Biases in social comparisons: Optimism or pessimism?

Social comparisons typically lead to two kinds of biases: A comparative optimism bias (i.e., a tendency for people to view themselves as more likely than others to be the beneficiaries of positive outcomes) or a comparative pessimism bias (i.e., a tendency for people to view themselves as less likely than others to be such beneficiaries); rarely are people fully calibrated in terms of how they compare to others. However, there is little systematic research on the factors that determine when a comparative optimism versus pessimism bias will occur, how they can be attenuated and whether such attenuation is always desirable. In this paper, we report four studies which demonstrate the following key results: First, we show that perceived level of control over the outcome drives whether a comparative optimism or pessimism bias will occur (Study 1). Second, an increase in perceived similarity between self and a comparison target person attenuates the comparative optimism bias in domains that people view as highly controllable (Study 2a) and attenuates the comparative pessimism bias in domains that people view as less controllable (Study 2b). Finally, we show that people are willing to work harder when they experience more comparative optimism in higher control scenarios and when they experience less comparative pessimism in lower control scenarios, illustrating that motivating people to strive harder for positive outcomes can result from exacerbated or attenuated bias, depending on the context (Study 3).     

Need for social approval: Impression management or self-deception?

A bogus pipeline technique was employed to separate the self- and other-deceptive components in social desirability responding and need for social approval. The self- and the other-deceptive components of social desirability responding were found to be independent of each other but to be positively and independently related to individual differences in need for approval score. Self-deceptive persons demonstrated diminished recall while other-deceptive persons exhibited enhanced recall of negatively evaluative characteristics. Such differential association with repressive and sensitizing defensive styles is discussed within the context of defensive denial and impression management conception of approval motivation.     

Gaze aversion: A response to cognitive or social difficulty?

When asked questions, adults and children often avert their gaze at certain points within the interaction, especially when questions are difficult (Doherty-Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002; Glenberg, Schroeder, & Robertson, 1998). Gaze aversion may be a way of managing the cognitive load associated with the processing of visual environmental information, or it may serve to alleviate a negative social-emotional experience, such as the self-consciousness associated with, for example, a fear of failure. In the present study, thirty-six 8-year-olds were questioned either face to face or across a live video link. Questions varied in type (arithmetic, verbal reasoning, and autobiographical and episodic memory) and in difficulty. Children averted their gaze more during face-to-face questioning than during video-mediated questioning; however, question difficulty had a very strong influence on aversion in both interview conditions. It is concluded that although social factors play a role in children's gaze aversion during pedagogical question-answer sequences, the primary function of averting gaze is to manage the cognitive load involved in the processing of environmental information.     

Child conduct problems: Disorders in conduct or social continuity?

This paper outlines data and speculations relevant to a social continuity hypothesis regarding the development of children's conduct problems. According to the hypothesis, conduct problems arise from an absence of continuity in the child's relationship with parents. This absence constitutes an unpredictable and aversive context for the child, and because the youngster's disruptive conduct can generate short term continuity, that behavior is likely to be reinforced. A review of research concerning this hypothesis is presented and the conclusions focus on evidence of continuity in cooperative parent-child exchanges and discontinuity in non-compliant exchanges. The grounding of this hypothesis within social learning and theory is outlined and its heuristic value for future research and clinical interventions is presented.     

Subvocalization in auditory-verbal imagery: just a form of motor imagery?

Previous studies have provided evidence for subvocal rehearsal (inner voice) and phonological storage (inner ear) in auditory-verbal imagery. The question remains to be answered whether the inner voice mainly involves higher-order language systems, or primarily relies on motor systems associated with articulatory-kinesthetic processing. On the basis of models of auditory imagery and working memory, we predicted that, if auditory-verbal imagery is a form of motor imagery, performance on a novel auditory-verbal imagery task would be affected by concurrent articulatory suppression as well as by concurrent finger tapping. In contrast, we predicted that performance on a visuospatial control task would be significantly affected by concurrent tapping only. The auditory imagery task consisted of indicating, for bisyllabic words, the syllable that carried the stress. A significant interaction was observed between task (verbal vs. visual) and type of interference (articulatory suppression vs. tapping). Tapping affected reaction times on the visual task significantly more than articulatory suppression. However, both interference conditions affected the verbal task to an equal extent. The present findings confirm the role of subvocalization in auditory-verbal imagery and provide evidence for a strong involvement of articulatory-kinesthetic motor processing.     

