Neural bases of social feedback processing and self–other distinction in late childhood: The role of attachment and age

Objective: It is estimated that twin-to-twin transfusion syndrome (TTTS) occurs in 10–15% of monochorionic twin pregnancies. One of the fetuses takes on the role of donor and the other of recipient. The treatment administered involves serial amnioreduction and laser photocoagulation of the communicating blood vessels. After TTTS, children may have deficiencies in psychomotor functioning, in particular in cognitive functions, expressive language, and motor skills. Few scientific reports indicate that twins after TTTS do not demonstrate significant differences in tests which measure intellectual functioning. Methods: The cognitive functioning of twins in the late childhood period was compared using the following tools: an analysis of their medical history, an interview with their parents, and neuropsychological tests allowing the evaluation of their whole profile of cognitive functions. Case Study: Cognitive functioning in the late childhood period was analyzed in a pair of 11-year-old male twins (juvenile athletes), a donor and a recipient, who had developed TTTS syndrome in the prenatal period. Results: Comparison of the cognitive functioning profile of the donor and recipient revealed that children with a history of TTTS develop normally in terms of cognitive and motor functioning in late childhood. A comparative analysis of the donor and recipient was more favorable for the recipient, who had a higher level of general intelligence, visual–motor memory, and semantic fluency. Conclusions: The fact that both the donor and the recipient chose to pursue athletics suggests that gross motor skills are their strongest suit. Playing sports as a method of rehabilitation of cognitive function of children born prematurely after TTTS could contribute to the improvement of cognitive functioning.

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Language-based social feedback processing with randomized “senders”: An ERP study

Social Neuroscience ◽

10.1080/17470919.2017.1285249 ◽

2017 ◽

Vol 13 (2) ◽

pp. 202-213 ◽

Cited By ~ 7

Author(s):

Sebastian Schindler ◽

Johanna Kissler

Keyword(s):

Social Feedback ◽

Feedback Processing

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Functional neuroimaging of human vocalizations and affective speech

Behavioral and Brain Sciences ◽

10.1017/s0140525x13004020 ◽

2014 ◽

Vol 37 (6) ◽

pp. 554-555 ◽

Cited By ~ 5

Author(s):

Sascha Frühholz ◽

David Sander ◽

Didier Grandjean

Keyword(s):

Basal Ganglia ◽

Functional Neuroimaging ◽

Feedback Processing ◽

Motor Responses ◽

Human Specific

AbstractNeuroimaging studies have verified the important integrative role of the basal ganglia during affective vocalizations. They, however, also point to additional regions supporting vocal monitoring, auditory–motor feedback processing, and online adjustments of vocal motor responses. For the case of affective vocalizations, we suggest partly extending the model to fully consider the link between primate-general and human-specific neural components.

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The effects of individual differentiation on newcomer group identification

Journal of Managerial Psychology ◽

10.1108/jmp-05-2020-0253 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Jenny Chen ◽

Helena D. Cooper-Thomas

Keyword(s):

Organizational Socialization ◽

Group Identification ◽

Negative Influence ◽

Role Modeling ◽

Social Feedback ◽

Content Type ◽

Verification Process ◽

Individual Differentiation ◽

Indirect Relationship

PurposeWith organizations hiring from increasingly diverse labor markets, this study aims to examine the implications of newcomers’ individual differentiation for their group identification. The paper proposes and tests a self-verification process in which individual differentiation predicts group identification through role innovation under positive social feedback on innovation (moderated mediation). Simultaneously, a self-categorization pathway is examined of the indirect negative influence of individual differentiation on group identification through role modeling (mediation).Design/methodology/approachSurvey data were collected at three time points from 161 UK university alumni.FindingsThe analyses support a self-verification pathway: newcomers with high individual differentiation report higher group identification via role innovation only when they receive positive feedback on their innovative actions. However, there was no support for a self-categorization pathway, with no indirect relationship found between individual differentiation and group identification via role modeling.Practical implicationsHR practitioners and managers who are responsible for helping newcomers adjust should consider newcomers’ individual differentiation. Specifically, newcomers with high individual differentiation may more successfully navigate their transition and identify with their workgroup when given appropriate support, such as positive social feedback on their innovative actions.Originality/valueThe study extends organizational socialization research by focusing on when newcomers with high individual differentiation may experience group identification. The findings highlight the important role of positive social feedback on group identification; this suggests a potential means by which newcomers with high individual differentiation can settle successfully.

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Aberrant social feedback processing and its impact on memory, social evaluation, and decision-making among individuals with depressive symptoms

Journal of Affective Disorders ◽

10.1016/j.jad.2022.01.020 ◽

2022 ◽

Author(s):

Hui Xie ◽

Licheng Mo ◽

Sijin Li ◽

Jialin Liang ◽

Xiaoqing Hu ◽

...

