scholarly journals The social situation affects how we process feedback about our actions

2018 ◽  
Author(s):  
Artur Czeszumski ◽  
Benedikt V. Ehinger ◽  
Basil Wahn ◽  
Peter König
Keyword(s):  
Performance Feedback ◽  
Event Related Potentials ◽  
Social Situation ◽  
Social Situations ◽  
Monetary Rewards ◽  
Neural Processes ◽  
The Social ◽  
Related Potentials ◽  
Process Feedback ◽  
Main Effects

Humans achieve their goals in joint action tasks either by cooperation or competition. In the present study, we investigated the neural processes underpinning error and monetary rewards processing in such cooperative and competitive situations. We used electroencephalography (EEG) and analyzed event-related potentials (ERPs) triggered by feedback in both social situations. 26 dyads performed a joint four-alternative forced choice (4AFC) visual task either cooperatively or competitively. At the end of each trial, participants received performance feedback about their individual and joint errors and accompanying monetary rewards. Furthermore, the outcome, i.e. resulting positive, negative or neutral rewards, was dependent on the pay-off matrix, defining the social situation either as cooperative or competitive. We used linear mixed effects models to analyze the feedback-related-negativity (FRN) and used the Thresholdfree cluster enhancement (TFCE) method to explore activations of all electrodes and times. We found main effects of the outcome and social situation at mid-line frontal electrodes. The FRN was more negative for losses than wins in both social situations. However, the FRN amplitudes differed between social situations. Moreover, we compared monetary with neutral outcomes in both social situations. Our exploratory TFCE analysis revealed that processing of feedback differs between cooperative and competitive situations at right temporo-parietal electrodes where the cooperative situation elicited more positive amplitudes. Further, the differences induced by the social situations were stronger in participants with higher scores on a perspective taking test. In sum, our results replicate previous studies about the FRN and extend them by comparing neurophysiological responses to positive and negative outcomes in a task that simultaneously engages two participants in competitive and cooperative situations.

scholarly journals Social Exclusion Down-Regulates Pain Empathy at the Late Stage of Empathic Responses: Electrophysiological Evidence

2021 ◽  
Vol 15 ◽  
Author(s):  
Min Fan ◽  
Jing Jie ◽  
Pinchao Luo ◽  
Yu Pang ◽  
Danna Xu ◽  
...  
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Event Related Potentials ◽  
Body Parts ◽  
Controlled Processing ◽  
Behavioral Studies ◽  
The Social ◽  
Central Regions ◽  
Related Potentials ◽  
And Behavior

Social exclusion has a significant impact on cognition, emotion, and behavior. Some behavioral studies investigated how social exclusion affects pain empathy. Conclusions were inconsistent, and there is a lack of clarity in identifying which component of pain empathy is more likely to be affected. To investigate these issues, we used a Cyberball task to manipulate feelings of social exclusion. Two groups (social exclusion and social inclusion) participated in the same pain empathy task while we recorded event-related potentials (ERP) when participants viewed static images of body parts in painful and neutral situations. The results showed early N2 differentiation between painful and neutral pictures in the central regions in both groups. The pattern at the late controlled processing stage was different. Parietal P3 amplitudes for painful pictures were significantly smaller than those for neutral pictures in the social exclusion group; they did not differ in the social inclusion group. We observed a parietal late positive potential (LPP) differentiation between painful and neutral pictures in both groups. LPP amplitudes were significantly smaller in the social exclusion group than those in the social inclusion group for painful stimuli. Our results indicate that social exclusion does not affect empathic responses during the early emotional sharing stage. However, it down-regulates empathic responses at the late cognitive controlled stage, and this modulation is attenuated gradually. The current study provides neuroscientific evidence of how social exclusion dynamically influences pain empathy.