AIDS and social exclusion: personality features or adaptive behaviors?

The purpose of this survey is to detect common personality features in people infected with AIDS who have a case history of drug addiction and who live in a situation of social exclusion. The sample comprised 105 male participants from the Autonomous Community of Andalusia, divided into 4 groups: (a) 30 men with AIDS, having an intravenous drug addiction case history and who live in a condition of social exclusion; (b) 30 men with IVDA case history, also living in a situation of social exclusion; (c) 15 men in a social exclusion condition; and (d) 30 men in a condition of social adaptation. The evaluation instruments were an author-designed semi-structured interview and the Multiaxial Clinical Inventory (MCMI-II; Millon, 1987). Although some differences were found, the results indicate that there is no specific personality profile in the "social exclusion" population. People in a condition of social exclusion (AIDS, drug addicts, and poor people) may obtain similar scores in the variables studied, but there is no clear specific personality profile in the excluded population, although there may be certain situations in which the segregated groups present similar behaviors. Furthermore, these behaviors do not always correspond to personality features but are adaptive responses to a harsh and complex reality.     

Studies in social influence VI: Is Lenin orange or red? Imagery and social influence

Two experiments dealing with the effects of a majority or a minority source influence, solely on the recognition of a portrait, let us study the generalization of the influence to a portrait symbolically linked to a colour. According to the theory of conversion, the bringing into play of the validation process of the stimulus when the source is a minority should allow such a generalization cognitive association. When the source is a majority, a social comparison process should lead to compliance about the portrait, without any cognitive investigation of the whole stimulus. In the first experiment, four slides were shown successively using material similar to Luchins' (1945) and progressively drawing the portrait of Lenin, with a red-orange background for each phase. The dependant variables are: (1) the drawing, (2) the colour of the background, (3) the after-image. On the two last slides for which the answer ‘Lenin’ is given by the source, changes towards red (and the complementary colour green), in the absence of the source under the minority influence, and changes towards orange under majority influence in the absence of the source are registered. Moreoever, the most significant changes of the colour judgment are due to the subjects who refuse to answer ‘Lenin’ during the interaction. In the second experiment, only the fourth slide, on which Lenin's portrait completely appears is shown. The subjects submitted to majority influence answer ‘Lenin’ more than the control group does, only in the presence of the source and change their judgment on the colour of the after-image towards the complementary of orange in the absence of the source. When the source is a minority a sinificant effect towards the red and its complementary colour is shown.     

Beyond visual imagery: How modality-specific is enhanced mental imagery in synesthesia?

Synesthesia based in visual modalities has been associated with reports of vivid visual imagery. We extend this finding to consider whether other forms of synesthesia are also associated with enhanced imagery, and whether this enhancement reflects the modality of synesthesia. We used self-report imagery measures across multiple sensory modalities, comparing synesthetes’ responses (with a variety of forms of synesthesia) to those of non-synesthete matched controls. Synesthetes reported higher levels of visual, auditory, gustatory, olfactory and tactile imagery and a greater level of imagery use. Furthermore, their reported enhanced imagery is restricted to the modalities involved in the individual’s synesthesia. There was also a relationship between the number of forms of synesthesia an individual has, and the reported vividness of their imagery, highlighting the need for future research to consider the impact of multiple forms of synesthesia. We also recommend the use of behavioral measures to validate these self-report findings.     

Support groups: A psychological or social device for suicide bereavement?

This paper examines the psychological studies of bereavement support groups as well as exploring the ways in which people talk about their participation in such groups after their family member's suicide. Rather than reflecting any universal human condition, talk about experiences is considered as a local and contextual social construction, which in this case takes place in qualitative interviews in the modernWest (Finland). The paper draws on a study of 16 interviews with bereaved parents and (adult) children, half of whom had attended a bereavement support group after their family member's suicide. The study makes a contribution to the research field of family suicide bereavement from which sociological analysis has been so far largely missing.     

Adolescents' and emerging adults' social networking online: Homophily or diversity?

