Modifying Interpretation in Socially Anxious Students Using Cognitive Bias Modification: Effects of Perspective Employing Positive Imagery

Background: This study examines whether cognitive bias modification-interpretation (CBM-I) training facilitates an increase in positive interpretive bias and a decrease in the social anxiety level of college students. Methods: We selected 44 college students in Daegu and Gyeongbuk, with high levels of subclinical social anxiety, by measuring the intensity of their condition. The participants were randomly assigned to one of three groups: the voluntary imagery group, field perspective group, and observer perspective group. CBM-I training was conducted to stimulate the recall of scenes in ambiguous social scenarios after the word completion task. In the voluntary-imagery group, positive imagery was freely recalled. In the field perspective group, positive imagery was recalled from a first-person perspective. The observer perspective group was instructed to recall positive imagery from a third-person perspective. Results: After the CBM-I training, all three groups showed an increase in positive interpretation bias and a decrease in social anxiety, but there was no significant difference between the three groups. Moreover, even four weeks after the CBM-I training, all three groups maintained a degree of positive interpretation bias and reduced social anxiety. This study concludes that when CBM-I training is administered for social anxiety, positive interpretation bias improves, and the social anxiety level of the voluntary imagery, field perspective, and observer perspective groups lowers. Conclusions: This study suggests that CBM-I training is effective in enhancing positive interpreting bias and diminishing subclinical social anxiety.