ably salient acros s most people of a given culture or subculture. Other stimuli or surrounding circumstances are relevant but are more idiosyncratic to the situation or people involved in the interac-tions, such as the peoples* past histories of interaction with each other, th e authority one person has over another, or the contingen-cies one can exert over the other, and whether or not there is some apparent evidence that, in fact, a poor job was done. For example, if your boss tells you that you have done a poor job in a serious tone of voic e with an unsmiling face, it might be appropriate to ask what the problem was, to discuss the reason for what happened and try to discover ways to avoid that problem in the future. In contrast, if a peer who had a long history o f unfairly criticizing your activities told you the same thing, in a casual manner and there was little ap-parent evidence that a poor job was done, you might simply acknowledge the remark or even indicate that you found the remark offensive. Thus, identification of what types of responses might b e appropriate in particular social situations requires a very complex set o f discriminative skills which often need to be used without substantial warning and implemented quickly. Given identification of the stimuli which determine a general type o f response in a social situation, an adolescent needs to display the specific verbal and nonverbal behaviors of the general response. Certain of these behaviors such as making periodic eye contact while the other person is speaking, facing the other person, main-taining a relaxed posture and using a neutral or enthusiastic voice tone need to occur throughout the social interaction . Other behaviors need to occur within a specific sequence. For example, in a greeting and subsequent conversation, a salutation might be followed by a general question about the health of the other person, and then by more specific questions and responsive statements about topics o f possible common interest or about something that the other person mentioned in previous conversations. Further , the sequence of behaviors needs to be arranged to encompass the possible options or branches that might occur in the interactions. For example, the sequence of behaviors modeled in giving negative feedback to another person would vary depending on whether the other person agreed or did not agree with the feedback. Finally, there are general organizational and meshing skills which are essential for successful social interactions. These include using a vocabulary and content appropriate to the person with whom the adolescent is interacting, taking turns in the interaction,'picking

2014 ◽  
pp. 136-146
Keyword(s):  
Social Situation ◽  
The Other ◽  
Common Interest ◽  
General Question ◽  
Nonverbal Behaviors ◽  
Social Situations ◽  
Specific Sequence ◽  
The Social ◽  
General Response ◽  
Verbal And Nonverbal Behaviors

Event-related Potentials Elicited to Performance Feedback in High-Shy and Low-Shy Adolescents

2014 ◽  
Vol 23 (3) ◽  
pp. 283-294 ◽  
Author(s):  
Christine L. Lackner ◽  
Diane L. Santesso ◽  
Jane Dywan ◽  
Terrance J. Wade ◽  
Sidney J. Segalowitz
Keyword(s):  
Performance Feedback ◽  
Event Related Potentials ◽  
Related Potentials

The Relationship Between Responsiveness to Social and Monetary Rewards and ADHD Symptoms

2017 ◽  
Vol 41 (S1) ◽  
pp. S635-S635
Author(s):  
B. Sutcubasi Kaya ◽  
B. Metin ◽  
F.Z. Krzan ◽  
N. Tarhan ◽  
C. Tas
Keyword(s):  
Event Related Potentials ◽  
Reward Processing ◽  
Self Report ◽  
Adhd Symptoms ◽  
Monetary Rewards ◽  
Related Potentials ◽  
Competing Interest ◽  
Almost All ◽  
Age Range ◽  
Social Rewards

IntroductionAlterations in reward processing are frequently reported in ADHD. One important factor that affects reward processing is the quality of reward, as social and monetary, rewards are processed by different neural networks. However, effect of reward type on reward processing in ADHD was not extensively studied.AimsWe aimed to explore the effect of reward type (i.e., social or monetary) on different phases of reward processing and also to test the hypothesis that ADHD symptoms may be associated with a problem in processing of social rewards.MethodsWe recorded event-related potentials (ERPs) during a spatial attention paradigm in which cues heralded availability and type of the upcoming reward and feedbacks informed about the reward earned. Thirty-nine (19 males and 20 females) healthy individuals (age range: 19–27) participated in the study. ADHD symptoms were measured using ADHD self-report scale (ASRS).ResultsThe feedback related potentials, namely feedback related negativity (FRN), P200 and P300 amplitudes, were larger for social rewards compared to monetary rewards (Fig. 1). There was a consistent negative correlation between the hyperactivity subscale of ASRS and almost all feedback related ERPs. ERP amplitudes after social rewards were smaller for individuals with more hyperactivity.ConclusionsOur findings suggest that hypo responsiveness to social rewards may be associated with hyperactivity. However, the results have to be confirmed with clinical populations.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Event-related Potential Correlates of Negation in a Sentence–Picture Verification Paradigm

