Getting a cue: the need to belong and enhanced sensitivity to social cues

To successfully establish and maintain social relationships, individuals need to be sensitive to the thoughts and feelings of others. In the current studies, the authors predicted that individuals who are especially concerned with social connectedness--individuals high in the need to belong--would be particularly attentive to and accurate in decoding social cues. In Study 1, individual differences in the need to belong were found to be positively related to accuracy in identifying vocal tone and facial emotion. Study 2 examined attention to vocal tone and accuracy in a more complex social sensitivity task (an empathic accuracy task). Replicating the results of Study 1, need to belong scores predicted both attention to vocal tone and empathic accuracy. Study 3 provided evidence that the enhanced performance shown by those high in the need to belong is specific to social perception skills rather than to cognitive problem solving more generally.     

Variation in cue duration reveals top-down modulation of involuntary orienting to uninformative symbolic cues

This article reports three experiments in which the effects of cue duration on involuntary orienting to uninformative symbolic cues (arrows presented at fixation) were investigated. Experiment 1 showed that symbolic cues had less effect on involuntary orienting when they were presented for only 25 msec than when they were presented for 200 msec across a range of stimulus onset asynchronies. Experiment 2 suggested that the effect of cue duration on involuntary orienting was due primarily to top-down strategic factors, rather than to bottom-up stimulus factors, and Experiment 3 suggested that these strategic factors may involve differences in how the cue is processed. Altogether, the present findings are important because they emphasize the distinction between cue processing and the putative involuntary orienting that results from such processing in the symbolic-cuing paradigm. In so doing, the present results help resolve discrepant findings that have been reported across previous studies.     

The influence of social and symbolic cues on observers' gaze behaviour

Research has shown that social and symbolic cues presented in isolation and at fixation have strong effects on observers, but it is unclear how cues compare when they are presented away from fixation and embedded in natural scenes. We here compare the effects of two types of social cue (gaze and pointing gestures) and one type of symbolic cue (arrow signs) on eye movements of observers under two viewing conditions (free viewing vs. a memory task). The results suggest that social cues are looked at more quickly, for longer and more frequently than the symbolic arrow cues. An analysis of saccades initiated from the cue suggests that the pointing cue leads to stronger cueing than the gaze and the arrow cue. While the task had only a weak influence on gaze orienting to the cues, stronger cue following was found for free viewing compared to the memory task.     

Beyond naïve cue combination: salience and social cues in early word learning

Children learn their earliest words through social interaction, but it is unknown how much they rely on social information. Some theories argue that word learning is fundamentally social from its outset, with even the youngest infants understanding intentions and using them to infer a social partner's target of reference. In contrast, other theories argue that early word learning is largely a perceptual process in which young children map words onto salient objects. One way of unifying these accounts is to model word learning as weighted cue combination, in which children attend to many potential cues to reference, but only gradually learn the correct weight to assign each cue. We tested four predictions of this kind of naïve cue combination account, using an eye‐tracking paradigm that combines social word teaching and two‐alternative forced‐choice testing. None of the predictions were supported. We thus propose an alternative unifying account: children are sensitive to social information early, but their ability to gather and deploy this information is constrained by domain‐general cognitive processes. Developmental changes in children's use of social cues emerge not from learning the predictive power of social cues, but from the gradual development of attention, memory, and speed of information processing.     

Single-letter recognition accuracy and position information: Benefits with a symbolic cue

Summary This study reports two experiments designed to test a model that has as a basic assumption that position information is at the basis of the cueing benefits observed in single-item recognition tasks with accuracy as the dependent variable. In the experiments, two cueing conditions were used; a 100%-valid symbolic-cue condition and a neutral-cue condition. In Experiment 1, in which position information was sometimes missing, the symbolic cue brought a significant benefit. In Experiment 2, in which position information was always available, no benefit was obtained. These results are consistent with, and support, the model. Improved knowledge of position is at the basis of the cueing benefits observed in this type of task.     

Exposure to negative emotional cues and alcohol cue reactivity with alcoholics: a preliminary investigation

Fifty-one male and female inpatient alcoholics received cue exposure treatment involving in vivo exposure to alcohol cues and imaginal exposure to individualized high-risk drinking situations involving negative emotional cues. At post-test, self-report measures of urge to drink alcohol and negative emotional states were obtained during an alcohol cue reactivity assessment. Contrary to our hypothesis, greater exposure to negative emotional cues during treatment was associated with greater urge and negative emotional responses at post-test. In addition, greater duration of exposure to negative emotional cues predicted greater attention to alcohol-related stimuli and thoughts about drinking during the post-test. Implications for future research in this area include extending the duration of exposure to negative emotional cues in order to establish the optimal exposure durations within which a majority of individuals achieve clinically significant reductions in their urge to drink alcohol.     

