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| Preface | |
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| Introduction | |
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| What Is This Thing Called Anxiety? | |
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| Anxiety, Versus Fear | |
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| Trait Versus State Anxiety | |
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| Facets of State Anxiety | |
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| Normal Versus Clinical Anxiety | |
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| General Versus Contextualized Anxiety | |
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| Anxiety: What Is it Good For? | |
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| Facets of Anxiety: Unpacking the Anxiety Response | |
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| The Cognitive Facet | |
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| The Affective/Somatic Facet | |
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| The Behavioral Facet | |
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| Major Forms of Anxiety in Modern Society | |
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| Test Anxiety | |
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| Math Anxiety | |
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| Computer Anxiety | |
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| Sports Anxiety | |
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| Social Anxiety | |
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| Terror-Related Anxiety and Trauma | |
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| Summary: Key Issues in Anxiety Research | |
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| How Do We Best Assess Anxiety | |
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| Subjective Scales for Measuring Anxiety | |
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| General Subjective Measures | |
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| Anxiety in Context | |
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| Physiological Measures of Anxiety | |
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| Questionable Construct Validity | |
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| Low Convergence of Physiological Measures | |
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| Poor Reliability | |
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| Response Specificity | |
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| Behavioral Measures of Anxiety | |
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| Implicit Anxiety Measures | |
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| Performance Measures | |
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| Gender and Age Differences | |
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| Gender Differences | |
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| Age Differences | |
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| Summary and Conclusions | |
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| Theories and Perspectives on Anxiety | |
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| Of Historical Interest | |
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| The Psychoanalytical Model | |
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| Learning Models of Anxiety | |
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| Drive Theory | |
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| Biological Perspectives | |
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| Evolutionary Perspectives | |
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| Functional Neurobiological Perspectives | |
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| Cognitive Models | |
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| Appraisal Theories | |
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| State-Trait Interactional and Transactional Models of Anxiety | |
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| Self-Control (Regulation) Model of Anxiety | |
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| Summary and Conclusions | |
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| What are the Origins of Anxiety | |
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| Some Basic Issues | |
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| Temperament in Children | |
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| Longitudinal Studies | |
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| Generational Effects | |
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| Heredity and Environment | |
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| A Family Affair: Behavior Genetic Studies | |
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| Molecular Genetics: DNA for Anxiety | |
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| Environmental Influences | |
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| Anxiety, As a Product of Genes and Environment | |
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| Family Environment: How to Raise An Anxious Child | |
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| Prenatal Maternal Environment | |
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| Attachment Processes | |
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| Child-Rearing Practices | |
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| Anxiety in Context: The School Environment | |
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| Competitive Climate | |
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| Evaluative Orientation and Practice | |
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| Social Comparison | |
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| History of Failure Experiences | |
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| In Sum | |
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| How Does Anxiety Affect Cognitive Outcomes? | |
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| Anxiety and Cognitive Performance | |
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| Mediating Versus Moderating Factors | |
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| Theoretical Perspectives | |
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| Information-Processing Models | |
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| Attentional Control Theory | |
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| Self-Regulative Theory of Anxiety | |
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| Summary and Conclusions | |
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| Does Intervention Help? | |
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| Normative Versus Pathological Anxiety | |
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| Theoretical Conceptions of Pathological Anxiety | |
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| Dynamics of Cognitive Vulnerability | |
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| Coping With Anxiety | |
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| Effectiveness of Coping Strategies | |
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| Stress Management and the Training of Coping Skills | |
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| Clinical Interventions | |
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| Emotion-Focused Interventions | |
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| Cognitively Oriented Interventions | |
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| Metacognitive Interventions | |
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| Pharmacotherapy | |
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| Clinical Considerations | |
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| Summary and Conclusions | |
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| Looking Ahead to a Cognitive Science of Anxiety | |
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| Cognitive Models of Anxiety As Standard Theory | |
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| Origins of Anxiety | |
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| Consequences of Anxiety | |
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| Interventions | |
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| Toward a Cognitive Science of Anxiety | |
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| Cognitive Neuroscience | |
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| Anxiety and Self-Knowledge | |
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| Challenges to Cognitive Theory | |
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| Challenges in Measurement: What Are Questionnaires Missing? | |
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| The Challenge From Embodiment: Is Anxiety a Somatic State? | |
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| The Challenge From Animal Models: Is Human Anxiety Nothing Special? | |
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| The Challenge From Social Psychology: Is Anxiety Personalized? | |
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| Conclusions | |
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| References | |
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| Index | |