g., by social support or positive self-instructions) leading to less generation of negative thoughts. However, these effects have not yet been examined in children with SAD.
Based on current theoretical assumptions of maintenance of SAD (in adulthood), two experimental studies examine children’s reaction towards internal signals and the influence of social and self-support on cognitive processes during social stress.
The project will offer important insights into factors of maintaining SAD in childhood and add to considerations, if theoretical models of SAD in adulthood can provide explanations for SAD in childhood.
More information: hereExterner Link
Title: Hello anxiety! Recognizing social anxiety [Hallo Angst! Soziale Ängste erkennen]
- Duration: 2021-2022
- Funding: X-Student Research Groups (Berlin University alliance)
- Status: ongoing (participation possible via www.kinderprojekte-psychologie.deExterner Link)
- Contact: Nadine VietmeierExterner Link & Julia Asbrand
- Cooperation partners: Prof. Dr. Hanna Drimalla Externer Link(U Bielefeld)
How can we improve the recognition of social anxiety, maybe even remotely? A video-based interaction task strives to reconize social anxiety in a short interaction task, based on vocal and facial expressions. The task is currently piloted in children with and without social anxiety disorder.
More information: hereExterner Link