Geänderte Inhalte

Cognitive bias modification (CBM) has evolved from an experimental method testing cognitive mechanisms of psychopathology to a promising tool for accessible digital mental health care. While we are still discovering the conditions under which clinically relevant effects occur, the dire need for accessible, effective, and low-cost mental health tools underscores the need for implementation where such tools are available. Providing our expert opinion as Association for Cognitive Bias Modification members, we first discuss the readiness of different CBM approaches for clinical implementation, then discuss key considerations with regard to implementation. Evidence is robust for approach bias modification as an adjunctive intervention for alcohol use disorders and interpretation bias modification as a stand-alone intervention for anxiety disorders. Theoretical predictions regarding the mechanisms by which bias and symptom change occur await further testing. We propose that CBM interventions with demonstrated efficacy should be provided to the targeted populations. To facilitate this, we set a research agenda based on implementation frameworks, which includes feasibility and acceptability testing, co-creation with end-users, and collaboration with industry partners.

This current study examines the extent to which children’s interests and caregivers’ sensitivity to their children’s interests are associated with the quality of caregiver-child interaction, and subsequent learning. 81 caregiver-child dyads (24-30-month-old children) completed an online shared book-reading task where caregivers and children read two e-books with pictures and descriptions of objects from different categories – one previously determined to be of low and one of high interest to the child (with one novel word-object mapping introduced in each book). We also obtained separate behavioural indices of children’s interests and children’s later recognition of newly-introduced word-object mappings. Our findings highlight that the quality of caregiver-child interaction is predicted by children’s interests and caregivers’ perception of children’s interests, although we find only limited overlap between our behavioural indices of children’s interests and caregiver perception of children’s interests. Neither of these factors predicted later novel word recognition. Thus, while the dynamics between higher quality of caregiver-child interaction, children’s interests and learning remain inconclusive, caregivers and children appear to be more attentive, enthusiastic and engaged reading about topics that (caregivers believe) interest the child. Furthermore, learning in itself seems to be successful, regardless of factors involved, through the mere task of shared book-reading.