2008 ◽  
Vol 20 (8) ◽  
pp. 1355-1370 ◽  
Author(s):  
Jana Lüdtke ◽  
Claudia K. Friedrich ◽  
Mónica De Filippis ◽  
Barbara Kaup
Keyword(s):  
Language Processing ◽  
Priming Effect ◽  
Time Window ◽  
Event Related Potentials ◽  
Event Related Potential ◽  
Foreground Object ◽  
Negative Particle ◽  
Sentence Meaning ◽  
Related Potentials ◽  
Main Effects

In a sentence–picture verification paradigm, participants were presented in a rapid-serial-visual-presentation paradigm with affirmative or negative sentences (e.g., “In the front of the tower there is a/no ghost”) followed by a matching or mismatching picture. Response latencies and event-related potentials (ERPs) were measured during reading and verification. An enhanced negative shift in the ERPs for the subject noun (i.e., “ghost”) in negative, compared to affirmative sentences, was found during reading. We relate this ERP deflection to enhanced processing demands required by the negative particle no. Although this effect suggests a direct impact of negation on language processing, results for picture processing reveal that negation is not immediately integrated into sentence meaning. When the delay of picture presentation was short (250 msec), verification latencies and ERPs evoked by the picture showed a priming effect independent of whether the sentence contained a negation. Unprimed pictures (foreground object not mentioned in the sentence) led to longer latencies and higher N400 amplitudes than primed pictures (foreground object mentioned in the sentence). Main effects of negation showed up only in a late positive-going ERP effect. In contrast, when the delay was long (1500 msec), we observed main effects of truth value and negation in addition to the priming effect already in the N400 time window, that is, negation is fully integrated into sentence meaning only at a later point in the comprehension process. When negation has not yet been integrated, verification decisions appear to be modulated by additional time-consuming reanalysis processes.

scholarly journals Readiness to Professional Self-Determination of Orphaned Adolescents in the Context of their Social Situation of Development

2018 ◽  
Vol 10 (1) ◽  
pp. 8-19
Author(s):  
I.S. Aron
Keyword(s):  
Cognitive Activity ◽  
Social Situation ◽  
Boarding School ◽  
Concept Development ◽  
Self Determination ◽  
Social Situations ◽  
The Social ◽  
Professional Self ◽  
The Republic

Discusses personal and socially significant problem of professional self-determination in the context of the social situation of development self-defining personality. Structural components of the social situation of development of professional self-defining of personality: objective (social context) and subjective (psychological readiness to professional self-determination). Emphasized the importance of psychological readiness (cognitive, activity, motivational and personal) for successful professional self-determination and its particular relevance for adolescents with sharpened social situations of development. The results of empirical research of psychological readiness to professional self-determination 43 adolescents-orphans, living in the Volga secondary boarding school for children-orphans and children left without parental care in the Republic of Mari El. With the help of specially selected complex of diagnostic methodologies for various components of psychological readiness to professional self-determination, it was found that for adolescent orphans may lack cognitive, activity, motivational and personal readiness. Differences with the comparison group (73 teenager placed with families) are statistically significant. The obtained data can serve as a basis for concept development and special technologies of psychological and pedagogical support of professional self-determination of adolescents-orphans.

scholarly journals “IMITATE ME”: INTERPRETING IMITATION IN 1 CORINTHIANS IN RELATION TO IGNATIUS OF ANTIOCH

Perichoresis ◽  
2013 ◽  
Vol 11 (1) ◽  
pp. 77-95 ◽  
Author(s):  
H. H. Drake Williams
Keyword(s):  
Social Situation ◽  
1 Corinthians ◽  
Social Situations ◽  
Critical Junctures ◽  
Counter Example ◽  
The Social ◽  
Cross Of Christ ◽  
The Cross ◽  
The Way ◽  
Power And Authority