Separating cue relevance from cue importance within models of judgment and decision making

Many investigations concerned with human decision making have centered their attention on the issues of cue integration and cue importance. Unfortunately, an equally important issue—that of cue relevance—has been either neglected or equated with the importance issue. Two experiments tested the ability of information integration theory (N. H. Anderson, 1981, Foundations of information integration theory, New York: Academic Press) to disentangle cue relevance and cue importance formally as well as empirically. The decision environment was divided into two components: aspects of the information present during a decision (information context) and aspects of the situation surrounding a decision (situation context). It was hypothesized that variations in information context would affect cue importance while changes in situation context would affect cue relevance. Furthermore, it was hypothesized that the weight parameter (w) of information integration theory would reflect the information context manipulations but not situation context manipulations. Results supported previous findings showing the influence of information context on w. As predicted situation context did not affect w; however, it did affect the variability of the responses to a cue's values. The relationship between perceived variability and situation context suggests that the scale dispersion parameter σ of information integration theory may be used as a measure of relevance (K. L. Norman, 1980, Organizational Behavior and Human Performance, 25, 289–310).     

The neural correlates of social attention: automatic orienting to social and nonsocial cues

Previous evidence suggests that directional social cues (e.g., eye gaze) cause automatic shifts in attention toward gaze direction. It has been proposed that automatic attentional orienting driven by social cues (social orienting) involves a different neural network from automatic orienting driven by nonsocial cues. However, previous neuroimaging studies on social orienting have only compared gaze cues to symbolic cues, which typically engage top-down mechanisms. Therefore, we directly compared the neural activity involved in social orienting to that involved in purely automatic nonsocial orienting. Twenty participants performed a spatial cueing task consisting of social (gaze) cues and automatic nonsocial (peripheral squares) cues presented at short and long stimulus (cue-to-target) onset asynchronies (SOA), while undergoing fMRI. Behaviorally, a facilitation effect was found for both cue types at the short SOA, while an inhibitory effect (inhibition of return: IOR) was found only for nonsocial cues at the long SOA. Imaging results demonstrated that social and nonsocial cues recruited a largely overlapping fronto-parietal network. In addition, social cueing evoked greater activity in occipito-temporal regions at both SOAs, while nonsocial cueing recruited greater subcortical activity, but only for the long SOA (when IOR was found). A control experiment, including central arrow cues, confirmed that the occipito-temporal activity was at least in part due to the social nature of the cue and not simply to the location of presentation (central vs. peripheral). These results suggest an evolutionary trajectory for automatic orienting, from predominantly subcortical mechanisms for nonsocial orienting to predominantly cortical mechanisms for social orienting.     

Individual differences in using geometric and featural cues to maintain spatial orientation: Cue quantity and cue ambiguity are more important than cue type

Two experiments explored the role of environmental cues in maintaining spatial orientation (sense of selflocation and direction) during locomotion. Of particular interest was the importance of geometric cues (provided by environmental surfaces) and featural cues (nongeometric properties provided by striped walls) in maintaining spatial orientation. Participants performed a spatial updating task within virtual environments containing geometric or featural cues that were ambiguous or unambiguous indicators of self-location and direction. Cue type (geometric or featural) did not affect performance, but the number and ambiguity of environmental cues did. Gender differences, interpreted as a proxy for individual differences in spatial ability and/or experience, highlight the interaction between cue quantity and ambiguity. When environmental cues were ambiguous, men stayed oriented with either one or two cues, whereas women stayed oriented only with two. When environmental cues were unambiguous, women stayed oriented with one cue.     

Inhibition of return in response to gaze cues: The roles of time course and fixation cue

Recent studies have demonstrated that orienting of attention in response to nonpredictive gaze cues arises rapidly and automatically, in a similar fashion to peripheral sudden onset cueing. However, while peripheral cues consistently elicit inhibition of return (IOR) at about 300 ms following cue onset, very little is known about inhibition effects in response to gaze cues. The present experiments systematically examined the conditions under which IOR arises with such cues. Reliable inhibition effects were obtained. Importantly, IOR emerged only at long cue-target intervals and only when a second cue actively triggered attention away from the cued location. This suggests that compared to sudden onset cueing, gaze cueing results in both prolonged facilitation and a delayed onset of inhibition processes. Thus, although both types of cues elicit very similar orienting effects in terms of their basic behavioural outcomes, there are more subtle differences between gaze and peripheral cues with respect to the maintenance and quality of those cueing effects across time.     

