Behaviour Research and Therapy 41 (2003) 1325–1335

www.elsevier.com/locate/brat

Attentional bias to threat in social phobia: facilitated

processing of threat or difficulty disengaging attention from
threat?
N. Amir a,∗, J. Elias a, H. Klumpp a, A. Przeworski b
a
Department of Psychology, University of Georgia, Athens, GA 30602-3013, USA
b
Pennsylvania State University, USA
Received 31 July 2002; received in revised form 6 February 2003; accepted 12 February 2003

Abstract

There is a growing body of research pointing to the possibility that anxious individuals may have dif-
ficulty disengaging their attention from threat-relevant information when this information is task irrelevant
(e.g., Amir, N., & Elias, J. (2002). Allocation of attention to threat in social phobia: difficulty in disengaging
from task irrelevant cues, Manuscript under review; The Quarterly J. Exp. Psycho. 54A (2001) 665). In
the current paper, we report a direct test of this hypothesis in individuals with social phobia. Participants
performed a variation of the Posner paradigm (Quart. J. Exp. Psycho. 32 (1980) 3). Social threat, neutral,
or positive words cued one of two locations on the computer screen. After the cue disappeared, participants
had to detect a probe (“∗”) that appeared in one of the two locations. On some trials the cue was valid
(i.e., the probe appeared in the same location as the cue). On other trials the cue was invalid (the probe
appeared in a different location than the cue). Yet, on other trials, no cue was presented. All participants
were slower in detecting probes following invalid cues than probes following valid cues. Furthermore,
individuals with social phobia showed significantly longer response latencies when detecting invalidly cued
targets than did controls, but only when the probe followed a social threat word. These results suggest
that individuals with social phobia may have difficulty disengaging their attention from socially threaten-
ing material.
 2003 Published by Elsevier Ltd.

Keywords: Social phobia; Attention; Disengagement

∗
Corresponding author. Tel.: +1-732-445-2194; fax: +1-732-445-1329.
E-mail address: amir@egon.psy.uga.edu (N. Amir).

0005-7967/$ - see front matter  2003 Published by Elsevier Ltd.

doi:10.1016/S0005-7967(03)00039-1
1326 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335

1. Introduction

Individuals with social phobia tend to show preferential attention to threat-relevant information
(e.g., Asmundson & Stein, 1994; Hope, Rapee, Heimberg, & Dombeck, 1990). However, the
mechanisms underlying this bias are not well delineated. Recently, a number of researchers have
implicated the role of difficulties in disengaging attention from threat-related information in anxi-
ous individuals (e.g., Amir & Elias, 2002; Fox, Russo, Bowels, & Dutton, 2001; Fox, Russo, &
Dutton, 2002; Yiend & Mathews, 2001). These researchers have used the methods of basic human
attention research (e.g., Posner, 1988) to address this question. Attention researchers have ident-
ified at least two processes that may contribute to selective attention (e.g., Posner, 1988; Posner,
Inhoff, Friedrich, & Cohen, 1987; Posner & Petersen, 1990). For example, Posner suggested
that visual spatial attention involves facilitation and inhibition of various spatial locations. The
presentation of a cue increases alertness and directs attention to that spatial location. This mech-
anism enhances the processing of targets in this location. As attention is directed to that specific
location, a second mechanism is initiated resulting in less efficient (i.e., inhibited) processing of
all other locations. Posner (1988) referred to this second mechanism as the “cost” of attending.
More specifically, Posner (1988) decomposed spatial attention into a series of basic processes: 1)
interruption of ongoing activity, 2) disengaging attention from the present stimuli, 3) moving
attention to the new location, and 4) reengaging attention to the new stimulus.
Posner and colleagues (e.g., Posner, Cohen, & Rafal, 1982) used a cued target paradigm to
study covert shifts of spatial attention. The paradigm involves a trial-by-trial cuing procedure.
The specific sequence of events is the following: 1) participants are instructed to focus on a
fixation point between two rectangles, 2) a cue is presented, (e.g., brightening of one of the
rectangles), 3) an asterisk appears in one of the two rectangles, and 4) participants are instructed
to press one of two buttons indicating the position of the asterisk (i.e., in the right or left rectangle).
On two thirds (2/3) of the trials the cue draws participants’ attention to the rectangle in which
the asterisk will appear (valid trials). On one sixth (1/6) of the trials the cue draws participants’
attention away from the rectangle in which the asterisk will appear (invalid trials). Finally, on
the remaining 1/6 of the trials no cue is presented, i.e., neither rectangle is brightened and parti-
cipants receive no information as to where the asterisk will appear (uncued trials). Participants
are faster at responding to asterisks following a valid cue than asterisks following an invalid cue
(Posner, 1980; Posner, Walker, Friedrich, & Rafal, 1984). This speeding of response latency on
valid trials compared to invalid trials is thought to reflect cue dependency.
Researchers have used variations of the Posner paradigm to examine disengagement difficulties
in anxious and non-anxious individuals. For example, Stormark, Nordby and Hugdahl (1995)
investigated the role of emotional cues in moderating attentional processes using a modification
of the Posner task. They presented participants with emotionally valenced and neutral stimuli as
cues during valid and invalid trials. Uncued trials were included to keep participants from becom-
ing sensitive to the fixed cue-target interval but were not analyzed further. These authors found
that participants were faster in detecting validly cued targets than invalidly cued targets, but only
when emotion words served as cues. Thus, the authors concluded that emotional stimuli serve to
attract attention and also to impair the ability to shift attention. The authors also collected brain
activity data associated with various components of attention using event-related potentials
(ERPs). They concluded that the reaction time data were consistent with both facilitated attention
 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335 1327

