Evidence that disrupted orienting to evaluative social feedback undermines error correction in rejection sensitive women.
Evidence that disrupted orienting to evaluative social feedback undermines error correction in rejection sensitive women.
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DOI：
10.1080/17470919.2017.1358210
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发表时间：
2018-08
影响因子：
2
通讯作者：
Downey G
中科院分区：
文献类型：
--
作者：
Mangels JA;Hoxha O;Lane SP;Jarvis SN;Downey G
对于拒绝敏感度(RS)高的个体来说，来自社交来源的负面反馈可能会扰乱与学习机会的互动，阻碍他们从错误中恢复过来。在一种情况下，这种干扰可能特别明显，在经过男性权威人士的评估后，在RS高的女性中。为了验证这一预测，40名大学生(50%女性)回答了常识性问题，然后是即刻表现反馈和正确答案，同时我们记录了事件相关电位。通过随后的意外重测来测量纠错能力。绩效反馈要么是非社交的(错误的：红色星号/语调)，要么是社交的(错误的：男教授的脸/声音)。注意和学习分别由前额叶P3a(注意定向)和一组与成功编码相关的左、下、后部负向波形指示。对于女性，而不是男性，RS分数越高，预示着社交条件下的纠错能力越差。一项路径分析表明，对于女性来说，高RS干扰了对社会评价反馈的注意力定向，这通过减少对学习机会的投入而影响了对正确答案的后续记忆。这些结果提出了一种机制，说明社会反馈如何阻碍RS高发女性的学习。
For individuals high in Rejection Sensitivity (RS), a learned orientation to anxiously expect rejection from valued others, negative feedback from social sources may disrupt engagement with learning opportunities, impeding recovery from mistakes. One context in which this disruption may be particularly pronounced is among women high in RS following evaluation by a male in authority. To investigate this prediction, 40 college students (50% female) answered general knowledge questions followed by immediate performance feedback and the correct answer while we recorded event-related potentials. Error correction was measured with a subsequent surprise retest. Performance feedback was either nonsocial (incorrect: red asterisk/tone) or social (incorrect: male professor’s face/voice). Attention and learning were indexed respectively by the anterior frontal P3a (attentional orienting) and a set of negative-going waveforms over left-inferior-posterior regions associated with successful encoding. For women, but not men, higher RS scores predicted poorer error correction in the social condition. A path analysis suggested that, for women, high RS disrupted attentional orienting to social-evaluative feedback, which affected subsequent memory for the correct answer by reducing engagement with learning opportunities. These results suggest a mechanism for how social feedback may impede learning among women who are high in RS.
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DOI：
10.1037//0278-7393.27.6.1491
发表时间：
2001-11-01
影响因子：
2.6
作者：
Butterfield, B;Metcalfe, J
通讯作者：
Metcalfe, J
影响因子：
8.2
作者：
Downey, G;Mougios, V;Shoda, Y
通讯作者：
Shoda, Y
影响因子：
2.6
作者：
Foti, Dan;Hajcak, Greg
通讯作者：
Hajcak, Greg
影响因子：
3.2
作者：
Arbel, Yael;Goforth, Kristen;Donchin, Emanuel
通讯作者：
Donchin, Emanuel
影响因子：
8.2
作者：
GEHRING, WJ;GOSS, B;DONCHIN, E
通讯作者：
DONCHIN, E