Document Type

Article

Publication Date

11-2003

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.

Document Object Identifier (DOI)

10.1002/acp.905

Publication Information

Applied Cognitive Psychology

Included in

Psychology Commons

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