Beyond arousal and valence: The importance of the biological versus social relevance of emotional stimuli

The present study addressed the hypothesis that emotional stimuli relevant to survival or reproduction (biologically emotional stimuli) automatically affect cognitive processing (e.g., attention, memory), while those relevant to social life (socially emotional stimuli) require elaborative processing to modulate attention and memory. Results of our behavioral studies showed that (1) biologically emotional images hold attention more strongly than do socially emotional images, (2) memory for biologically emotional images was enhanced even with limited cognitive resources, but (3) memory for socially emotional images was enhanced only when people had sufficient cognitive resources at encoding. Neither images’ subjective arousal nor their valence modulated these patterns. A subsequent functional magnetic resonance imaging study revealed that biologically emotional images induced stronger activity in the visual cortex and greater functional connectivity between the amygdala and visual cortex than did socially emotional images. These results suggest that the interconnection between the amygdala and visual cortex supports enhanced attention allocation to biological stimuli. In contrast, socially emotional images evoked greater activity in the medial prefrontal cortex (MPFC) and yielded stronger functional connectivity between the amygdala and MPFC than did biological images. Thus, it appears that emotional processing of social stimuli involves elaborative processing requiring frontal lobe activity.     

Responding to negative social identity: a taxonomy of identity management strategies

Taken from literature on social identity theory and social comparison theory, 12 strategies of identity management were identified as possible responses to negative social identity. A taxonomy with two orthogonal axes is proposed as theoretical organization of these diverse strategies. While the first axis considers responses as being either individual or collective, the second axis refers to the distinction between behaviours and cognitions. It is assumed that the German unification process implied a lower status position of East Germans relative to West Germans on relevant comparison dimensions, and that East Germans have to deal with this threat to their identity. Hence, data of an East German sample are used to empirically systematize identity management strategies, and, thus, to test the proposed taxonomy. Results support the expected four-factor solution only for those strategies taken from social identity theory, while the responses derived from social comparison research build a fifth factor. In addition, the empirical assignments of strategies to cells of the taxonomy are only partly in line with the expected pattern. The empirical findings suggest some clarification and modifications of the proposed response taxonomy. The most important refers to a re-interpretation of the taxonomy's first axis, which now differentiates between responses according to the specific changes of the comparison parameters they imply. © 1998 John Wiley & Sons, Ltd.     

Neuroticism predicts reactions to cues of social inclusion

In the current paper, we hypothesized that people who are high in neuroticism (N) share a motivational predisposition to react vigilantly to threatening cues, most of which tend to be social in humans. In three studies, support for this prediction was found: based on cross‐sectional and diary data, it was found that the self‐esteem (SE) of individuals high in N decreases more in response to perceptions of relationship conflict and low relationship quality than that of emotionally stable ones. In a study of people's reactions to imagined threats, neurotic individuals showed a heightened sensitivity to both nonsocial and social cues, though reactions to social cues were somewhat more pronounced. Results are consistent with principles from evolutionary and process‐oriented personality psychology. Copyright © 2008 John Wiley & Sons, Ltd.     

Studies in social influence: II. Instrumental and symbolic influence

In this article we have dealt with a critical analysis pertaining to the notion of the informational influence. We hereby show that in every inter-actionary situation, the judgments emitted by the source (influence agent) appear to contain informations on the judged objects from their elementary content and, at the same time, from their organisation, like indications on the source itself, on its purpose. In this manner, we have come to distinguish the instrumental influence from the symbolical influence. An experiment where the subjects have to judge the number of points appearing on the slides shows that this distinction reveals what happens in the process of influence.     

Enclosure shape influences cue competition effects and goal location learning

In virtual-environment spatial-learning procedures, Experiment 1 investigated blocking of learning about distal landmarks beyond the walls of an enclosure following preliminary training to find a goal using local landmarks within the enclosure. Separate sets of blocking and control groups searched within enclosures that, in plan view, formed either a square or a circle. Blocking was apparent when training and testing occurred in the circular but not the square enclosure. In Experiment 2, preliminary training to find a goal using local landmarks blocked spatial learning based on a circular enclosure divided into four differently coloured sections. The results are discussed in relation to theories of incidental versus error-correcting learning linked to different types of spatial cue.     

Compatibility between observed and executed finger movements: comparing symbolic, spatial, and imitative cues

Intuitively, one can assume that imitating a movement is an easier task than responding to a symbolic stimulus like a verbal instruction. Support for this suggestion can be found in neuropsychological research as well as in research on stimulus-response compatibility. However controlled experimental evidence for this assumption is still lacking. We used a stimulus-response compatibility paradigm to test the assumption. In a series of experiments, it was tested whether observed finger movements have a stronger influence on finger movement execution than a symbolic or spatial cue. In the first experiment, we compared symbolic cues with observed finger movements using an interference paradigm. Observing finger movements strongly influenced movement execution, irrespective of whether the finger movement was the relevant or the irrelevant stimulus dimension. In the second experiment, effects of observed finger movements and spatial finger cues were compared. The observed finger movement dominated the spatial finger cue. A reduction in the similarity of observed and executed action in the third experiment led to a decrease of the influence of observed finger movement, which demonstrates the crucial role of the imitative relation of observed and executed action for the described effects. The results are discussed in relation to recent models of stimulus-response compatibility. Neurocognitive support for the strong relationship between movement observation and movement execution is reported.