to emotional stimuli as well as difficulty disengaging from it, and that the ERP data supported
mainly facilitation. However, because neutral words did not produce the expected cue dependency
effect (valid trials faster than invalid trials), the generalizability of this study is limited.
Compton (2000) used the Posner task to evaluate general disengagement difficulties for non-
emotional information. Participants completed the Posner task and the Profile of Mood States
questionnaire (POMS; McNair, Lorr, & Droppleman, 1971) before viewing a 10-minute film
documenting the personal account of a Holocaust survivor. Participants were then administered
the POMS a second time after viewing the film. Compton (2000) examined their reaction time
data in relation to changes in negative affect by calculating indices of attentional “benefits” and
“cost” (i.e., facilitation and disengagement) for each participant. The attentional benefits index
was defined as mean reaction time on uncued trials minus mean reaction time on valid trials, and
the attentional cost index was defined as mean reaction time on invalid trials minus mean reaction
time on uncued trials. Thus, scores on each index could be positive or negative, where positive
scores indicate greater attentional benefit or cost. Compton found that scores on the cost index
(i.e., disengagement) were positively correlated with increase in negative affect from pre- to post-
viewing, while scores on the benefit index (i.e., facilitation) were not correlated with changes in
negative affect. However, because the participants in the Compton (2000) study were unselected
undergraduate students and the orienting of attention involved non-threat material, this study may
have limited relevance to anxious individuals’ processing of threat-relevant material.
Yiend and Mathews (2001) used threatening and non-threatening pictures from the International
Affective Pictures Systems (IAPS; Lang, Bradley, & Cuthbert, 1995) to examine anxiety and
attention. In the second experiment in that paper, these authors examined components of visual
attention, engagement and disengagement, using the Posner paradigm (Posner, 1988). To this end,
these authors presented their participants with validly cued, invalidly cued, and uncued trials.
Participants saw a target arrow, pointing either up or down, that replaced one of the two picture
cues. They were asked to determine whether the arrow was facing up or down. The results indi-
cated that the high anxious group was slower in detecting the orientation of an invalidly cued
target than a validly cued target, but only when the cue picture was threatening. The authors
concluded that: “There is no evidence to suggest that greater engagement with threatening pictures
led to speeding. The significant slowing seen following invalid threatening cues (486 ms) thus
indicates that the main effect of threatening pictures was to delay attentional disengagement”
(Yiend & Mathews, 2001, p. 674-675). These findings indicate that anxious individuals have
difficulties disengaging attention from threat-related information.
In summary, a number of studies have implicated the role of disengagement difficulties in
anxious populations. However, it is not clear whether any observed differences on attention are
due to emotional valence of the material (positive or negative; Martin, Williams, & Clark, 1991)
or are specific to negative emotional information. In the current study, we modified the Posner
paradigm to measure disengagement difficulties in individuals with social phobia. To examine
the specificity of the effect to social threat we also included neutral and positive words.
1328 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335

