Abstract
Two experiments investigated the effect of facial expressions on clinically-relevant ambiguity resolution in a nonclinical
sample. Experiment 1 investigated the effect of negative facial feedback (frowning) on a basic threat-interpretation bias
procedure using a homophone spelling task and found that participants in a frowning condition interpreted significantly more
threat/neutral homophones as threats than did participants in a neutral control condition. Experiment 2 investigated how frowning
affected interpretation of bodily sensations. The findings indicated that participants in the frowning condition generated
fewer positive consequences for bodily sensation scenarios and also rated the imagined bodily sensations as more negative
and more of a cause for health concern. These effects could not simply be explained by differences in self-reported mood or
by demand characteristics. These findings suggest that facial expressions have a moderating effect on the cognitive processes
that contribute to clinically-relevant ambiguity resolution, and this has implications for clinical interventions.
sample. Experiment 1 investigated the effect of negative facial feedback (frowning) on a basic threat-interpretation bias
procedure using a homophone spelling task and found that participants in a frowning condition interpreted significantly more
threat/neutral homophones as threats than did participants in a neutral control condition. Experiment 2 investigated how frowning
affected interpretation of bodily sensations. The findings indicated that participants in the frowning condition generated
fewer positive consequences for bodily sensation scenarios and also rated the imagined bodily sensations as more negative
and more of a cause for health concern. These effects could not simply be explained by differences in self-reported mood or
by demand characteristics. These findings suggest that facial expressions have a moderating effect on the cognitive processes
that contribute to clinically-relevant ambiguity resolution, and this has implications for clinical interventions.
- Content Type Journal Article
- Category Original Article
- Pages 1-12
- DOI 10.1007/s10608-012-9480-5
- Authors
- Graham C. L. Davey, School of Psychology, University of Sussex, Brighton, BN1 9QH UK
- Rebecca Sired, School of Psychology, University of Sussex, Brighton, BN1 9QH UK
- Sarah Jones, School of Psychology, University of Sussex, Brighton, BN1 9QH UK
- Frances Meeten, School of Psychology, University of Sussex, Brighton, BN1 9QH UK
- Suzanne R. Dash, School of Psychology, University of Sussex, Brighton, BN1 9QH UK
- Journal Cognitive Therapy and Research
- Online ISSN 1573-2819
- Print ISSN 0147-5916