scholarly journals How does social evaluation influence Hot and Cool inhibitory control in adolescence?

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257753
Author(s):  
Lison Bouhours ◽  
Anaëlle Camarda ◽  
Monique Ernst ◽  
Anaïs Osmont ◽  
Grégoire Borst ◽  
...  

The aim of the present study is to examine whether in Hot, i.e., affectively charged contexts, or cool, i.e., affectively neutral contexts, inhibitory control capacity increases or decreases under social evaluation in adolescents and adults. In two experiments, adolescents and young adults completed two Stroop-like tasks under either a social evaluation condition or an alone condition. The social evaluation condition comprised the presence of a peer (Experiment 1) or an expert (Experiment 2) playing the role of an evaluator, while under the alone condition, the task was performed alone. In the Cool Stroop task, participants had to refrain from reading color names to identify the ink color in which the words were printed. In the Hot Stroop task, participants had to determine the emotional expression conveyed by faces from the NimStim database while ignoring the emotion word displayed beneath. The results were similar in both experiments. In adolescents, social evaluation by a peer (Experiment 1) or by an expert (Experience 2) facilitated Hot but not cool inhibitory control. In adults, social evaluation had no effect on Hot or cool inhibitory control. The present findings expand our understanding of the favorable influence of socioemotional context on Hot inhibitory control during adolescence in healthy individuals.

2020 ◽  
Author(s):  
Mathieu Cassotti

The aim of the present study is to examine whether in hot, i.e., affectively charged contexts, or cool, i.e., affectively neutral contexts, inhibitory control capacity increases or decreases under social evaluation in adolescents and adults. In two experiments, adolescents and young adults completed two Stroop-like tasks under either a social evaluation condition or a control condition. The social evaluation condition comprised the presence of a peer (Experiment 1) or an adult (Experiment 2) playing the role of an evaluator, while under the control condition, the task was performed alone. In the Cool Stroop task, participants had to refrain from reading color names to identify the ink color in which the words were printed. In the Hot Stroop task, participants had to determine the emotional expression conveyed by faces from the NimStim database while ignoring the emotion word displayed beneath. The results were similar in both experiments. In adolescents, social evaluation by a peer (Experiment 1) or by an adult (Experience 2) facilitated hot but not cool inhibitory control in adolescents. In adults, social evaluation had no effect on hot or cool inhibitory control. The present findings expand our understanding of the favorable influence of socioemotional context on hot inhibitory control during adolescence in healthy individuals.


2017 ◽  
Vol 121 (5) ◽  
pp. 892-908
Author(s):  
Marilyn Mendolia

The role of the social context in facial identity recognition and expression recall was investigated by manipulating the sender’s emotional expression and the perceiver’s experienced emotion during encoding. A mixed-design with one manipulated between-subjects factor (perceiver’s experienced emotion) and two within-subjects factors (change in experienced emotion and sender’s emotional expression) was used. Senders’ positive and negative expressions were implicitly encoded while perceivers experienced their baseline emotion and then either a positive or a negative emotion. Facial identity recognition was then tested using senders’ neutral expressions. Memory for senders previously seen expressing positive or negative emotion was facilitated if the perceiver initially encoded the expression while experiencing a positive or a negative emotion, respectively. Furthermore, perceivers were confident of their decisions. This research provides a more detailed understanding of the social context by exploring how the sender–perceiver interaction affects the memory for the sender.


2019 ◽  
Vol 2 (2) ◽  
pp. 70-76
Author(s):  
Yunita Hariyani

This study aims to determine the important role of psychology in elementary school students through thematic-integrated learning. The method used by library research. Data collection uses documentation and data analysis with descriptive analysis. The results of the study indicate that learning using themes in linking several subjects can provide meaningful experiences to students. Likewise seen from the social aspect, students in elementary school began to form new bonds with peers and began to be able to adjust themselves to the attitude of cooperation. While psychologically also has begun to learn to control and control his emotional expression.


2019 ◽  
pp. 88-102
Author(s):  
Rohani Omar

This chapter examines how music knowledge is affected in non-Alzheimer’s dementias, with a focus on frontotemporal dementia syndromes. It discusses the clinical and neurobiological rationale for studying music knowledge in non-Alzheimer’s dementia. It describes some of the ways in which music knowledge has been investigated in these patients, what musical abilities are lost or preserved in non-Alzheimer’s dementia, and how this information helps us improve our knowledge of how the brain processes music. The social role of music in evolution is briefly discussed. The chapter examines how emotions generated by and recognized in music are processed differently in frontotemporal dementia compared to healthy individuals and Alzheimer’s disease patients, including the phenomenon of musicophilia, the abnormally enhanced craving for music. Finally it explains how the differences in emotion processing between dementia diseases highlight the need for some selectivity in designing music-based therapies.