2. Method

2.1. Participants

Participants were 18 clients (81% males) diagnosed with social phobia and 20 (50% males)
non-anxious controls. The socially phobic group was comprised of individuals seeking treatment
for their disorder at the Center for the Understanding and Treatment of Anxiety at the University
of Georgia. All socially phobic individuals were diagnosed according to DSM-IV criteria
(American Psychiatric Association, 1994) and met these criteria as their primary diagnosis. They
participated in the study before beginning their treatment. The non-anxious control group com-
prised university and community volunteers. The non-anxious group did not meet any DSM-IV
Axis I diagnosis as determined by the Structured Clinical Interview for DSM-IV (SCID-I/P; First,
Spitzer, Gibbon, & Williams, 1995).
Participants completed the Fear of Negative Evaluation scale (FNE; Watson & Friend, 1969),
the Anxiety Sensitivity Index (ASI; Reiss, Peterson, Gursky, & McNally, 1986), the Beck
Depression Inventory (BDI; Beck & Steer, 1987), and the State-Trait Anxiety Inventory (STAI;
Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983). Socially phobic individuals were more
fearful of negative evaluation, more anxiety sensitive, more depressed, more state anxious, and
more trait anxious than controls. Demographic information as well as the means and standard
deviations for the above scales are presented in Table 1.

2.2. Procedure

The words used in this study were selected from the list provided by Asmundson and Stein
(1994). We used eight socially relevant threat words (e.g., embarrassed, stupid, humiliated), eight
positive words (e.g., delighted, confident, steady), and eight neutral words (e.g., dishwasher, tile,
hanger). The computer displayed brief instructions for the experiment. All words were presented
in lowercase (3–5 mm in height), white letters against a black background, in the center of a
Crystal Scan SVGA color monitor connected to a Gateway 2000 P200 Pentium computer. The

Table 1
Demographic and psychometric dataa

Socially phobic Control t p

M (SD) M (SD)

Age 38 (6.4) 27 (6.2) 5.2 0.01

Education (years) 15 (2.8) 15 (2.3) 0.06 ns
FNE 27.5 (2.9) 7.9 (5.8) 12.3 0.001
ASI 17.5 (6.9) 11.4 (6.7) 5.2 0.001
BDI 9.9 (5.5) 4.4 (2.4) 8.2 0.001
STAI-S 36.5 (11.6) 27.3 (7.8) 2.5 0.02
STAI-T 44.1 (15.6) 27.9 (5.8) 4.4 0.01

a
FNE = Fear of Negative Evaluation; ASI = Anxiety Sensitivity Index; BDI = Beck Depression Inventory, STAI
- S / T = State - Trait Anxiety Inventory - State / Trait Form.
 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335 1329

participants were seated 30 cm from the screen. Word types were matched on frequency of usage
in English (Francis & Kucera, 1982) and average word length.
Participants saw 288 experimental trials. Two thirds (2 / 3) of the trials were validly cued
(192 = 8 words x 3 word types x 2 word position x 4 repetitions), 1 / 6 were invalidly cued (48
= 8 words x 3 word types x 2 word position), and 1 / 6 were uncued (48 = 8 words x 3 word
types x 2 word position). The decision to use these proportions was based on previous research
(Posner, 1988; Stormark et al., 1995). Trials were presented in a different random order to
each participant.
Participants were instructed to focus on a fixation point between two rectangles. The presence
of a cue word then directed the participants’ attention to one of two screen locations in either of
the two rectangles. The word remained on the screen for 600 ms. An asterisk then appeared in
one of the two rectangles on the screen and the participants were instructed to press one of two
mouse buttons indicating the position of the asterisk (i.e., right or left). Presentation of the probe
ended when the participant responded by pressing the right or the left mouse button, or after a
3 sec period if the participant failed to make a response. The inter-trial interval from the target
offset to the next fixation cross was 1650 ms.
On some trials, the cue word drew the participants’ attention to the rectangle in which the
asterisk would appear (valid cue). On other trials, the cue word drew the participants’ attention
to the rectangle opposite to the one in which the asterisk would appear (invalid cue). If socially
phobic individuals show facilitated attention to threat related information, they should show speed-
ing of response latencies when detecting validly cued targets following social threat words com-
pared to controls. On the other hand, if socially phobic individuals have difficulty disengaging
their attention from social threat information, they should have longer response latencies when
detecting invalidly cued targets following social threat words than do controls. Based on previous
studies (Compton, 2000; Yiend & Mathews, 2001), we predicted socially phobic participants
will exhibit disengagement difficulties from threat-relevant material. We did not predict any such
differences for neutral or positive words.

