| Summary: | 本研究主要的研究目的有二：其一，探討高社會焦慮者對不同情緒臉孔的注意力時間歷程；其二，探討自動化階段與控制式階段所進行的注意力訓練，對於降低注意力偏誤以及改善社會焦慮的效果。基於上述兩項研究目的，分為研究一與研究二進行。研究一中，共有60名參與者完成眼動作業，其中高、低社會焦慮組 (HSA組/ LSA組) 各30名。在眼動作業中，生氣、難過、快樂與中性四類情緒臉孔同時呈現於螢幕上，參與者被指示自由觀賞螢幕上的圖片，直到圖片消失。研究一的結果發現，HSA組對生氣臉的初始注視時間 (initial gaze duration; IGD) 明顯高於LSA組，且高於其它三類情緒臉孔，LSA組對四類情緒臉孔的IGD則沒有差異；其次，LSA組對快樂臉的整體凝視時間比例 (proportion of total viewing time; PTVT) 明顯高於HSA組。時間歷程分析的結果發現，HSA組在751-1000 ms 對生氣臉的凝視可能性高於LSA組，以及在7-8 s對難過臉的凝視可能性高於LSA組；LSA組在9-10 s對快樂臉的凝視可能性高於HSA組。研究一結果指向，高社會焦慮者對威脅刺激可能有注意力脫離困難，同時可能缺少對正向刺激的注意。研究二共有72名高社會焦慮者參與，本研究將注意力訓練的刺激呈現時間操弄為100 ms或500 ms兩種，每一種刺激呈現時間的注意力訓練可分為注意力改變組 (AMP組) 與注意力控制組 (ACC組) 兩種情境，因此共有AMP-100、ACC-100、AMP-500與ACC-500四種訓練情境。所有參與者被隨機分派至四種訓練情境中，並完成八次 (每週兩次，為期四週) 的注意力訓練作業。參與者在注意力訓練的前、後分別完成量表填寫、修改版Posner作業與眼動作業的評估，並且在注意力訓練結束至少一個月後，接受追蹤階段的評估。研究二的結果發現，100 ms的注意力訓練可以增進AMP-100組在修改版Posner作業上對所有無效嘗試次的反應時間；降低其在眼動作業上對生氣臉的IGD；同時改善AMP-100組參與者的負向評價恐懼、互動焦慮以及演講前的預期焦慮。500 ms的注意力訓練可以降低AMP-500組的參與者在修改版Posner作業上對社會威脅詞無效嘗試次的反應時間；減少其在眼動作業上對負向情緒臉孔的注意力維持時間，並增加對正向情緒臉孔的注意力維持時間；同時降低AMP-500組的負向評價恐懼與社會互動焦慮。研究二結果顯示，自動化階段與控制式階段所進行的注意力訓練，均可促進高社會焦慮者對威脅刺激的注意力脫離速度，並且改善社會焦慮。本研究於討論中，針對本研究結果在理論與臨床應用上的意涵進行探討，並提出本研究的限制與對未來研究的建議。 === The purpose of the present study was twofold. First, it aimed to investigate the attentional processing of emotional faces in social anxiety using the eye-tracking technique. Second, it tried to examine the effects of attentional training in reducing attentional bias and in decreasing social anxiety symptoms in high socially anxious individuals. In study 1, a total of 30 high socially anxious (HSA) and 30 low socially anxious (LSA) participants completed the eye-movement task. In the eye-movement task, participants were instructed to view the slides on the monitor naturally. Each slide contained 4 emotional faces (one angry, one sad, one happy and one neutral face). The results showed that the HSA participants had longer initial gaze duration (IGD) on angry faces than the LSA participants did. Further, the LSA participants had higher proportion of total viewing time (PTVT) on happy faces than the HSA participants did. Time-course of attention to emotional faces was also examined. The results showed that the HSA group had higher fixation probabilities to angry faces than the LSA group did in the 751-1000 ms time window. The HSA group exhibited higher fixation probability to sad faces than the LSA group did in the 7-8 s time window. Further, compared with the HSA group, the LSA group had higher fixation probability on happy faces in the 9-10 s time window. The results of study 1 indicate that individuals with high socially anxiety may have difficulty in disengagement form social threatening information and may demonstrate decreased attention to positive information. In study 2, seventy-two high socially anxious participants completed the experiments. In the attention training task, stimuli were presented at two durations: 100 ms and 500 ms. Participants were randomly assigned to four different attentional training conditions, including the AMP-100 (attention modification program; presentation duration = 100 ms), the ACC-100 (attention control condition; presentation duration = 100 ms), the AMP-500 and the ACC-500 group. All participants completed eight attentional training sessions delivered over four weeks (i.e., twice weekly sessions). Participants were also required to complete preassessments, postassessments and follow-up assessments. The results demonstrated that the 100 ms attention modification program facilitated attention disengagement in the Modified Version of Posner task and decreased attentional maintenance to angry faces in the eye-movement task for participants in the AMP-100 group. Furthermore, it reduced the fear of negative evaluation, interaction anxiety and anticipated anxiety for public-speaking situation in the AMP-100 group. The 500 ms attention modification program facilitated the disengagement from social threat words in the Modified Version of Posner task in participants of the AMP-500 group. It also decreased the attentional maintenance to negative faces and increased the attentional maintenance to happy faces in participants of the AMP-500 group. Further, it reduced the fear of negative evaluation and social interaction anxiety in the AMP-500 group. The results of study 2 suggest that attention modofication programs may decrease difficulty in disengagement from threat and reduce some aspects of social anxiety symptoms in individuals with high socially anxiety. Theoretical and clinical implications of these results were discussed.
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