Heightened self-reported punishment sensitivity, but no differential attention to cues signaling punishment or reward in anorexia nervosa.

This study examined whether adolescents with anorexia nervosa (AN) are more sensitive to punishment and less sensitive to reward than a non-eating disorder comparison group. Both self-report and performance measures were used to index reward and punishment sensitivity. Participants were adolescents with AN (n = 69) and an individually matched comparison group with healthy weight (n = 69).

Predictive value of attentional bias for the recurrence of depression: A 4-year prospective study in remitted depressed individuals.

Previous research showed that individuals who were remitted from a depressive disorder displayed heightened attention towards negative adjectives (e.g., worthless).

Attentional engagement with and disengagement from food cues in Anorexia Nervosa.

This study examined differences in food-related Attentional Bias (AB) between patients with Anorexia Nervosa (AN) and adolescents without an eating disorder. AB was assessed with an Attentional Response to Distal versus Proximal Emotional Information (ARDPEI) task that was specifically designed to differentiate between attentional engagement with and attentional disengagement from food. We tested if patients with AN would show less attentional engagement and less difficulty to disengage their attention from food cues than individuals without an eating disorder.

Attentional bias for negative, positive, and threat words in current and remitted depression.

Background: The aim of this study was to improve our understanding of the underlying mechanisms in the maintenance of depression. We examined attentional bias (AB) for negative and positive adjectives and general threat words in strictly-defined clinical groups of participants with pure Major Depressive Disorder (MDD) without a history of anxiety disorders (AD), mixed MDD and AD, and remitted participants.

Method: We investigated both stimulus specificity and time course of AB in these groups, adopting a cross-sectional design.

Integrating Theory, Content, and Method to Foster Critical Consciousness in Medical Students: A Comprehensive Model for Cultural Competence Training.

Many efforts to design introductory "cultural competence" courses for medical students rely on an information delivery (competence) paradigm, which can exoticize patients while obscuring social context, medical culture, and power structures. Other approaches foster a general open-minded orientation, which can remain nebulous without clear grounding principles. Medical educators are increasingly recognizing the limitations of both approaches and calling for strategies that reenvision cultural competence training.