3. Results
We first eliminated response latencies for inaccurate trials. Inaccurate trials consisted of trials
where the probe was presented on the left side and the participant pressed the button corresponding
to the right side or visa versa. This resulted in the elimination of 1% of the trials. Furthermore,
response latencies less than 50 ms and greater than 1200 ms were considered outliers and elimin-
ated from the analysis. These ranges were determined based on the inspection of the data using
box plots and resulted in eliminating 1% of the trials. Next, for each participant we calculated
the mean response latency for each word type and each cue condition. These data are presented
in Table 2.
The no cue condition was included to prevent participants from developing an automatic
response set due to the fixed cue interval (see Stormark et al., 1995). However, this condition is
usually not entered into the analysis (e.g., Yiend & Mathews, 2001, however see Compton, 2000).
The pattern of results regarding the ordinal position of no cue, validly cued and invalidly cued
trials in our experiment were consistent with previous research (e.g., Posner et al., 1987, Experi-
ment 2).
1330 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335

Table 2
Mean response latency by cue type and word type for each group

Socially phobic Control

Word type M (SD) M (SD)

Threat
Valid 739 (221) 665 (134)
Invalid 852 (239) 727 (119)
No cue 857 (241) 809 (117)
Neutral
Valid 733 (195) 657 (125)
Invalid 829 (199) 760 (127)
No cue 885 (255) 872 (249)
Positive
Valid 737 (211) 659 (121)
Invalid 821 (189) 740 (130)
No cue 865 (277) 816 (216)

The mean response latencies for each participant were submitted to a 2 (Group: socially phobic,
non-anxious controls) x 2 (Cue Type: valid, invalid) x 3 (Word Type: social threat, positive,
neutral) analysis of variance (ANOVA) with repeated measurement on the last two factors. This
analysis revealed a main effect of Cue Type [F(1, 36) = 102.07, p ⬍ 0.001] that was modified
by an interaction of Cue Type x Word Type x Group [F(2, 72) = 6.05, p ⬍ 0.006]. None of the
other main effects or interactions were significant1. To examine this 3-way interaction further,
we conducted separate Group X Cue Type analyses for each word type.
For social threat words, this analysis revealed a main effect of Cue Type [F(1, 36) = 59.4, p ⬍
0.001] that was modified by an interaction of Group x Cue Type [F(1, 36) = 6.44, p ⬍ 0.02]. The
main effect of Group was not significant [F(1, 36) = 2.62, p = 0.11]. We then conducted simple
effects analyses to explore this interaction further. Simple effects of Cue Type revealed that the
socially phobic group took significantly longer to respond to invalidly cued social threat words
than did non-anxious controls [t(36) = 2.07, p ⬍ 0.05] but that groups did not differ in their
response latencies to validly cued social threat words [t(36) = 1.1, p ⬎ 0.3]. Simple effects of
Group revealed that the socially phobic group [t(17) = 6.54, p ⬍ 0.001] and the non-anxious
controls [t(19) = 4.07, p ⬍ 0.001] took longer to respond to invalidly cued social threat words
than they did to respond to validly cued social threat words.
Similar analyses for positive [F(1, 36) = 49.06, p ⬍ 0.001] and neutral [F(1, 36) = 46.36, p
⬍ 0.001] words only revealed a main effect of Cue Type2. In both cases, examination of the
means revealed that participants were faster to respond to validly cued targets than they were to
respond to invalidly cued targets. None of the other main effects and interactions were significant.