2019 ◽  
Author(s):  
Danyang Wang ◽  
Yina Ma

AbstractPeople are eager to know and recast the self in the eyes of others, even at a personal cost. However, it remains unknown what drives people to pursue costly evaluations of the self. Here, we propose that the evaluation of the self is valuable and that such subjective value placed on evaluation drives the costly-to-know behavior. By measuring the amount of money that individuals would forgo for the opportunity to know evaluations from other people (social evaluation) or a computer program (non-social evaluation), we quantified the subjective value individuals assigned to the evaluation on the self. The results from 5 studies (n = 375) lent cognitive and computational support for this hypothesis. Furthermore, the subjective value was modulated by the source and valence of the evaluation. Participants equally valued positive and negative non-social evaluations, characterized by a shared unknown aversion computation. However, individuals computed independent unknown aversion towards positive and negative social evaluations and placed a higher value on the opportunity to know another person’s evaluation on positive than negative aspects. Such a valence-dependent valuation of the social evaluation was facilitated by oxytocin, a neuropeptide linked to linked to social feedback learning and valuation processes, which decreased the value ascribed to negative social evaluation. Taken together, the current study reveals the psychological and computational processes underlying self-image formation and updating and suggests a role of oxytocin in modulating the value of social evaluation.


Multilingua ◽  
2014 ◽  
Vol 33 (3-4) ◽  
Author(s):  
Ulrikke Rindal

AbstractThis study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible English accent and the preferred L2 choice, Standard Southern British English remains the most prestigious English accent and retains its position as a formal English language teaching standard. However, not all learners want to convey the social meanings attributed to these widely identified English varieties, and therefore aim towards a “neutral” variety of English not associated with any native-English-speaking people or culture. The avoidance of standard varieties as L2 targets suggests that the tradition of questioning standard language norms in Norway is mirrored in L2 practices. The investigations into social motivations for L2 behaviour contribute to the ongoing discourse on the global spread and local appropriation of English. The results have implications for English language educators, who must meet the needs of proficient learners in an environment with increased intra-national use of English and no explicit model of pronunciation.


2021 ◽  
Author(s):  
Stoyan V. Sgourev

This paper addresses the recognized need for connecting scholarship on materiality and evaluation by conceptualizing how materiality provides grounds for “valuation entrepreneurship.” It extends the scope of materiality scholarship by considering an ignored organizational outcome while offering stronger evidence for the role of supply-side factors in social evaluation. The theoretical model posits that materiality affords opportunities for identity construction and social organization that can lead to the emergence of a new theory of value contesting the evaluative regime. This framework is applied to the reanalysis of a famous case: Impressionism. The analysis shows that new materials and methods of painting served as a “focus” for the social organization of artists with a shared identity of craftsmen. These artists espoused a new theory of value that advocated the “unfinishedness” of artworks and used natural perception as an objective basis for contestation of the “subjective” evaluative regime at the salons. The contestation had political overtones, drawing on cultural resources and scientific tenets to justify the valorization of individuality and decentralization of art appraisal. An endogenous account of culture in action presents materiality as a natural counterpoint to the emphasis on conceptualization.


2015 ◽  
Vol 46 (3) ◽  
pp. 413-420 ◽  
Author(s):  
Monika Wróbel ◽  
Klara Królewiak

Abstract In the present study, we explored the role of liking in the social induction of affect. Dispositional likeability was manipulated by written reports describing a sender as a likeable or dislikeable character. Afterwards participants watched short videos presenting the sender displaying happy or sad emotional expressions. We expected that exposure to the likeable sender would lead to reactions concordant with his emotional expression (assimilation), whereas exposure to the dislikeable sender would result in discordant reactions (contrast). The results indicated that dispositional likeability influenced the social induction of affect when the sender expressed positive emotions. Moreover, liking mediated the effects of the happy sender’s dispositional likeability on participants’ affective state. Exposure to the sad sender, however, led to assimilation regardless of the sender’s dispositional likeability.


2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.


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