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<p>Beck’s schema theory posits that attention biases play a key role in the maintenance of depression and can be modifed through attention bias modification (ABM). Left-behind children in China, a population vulnerable to depression due to parental absence, exhibit attentional biases shaped by refusal and sadness schemas. This study examines the efficacy of schema-congruent ABM, delivered either alone or enhanced by a reward component, in reducing attentional bias and depressive symtoms among depressed left-behind adolescents.&#xa0;Eighty-three participants were assigned to ABM conditions targeting either refusal or sad words, with some receiving an added reward-based training. Attentional bias (via dot-probe task) and depressive symptoms (via CES-D) were assessed pre- and post-training.&#xa0;ABM reduced attentional bias toward schema-relevant words, and reward-based ABM produced stronger effects in the refusal-word condition. Depressive symptoms decreased across conditions, with reward-based ABM suggesting greater benefits in the sad-word condition.&#xa0;Schema-congruent ABM, particularly when supplemented by rewards, may offer a promising personalized strategy for treating depression in Left-behind adolescent by targeting their specific cognitive vulnerabilities.</p>

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Specificity of reward-based attention bias modification for depression in left-behind adolescents

  • 期刊论文

  • 发表日期：

    2026年1月28日

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  • Jiaxin Peng,
  • Wen Xiao,
  • Yuqian Zhang,
  • Jiamin Li,
  • Zhimin Huang,
  • Fan Zhang

摘要

Beck’s schema theory posits that attention biases play a key role in the maintenance of depression and can be modifed through attention bias modification (ABM). Left-behind children in China, a population vulnerable to depression due to parental absence, exhibit attentional biases shaped by refusal and sadness schemas. This study examines the efficacy of schema-congruent ABM, delivered either alone or enhanced by a reward component, in reducing attentional bias and depressive symtoms among depressed left-behind adolescents. Eighty-three participants were assigned to ABM conditions targeting either refusal or sad words, with some receiving an added reward-based training. Attentional bias (via dot-probe task) and depressive symptoms (via CES-D) were assessed pre- and post-training. ABM reduced attentional bias toward schema-relevant words, and reward-based ABM produced stronger effects in the refusal-word condition. Depressive symptoms decreased across conditions, with reward-based ABM suggesting greater benefits in the sad-word condition. Schema-congruent ABM, particularly when supplemented by rewards, may offer a promising personalized strategy for treating depression in Left-behind adolescent by targeting their specific cognitive vulnerabilities.