1
Group F(1, 36) = 2.26, p = 0.13; Word Type F(2, 72) = 0.4, p = 0.7; Group x Word Type F(2, 72) = 1.26, p = 0.3; Group x
Cue Type F(2, 72) = 1.03, p = 0.3; Word Type x Cue Type F(2, 72) = 0.57, p = 0.6.
2
Main effects of Cue type for positive [F(1, 36) = 49.06; p ⬍ 0.001]; main effects of Cue Type for neutral [F(1, 36) = 46.36,
p ⬍ 0.001]; The interaction of Group x Word Type for positive [F(1, 36) = 0.007, p = 0.9]; The interaction of Group x Word
Type for neutral [F(1, 36) = 0.07, p = 0.8].
 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335 1331

We also calculated a validity effect (Compton, 2000) by subtracting response latencies for
validly cued trials from the response latencies for invalidly cued trials. The validity effect is a
measure of cue dependency. These data are depicted in Fig. 1. The socially phobic group had a
significantly a larger validity index for social threat words [t(36) = 2.54, p ⬍ 0.02] than did
controls. Groups did not differ in their validity index for positive [t(36) = 0.08, p = 0.9] or neutral
[t(36) = -0.026, p = 0.7] words.

4. Discussion

The results of this study show that individuals with social phobia have difficulty disengaging
their attention from social threat words. As revealed in the analysis of validity cue, the dependence
on threat-related cues may explain the enhanced interference from negative information in socially
phobic individuals. This paradigm allowed us to examine the mechanisms of attentional bias in
social phobia (i.e., facilitation vs cost; Posner, 1980). We conclude that the cost of attending to
irrelevant social information may be the primary mechanism responsible for anxious individuals’
attentional bias in typical information processing paradigms (e.g., Stroop task, dot probe). This
is in contrast to the typical suggestion that anxious individuals are characterized by an attentional
bias toward threat. Although our suggestion may seem inconsistent with previous research
implying the role of attentional facilitation for threat in social phobia, there are both theoretical
and empirical reasons in support of our suggestion.
From a theoretical perspective, a tendency to detect sources of threat should be evolutionarily
adaptive (e.g., Bond & Siddle, 1996). Therefore, it is unlikely that such a tendency would be
disadvantageous for individuals with anxiety. Indeed the often-reported complaint heard from
socially phobic patients is not that they tend to detect an extraordinary number of threat cues in

Fig. 1. Cue dependency by word type in individuals with social phobia and non-anxious controls.
1332 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335

their environment (e.g., seeing many angry faces), but rather that they have difficulty dismissing
such threat cues once they have been detected (i.e., not thinking about a negative social
interaction). Of course, effortful attempts at dismissing threatening thoughts are far removed from
the speeded detection of threat cues and one’s difficulty in disengagement attention from such
cues. However, both tasks may be influenced by the same mechanisms (i.e., inhibitory difficulty).
Empirically, there are also at least three lines of research consistent with our suggestion that
anxious individuals may have difficulty disengaging their attention from threat cues. First, the
reduced efficiency in disengaging attention from social threat in the current study parallels
research examining the role of disengagement difficulty in anxiety. As reviewed earlier, Compton
(2000) found that slower disengagement of attention from invalid cues predicted an increase in
negative affect after watching a Holocaust film. This researcher used non-emotional stimuli
(boxes) to obtain her measure of disengagement difficulty, a seemingly more stringent method of
identifying this bias than the methodology we used. Similarly, Yiend and Mathews (2001) con-
cluded that attentional bias in high trait anxious participants is due to difficulty in disengaging
their attention from threat. Finally, Fox et al. (2002) extended these results by showing that high
trait anxious individuals have difficulty disengaging their attention from emotional facial
expressions in the Posner paradigm. Thus, these studies, as well as ours, highlight the role of
attentional disengagement difficulties in predicting anxiety status and response.
Second, neuro-physiological studies on visual memory and attention support the notion that
disengagement is a crucial mechanism involved in selective attention. In brief, current models of
selective attention suggest that attention facilitates processing of information in or near a location,
leaving other locations inhibited (e.g., Arrington, Carr, Mayer, & Rao, 2000). When a target
appears near a valid cue, the participant responds appropriately. On invalidly cued trials, however,
the participant must reorient his or her attention to the target location before making a decision
about the target. Thus, the difference between valid and invalid cues is the insertion of an extra
step. This assertion is consistent with neurobiological studies that show activation of brain regions
thought to be involved in disengagement in such tasks (e.g. right lateral temporoparietal junction,
middle temporal junction, and medial frontal gyrus; Arrington, Carr, Mayer & Rao, 2000). But,
is there any evidence for a faulty disengagement mechanism in anxiety? Indirect evidence for
this perspective comes from the animal literature. For example, LeDoux and colleagues (Morgan,
Romanski, & LeDoux, 1993) showed that rats with lesions in the medial prefrontal cortex (PFC)
showed slower rates of extinction of learned aversive responses compared to control rats. These
findings may imply that the disruption of the inhibitory pathways from the medial PFC to the
amygdala may be an active component of extinction processes (Davidson, Jackson, & Kalin,
2000). When these inhibitory pathways are disrupted, the amygdala may remain activated and
unchecked leading to increased anxiety. This explanation would be consistent with our results
implying the role of disengagement difficulty in anxiety.
Third, Amir and Elias (2002) used a modification of the probe detection task in order to disen-
tangle the two mechanisms that may be involved in attentional bias for threat: 1) directing attention
toward threat and 2) difficulty disengaging attention from threat when it is task irrelevant. Parti-
cipants saw a pair of words, one above the other. The words then disappeared and a letter (“E”
or “F”) appeared in the location of the top or bottom word. In two studies, participants with social
phobia were slower in responding to a probe following a neutral word when it was paired with
a social threat word than when the same neutral word was paired with another neutral word.
 N. Amir et al. / Behaviour Research and Therapy 41 (2003) 1325–1335 1333