Keyword(s):

Decision Making ◽

Depressive Symptoms ◽

Social Feedback ◽

Social Evaluation ◽

Feedback Processing

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Attending to Eliza: rapid brain responses reflect competence attribution in virtual social feedback processing

Social Cognitive and Affective Neuroscience ◽

10.1093/scan/nsz075 ◽

2019 ◽

Vol 14 (10) ◽

pp. 1073-1086 ◽

Cited By ~ 3

Author(s):

Sebastian Schindler ◽

Gregory A Miller ◽

Johanna Kissler

Keyword(s):

Online Communication ◽

Event Related Potentials ◽

Linear Increase ◽

Source Analysis ◽

Social Feedback ◽

Feedback Processing ◽

Early Posterior Negativity ◽

Related Potentials ◽

Content Processing ◽

Socially Motivated

Abstract In the age of virtual communication, the source of a message is often inferred rather than perceived, raising the question of how sender attributions affect content processing. We investigated this issue in an evaluative feedback scenario. Participants were told that an expert psychotherapist, a layperson or a randomly acting computer was going to give them online positive, neutral or negative personality feedback while high-density EEG was recorded. Sender attribution affected processing rapidly, even though the feedback was on average identical. Event-related potentials revealed a linear increase with attributed expertise beginning 150 ms after disclosure and most pronounced for N1, P2 and early posterior negativity components. P3 and late positive potential amplitudes were increased for both human senders and for emotionally significant (positive or negative) feedback. Strikingly, feedback from a putative expert prompted large P3 responses, even for inherently neutral content. Source analysis localized early enhancements due to attributed sender expertise in frontal and somatosensory regions and later responses in the posterior cingulate and extended visual and parietal areas, supporting involvement of mentalizing, embodied processing and socially motivated attention. These findings reveal how attributed sender expertise rapidly alters feedback processing in virtual interaction and have implications for virtual therapy and online communication.

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Neural correlates of negative expectancy and impaired social feedback processing in social anxiety

Social Cognitive and Affective Neuroscience ◽

10.1093/scan/nsaa038 ◽

2020 ◽

Vol 15 (3) ◽

pp. 285-291 ◽

Cited By ~ 1

Author(s):

Ruolei Gu ◽

Xiang Ao ◽

Licheng Mo ◽

Dandan Zhang

Keyword(s):

Social Anxiety ◽

Cognitive Processing ◽

Social Acceptance ◽

Cognitive Biases ◽

Event Related Potentials ◽

Control Group ◽

Social Feedback ◽

Feedback Processing ◽

Related Potentials ◽

High Social Anxiety

Abstract Social anxiety has been associated with abnormalities in cognitive processing in the literature, manifesting as various cognitive biases. To what extent these biases interrupt social interactions remains largely unclear. This study used the Social Judgment Paradigm that could separate the expectation and experience stages of social feedback processing. Event-related potentials (ERPs) in these two stages were recorded to detect the effect of social anxiety that might not be reflected by behavioral data. Participants were divided into two groups according to their social anxiety level. Participants in the high social anxiety (HSA) group were more likely to predict that they would be socially rejected by peers than did their low social anxiety (LSA) counterparts (i.e. the control group). Compared to the ERP data of the LSA group, the HSA group showed: (a) a larger P1 component to social cues (peer faces) prior to social feedback presentation, possibly indicating an attention bias; (b) a difference in feedback-related negativity amplitude between unexpected social acceptance and unexpected social rejection, possibly indicating an expectancy bias; and (c) a diminished sensitivity of the P3 amplitude to social feedback valence (be accepted/be rejected), possibly indicating an experience bias. These results could help understand the cognitive mechanisms that comprise and maintain social anxiety.

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The Development of Self-Representations During the Transition to Early Adolescence: The Role of Gender, Puberty, and School Transition

The Journal of Early Adolescence ◽

10.1177/0272431615624841 ◽

2016 ◽

Vol 37 (6) ◽

pp. 774-804 ◽

Cited By ~ 6

Author(s):

Kathrin Schaffhuser ◽

Mathias Allemand ◽

Beate Schwarz

Keyword(s):

Individual Differences ◽

Early Adolescence ◽

Pubertal Timing ◽

School Transition ◽

Late Childhood ◽

Time Varying ◽

Domain Specific ◽

Representation Level ◽

Over Time

The present study investigated the development of global and domain-specific self-representations in the transition from late childhood to early adolescence and tested whether gender, puberty, and school transition help explain individual differences in change. The study was based on three measurement occasions over 2 years and included 248 adolescents (average age at T1 = 10.6 years). Findings indicated both stability and change over time. Individual differences in change were partially explained by gender and school transition. It revealed that girls experienced steeper decreasing trajectories and were more negatively affected by school transition in comparison with boys. Time-varying associations between puberty and self-representations were evident in terms of perceived pubertal timing. Findings suggest that both biological (pubertal timing) and contextual factors (school transition) play a role in explaining individual differences of self-representation level as well as their development in girls’ and boys’ transition to early adolescence.

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