The differential effects of written and spoken presentation for the modification of interpretation and judgmental bias in children.

spoken) interaction, which was marginally significant F (1, 90) = 3.81, p = .05, partial η 2 = .04.

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However, for the benign training, there was less clear evidence for a differentiation of the effects between the two modes of presentation, although children in the spoken presentation group performed better in a stressful task and showed a trend to rate their mood as more positive after the task than children in the written presentation group.

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