***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Publication bias , sometimes known as the " file-drawer problem " or " funnel-plot asymmetry , " is common in empirical research . The authors review the implication s of publication bias for quantitative research synthesis ( meta- analysis ) and describe existing techniques for detecting and correcting it . A new approach is proposed that is suitable for application to meta-analytic data sets that are too small for the application of existing methods . The model estimates parameters relevant to fixed-effects , mixed-effects or r and om-effects meta- analysis contingent on a hypothetical pattern of bias that is fixed independently of the data . The authors illustrate this approach for sensitivity analysis using 3 data sets adapted from a commonly cited reference work on research synthesis ( H. M. Cooper & L. V. Hedges , 1994 ) Theoretical frameworks highlight the importance of threat-related information-processing biases for underst and ing the emergence of anxiety in childhood . The psychometric properties of several tasks measuring these biases and their associations with anxiety were examined in an unselected sample of 9-year-old children ( N=155 ) . In each task , threat bias was assessed using bias scores reflecting task performance on threat versus non-threat conditions . Reliability was assessed using split-half and test-retest correlations of mean reaction times ( RTs ) , accuracy and bias indices . Convergence between measures was also examined . Mean RTs showed substantial split-half and test-retest correlations . Bias score reliability coefficients were near zero and non-significant , suggesting poor reliability in children of this age . Additionally , associations between bias scores and anxiety were weak and inconsistent and performance between tasks showed little convergence . Bias scores from RT based paradigms in the current study lacked adequate psychometric properties for measuring individual differences in anxiety-related information-processing in children Social fears and worries in children are common and impairing . Yet , questions have been raised over the efficacy , suitability and accessibility of current frontline treatments . Here , we present data on the effectiveness of a novel  parent-administered Cognitive Bias Modification of Interpretations ( CBM-I ) training tool . CBM-I capitalises on findings demonstrating an association between anxiety symptoms and biased interpretations , the tendency to interpret ambiguous situations negatively . Through CBM-I training , participants are exposed to benign resolutions , and reinforced for selecting these . In adults and adolescents , CBM-I training is effective at reducing symptoms and mood reactivity . In the present study , we developed a novel , child-appropriate form of CBM-I training , by presenting training material s within bedtime stories , read by a parent to the child across three consecutive evenings . Compared to a test-retest control group ( n = 17 ) , children receiving CBM-I ( n = 19 ) reported greater endorsement of benign interpretations of ambiguous situations post-training ( compared to pre-training ) . These participants ( but not the test-retest control group ) also showed a significant reduction in social anxiety symptoms . Pending replication and extensions to a clinical sample , these data may implicate a cost-effective , mechanism-driven and developmentally-appropriate re source for targeting social anxiety problems in children According to cognitive theories of anxiety , anxious adults interpret ambiguous situations in a negative way : They overestimate danger and underestimate their abilities to cope with danger . The present study investigated whether children with social phobia , separation anxiety disorder , and generalized anxiety disorder have such a bias , compared to a clinical and a normal control group . Children were exposed to stories in which ambiguous situations were described , and asked to give their interpretations , using open and closed responses . Results showed that anxious children reported more negative cognitions than control children . However , anxious children did not overestimate danger on the free responses , but they did judge the situations as more dangerous on the closed responses . Anxious children had lower estimations of their own competency to cope with danger than the control groups on both open and closed responses . The results indicate that children with anxiety disorders have dysfunctional cognitions about ambiguous situations OBJECTIVE This study evaluated follow-up outcomes associated with cognitive behavioral therapy ( CBT ) for childhood anxiety by comparing successfully and unsuccessfully treated participants 6.72 to 19.17 years after treatment . METHOD Participants were a sample of 66 youths ( ages 7 - 14 years at time of treatment , ages 18 - 32 years at present follow-up ) who had been diagnosed with an anxiety disorder and r and omized to treatment in a r and omized clinical trial on average 16.24 ( SD = 3.56 , range = 6.72 - 19.17 ) years prior . The present follow-up included  self-report measures and a diagnostic interview  to assess anxiety , depression , and substance misuse . RESULTS Compared with those who responded successfully to CBT for an anxiety disorder in childhood , those who were less responsive had higher rates of panic disorder , alcohol dependence , and drug abuse in adulthood . Relative to a normative comparison group , those who were less responsive to CBT in childhood had higher rates of several anxiety disorders and substance misuse problems in adulthood . Participants remained at particularly increased risk , relative to the normative group , for generalized anxiety disorder and nicotine dependence regardless of initial treatment outcome . CONCLUSIONS The present study is the first to assess the long-term follow-up effects of CBT treatment for an anxiety disorder in youth on anxiety , depression , and substance abuse through the period of young adulthood when these disorders are often seen . Results support the presence of important long-term benefits of successful early CBT for anxiety Many anxiety disorders begin in adolescence . Early interventions that target adolescent anxiety may prevent later disabling consequences . Previous studies show that cognitive bias modification training can generate positive interpretative styles of ambiguous information in adolescents but effects on anxious mood reduction are less clear . Adult studies suggest more consistent training effects on mood when assessed in response to a psychological challenge . Here , we assess whether positive training reduces  adolescent anxious responses to a laboratory stressor . A total of 40 adolescents were r and omly assigned to positive or negative computerised training .  During training , ambiguous scenarios were resolved positively or negatively . After training , adolescents completed a test of interpretation bias and a difficult mental arithmetic task while believing that they were being videotaped for teaching purpose s. First , positively-trained adolescents endorsed more positive and fewer negative interpretations of new ambiguous situations than negatively-trained adolescents . Second , positively-trained adolescents also showed attenuated anxiety levels after but not before the challenge . Induced positive interpretations via computerised cognitive training may modify anxious responsivity . Although there are some caveats to these data , in general they justify extensions of computerised training to adolescents with clinical anxiety , to reduce anxious responsivity Social functioning was assessed using the Child Behavior Checklist and Teacher Report Form for children with anxiety disorders who participated in a r and omized clinical trial ( N = 161 , aged 7–14 ) . Significant relationships were found between severity of children ’s principal  anxiety  disorder and most measures of social functioning , such that poorer social functioning was associated with more severe anxiety . Among youth who received cognitive-behavioral therapy ( n = 111 ) , significant associations were found between parent-reported social competence and both absence of principal anxiety disorder and lower anxiety severity at posttreatment and 1-year follow-up , controlling for the severity of the child ’s principal anxiety disorder at pretreatment . Findings support a relationship between anxiety severity and social difficulties , and suggest the importance of social competence for a favorable treatment response 
    Output:
    
Two variables significantly moderated this effect .
Specifically , the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation .
Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association .
Age effects imply a role for development .