These results support a faulty disengagement theory of attentional bias in social phobia. Thus, both
theoretical and empirical considerations point to the role of a faulty disengagement mechanism in
anxiety.
What are the clinical implications of this disengagement difficulty in social phobia? Successful
cognitive-behavioral treatment for social phobia involves social skills training, exposure exercises
to threat, and cognitive restructuring (e.g., Hope, Heimberg, Juster, & Turk, 2000). The active
ingredients in social skills training and exposures may involve teaching clients to disengage their
attention from threat cues (e.g., their internal state or an ambiguous comment) and allow the client
to process alternative sources of feedback in social situations. Thus, these treatments may enable
clients to practice disengagement strategies. Direct data for this proposition comes from experi-
mental work (e.g., MacLeod, Rutherford, Campell, Ebsworthy, & Holker, 2002). MacLeod, Ruth-
erford, Campbell, Ebsworthy and Holker (2002) showed that induction of attentional bias to threat
serves to modify emotional vulnerability in non-anxious participants. Such a bias can then be
used to predict emotional reactions to stress.
Our study has limitations. For example, because we did not include other control groups (e.g.,
depressed individuals) in this study, we cannot speak to the specificity of the findings to social
phobia (Garber & Hollon, 1991). More specifically, the experimental group met criteria for social
phobia as their primary diagnosis. However, co-morbid diagnoses, e.g., Dysthymia, Generalized
Anxiety Disorder, may have contributed to the results. Also, because we did not include other
types of threat (e.g., physical threat words), we cannot conclude that these results are specific to
social threat words. Furthermore, it is difficult to determine whether the positive words were as
socially relevant as the negative words. Some of the positive words (e.g., confident) can certainly
be construed as socially relevant. But it is not clear if there was an exact match in social relevance
of negative and positive words. Thus the word types may be different in social relevance as well
as valence.
In summary, our results are consistent with that of other studies implicating the role of atten-
tional bias for threat in anxious individuals. However, the use of the Posner paradigm allowed
us to examine the components of such biased attention to threat. In doing so, we found no evidence
for differences between socially phobic and non-anxious groups in their facilitated attention to
social threat. Instead, the results of the current study suggest that anxious individuals exhibit
disengagement difficulties and that this may be the primary mechanism of attentional bias in
these populations.

Acknowledgements

The preparation of this manuscript was supported by faculty development grants from the Uni-
versity of Georgia Institute for Behavioral Research (IBR) and University of Georgia Research
Foundations Inc. awarded to the first author.

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