In this study, we examined how the new task relates to an already existing interpretation bias task and how the new pictorial task relates to social fears in adolescents. In the picture task, ambiguous social pictures were presented, followed by a positive and negative interpretation. Using such a pictorial task may increase ecological validity and readily trigger emotional processes compared to more traditional verbal tasks that are often used. This pre-registered study focused on developing a new social picture task to assess interpretation bias related to social fears in adolescents. Instead, our results suggest that interpretation bias rather than attention bias contributes to the increase of social anxiety over time. Thus, no evidence was found for the Combined Cognitive Bias Hypothesis in social anxiety in adolescents. Attention bias and interpretation bias were not longitudinally related to each other, nor did they interact with each other in predicting social anxiety. Attention bias did not predict social anxiety. This effect was not found from grade 8 to 9. Textual vignettes assessed interpretation bias.Ĭross-lagged models showed that negative interpretation bias at grade 7 predicted an increase in social anxiety at grade 8. Attention bias was measured with a visual search task with emotional faces. Social anxiety was measured with a self-report questionnaire. This study therefore investigated the interplay between attention bias and interpretation bias in relation to social anxiety in adolescence across three years.Ĩ16 adolescents in grade 7 to 9 participated at three yearly waves (52.8% boys, M age grade7 = 12.60). However, particularly in adolescence, the link between different biases and their role in predicting social anxiety is far from clear. Cognitive biases are found to play a role in the onset and maintenance of social anxiety.
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