ABSTRACTSeveral times within 1 Corinthians Paul encourages the Corinthians to imitate him. These are found at critical junctures in the epistle in 1 Corinthians 4:16 and 11:1. The meaning of these sections is in question from the perspective of Corinthian scholars. Several believe that Paul is appealing to apostolic power and authority to coerce the Corinthians to obey him, whereas others find him responding to social situations. This is different from the way that imitation and discipleship are presented within the writings of Ignatius of Antioch. Pauline ideas, specifically those from 1 Corinthians, are known to have influenced Ignatius of Antioch’s writing, and thus Ignatius’ ideas about imitation are likely to reflect the meaning that Paul intended. Ignatius specifically speaks about imitation and discipleship in several places: Ign. Eph. 1, 2, 4; 3:1-3, Ign. Magn. 4:1; 5:1-2; 9:1-6, Ign. Rom. 3:1-2; 6, 3, 1. When these passages are considered, imitation involves suffering and possibly martyrdom. Imitation is also connected to the cross of Christ and is not a means to enforce superiority. Ignatius’ view of imitation would contradict the opinions of some scholars who see Paul’s injunction for imitation as a claim for power. It also supplies more information to the idea than those who claim that it is simply a counter example to the social situation.

QUA VADIS UPBRINGING?

2015 ◽  
Vol 1 ◽  
pp. 278
Author(s):  
Dace Medne
Keyword(s):  
Public Space ◽  
Aggressive Behaviour ◽  
Social Situation ◽  
Social Situations ◽  
The Public ◽  
The Social

The necessity to address the topicality of problems of upbringing in a family was determined by active discussions in the public space in Latvia regarding the following issues: problematic (aggressive) behaviour of children (Delfi, 2013), the legitimisation of artificially invented diagnoses (Raipulis, 2008; Medne, 2012), and the imitation of pedagogical activities (upbringing) (Medne, 2012). This discussion is becoming more topical regardless the fact that various types of training are regularly organised for parents. The objective of this article discloses an attempt to analyse the social situations of development theoretically as the upbringing context by interpreting the social situation of development as active, equal in rights, humane, systematic, common day-to-day activities both at declarative and implementation levels.

Physiological correlates of learning by performance feedback in children: a study of EEG event-related potentials and evoked heart rate

2007 ◽  
Vol 76 (3) ◽  
pp. 174-187 ◽  
Author(s):  
Yvonne Groen ◽  
Albertus A. Wijers ◽  
Lambertus J.M. Mulder ◽  
Ruud B. Minderaa ◽  
Monika Althaus
Keyword(s):  
Heart Rate ◽  
Performance Feedback ◽  
Event Related Potentials ◽  
Related Potentials

scholarly journals Exposure to money modulates neural responses to outcome evaluations involving social reward

2020 ◽  
Vol 15 (1) ◽  
pp. 111-121
Author(s):  
Jin Li ◽  
Lei Liu ◽  
Yu Sun ◽  
Wei Fan ◽  
Mei Li ◽  
...  
Keyword(s):  
Event Related Potentials ◽  
Social Reward ◽  
Neural Responses ◽  
Feedback Processing ◽  
Final Choice ◽  
Monetary Rewards ◽  
Related Potentials ◽  
Gain Loss ◽  
Market Mode ◽  
Outcome Evaluations

Abstract Recent research suggests that exposure to monetary cues strengthens an individual’s motivation to pursue monetary rewards by inducing the ‘market mode’ (i.e. thinking and behaving in accordance with market principles). Here, we examined the effect of market mode on social reward processes by means of event-related potentials (ERPs). Participants primed with monetary images or neutral images acted as advisors who selected one of two options for a putative advisee. Subsequently, all participants passively observed the advisee accepting or rejecting their advice and receiving a gain or loss outcome. After money priming, the feedback-related negativity (FRN) to the advisee’s gain/loss outcome was larger following incorrect as compared to correct advice irrespective of whether the advice had been accepted or rejected. A smaller P3 following incorrect advice showed only when the advice was rejected. After neutral priming, the FRN was larger for incorrect relative to correct advice only when the advice had been rejected. However, the P3 was larger for correct relative to incorrect advice irrespective of the advisee’s final choice. These findings suggest that the market mode facilitates early and automatic feedback processing but reduces later and controlled responding to outcomes that had been accepted.

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