Biased attention retraining in dysphoria: a failure to replicate
Bibliographic record
Abstract
The present study replicated Wells and Beevers [(2010). Biased attention and dysphoria: Manipulating selective attention reduces subsequent depressive symptoms. Cognition & Emotion, 24, 719-728] and examined the longitudinal effects of attentional retraining on symptoms of depression. Dysphoric undergraduate psychology students were randomly assigned into either a neutral or control training condition. Training was administered using a dot-probe task that presented participants with pairs of pictures (of sad and neutral content) that were followed by a probe that participants had to respond to. Training took place over four sessions during a two-week period, followed by a final follow-up session two weeks later. Mood was measured at baseline, post-training, and at follow-up. All participants showed a significant reduction in depressive symptoms throughout the study, F(1.7, 73.55) = 21.19, p < .001; but the attentional retraining did not demonstrate any advantage over the control condition. Results were inconsistent with those of Wells and Beevers [(2010). Biased attention and dysphoria: Manipulating selective attention reduces subsequent depressive symptoms. Cognition & Emotion, 24, 719-728]. Implications of the findings on research on attentional retraining in the context of depression are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".