More than half of all online American adolescents and emerging adults have created personal profiles for social networking on the Internet. Does homophily in their offline friendships extend online? Drawing mainly on research of face-to-face friendship, we collected data from the public spaces, called “walls”, of 129 young Americans ages 16 to 19 with active MySpace profiles to test several hypotheses concerning number of online social interactions and whether characteristics of online “friends” are similar to or different from characteristics of young social networkers. Number of listed friends and comments ranged widely. Most interactions were with females and with persons of the same ethnicity, age, and state, although ethnic differences and diversity were sometimes indicated. Adolescents showed greater age homophily than emerging adults, and females received a greater proportion of comments than males from same-gender friends. Possible implications of the slight majority of interactions with similar others are discussed.     

Indirect social influence: Change in judgmental process or anticipatory conformity?

In three experiments, subjects imposed sentence in a criminal case before and after reading the harsh sentence imposed by the trial judge. They then read and imposed sentence in another case. In one experimental condition the subjects anticipated learning the judge's sentence in Case 2; in the other condition they were told not to anticipate learning the judge's sentence. Control subjects made their judgments without ever seeing the judge's sentence. Direct influence was the change in sentences within cases; indirect influence was the difference between initial sentences in Cases 1 and 2. Though direct influence was minimal and not significant, indirect influence was substantial, and was greater in the anticipation than no-anticipation than control conditions, indicating that both modification of the judgmental process and anticipatory conformity were operating. Indirect influence may then reflect a change of either type, depending on a number of methodological and other factors.     

The proximate memory mechanism underlying the survival-processing effect: Richness of encoding or interactive imagery?

Nairne and collaborators showed that assessing the relevance of words in the context of an imagined survival scenario boosts memory for these words. Although this survival-processing advantage has attracted a considerable amount of research, little is known about the proximate memory mechanism mediating this effect. Recently, Kroneisen and Erdfelder (2011) argued that it is not survival processing itself that facilitates recall but rather the richness and distinctiveness of encoding that is triggered by the survival-processing task. Alternatively, however, it is also conceivable that survival processing fosters interactive imagery, a process known to improve associative learning. To test these explanations we compared relevance-rating and interactive imagery tasks for survival and control scenarios. Results show that the survival advantage replicates in the relevance-rating condition but vanishes in the interactive imagery condition. This refutes the interactive imagery explanation and corroborates the richness-of-encoding hypothesis of the survival-processing effect.     

Intimates as agents of social support: sources of consolation or despair?

We proposed that people's intimates may insulate them against self-discrepant feedback. Individuals who possessed low or high self-esteem (targets) reported to the laboratory accompanied by persons with whom they were involved in intimate relationships (intimates). Some intimates perceived targets in a manner that was congruent with targets' self-conceptions; others perceived targets in a manner that was incongruent with targets' self-conceptions. Targets received bogus feedback that was discrepant with their self-esteem and interacted with either their intimate or a stranger. Targets then completed a measure of self-esteem. As expected, targets changed their self-ratings in the direction of the discrepant feedback when they interacted with either an incongruent intimate or a stranger but not when they interacted with a congruent intimate. Moreover, congruent intimates were just as effective in insulating low self-esteem targets against positive feedback as they were in insulating high self-esteem individuals against negative feedback. Finally, the more targets discussed the feedback, the less self-rating change they experienced. Implications for social support processes and attempts to cope with traumatic events are discussed.     

Parenting practices and adolescent social anxiety: A direct or indirect relationship?

Background/ObjectivesAccording to existing evidence, parental educational practices and social anxiety are to some degree connected. However, the possibility that this relationship is an indirect one and is mediated by individual factors such as self-esteem or emotional regulation has not yet been explored. The aim of this study was therefore to explore the relationship between maternal and paternal educational practices and social anxiety, and test both the direct and the indirect pathways. Method: The representative sample consisted of 2,060 Andalusian students (47.7% girls, M_age = 14.34) who filled in various self-reports. Results: The structural equation models confirmed that a direct relationship, with a low effect size, exists between parental educational practices and social anxiety and that there is also an indirect relationship, mediated by negative self-esteem and emotional suppression (the emotional regulation strategy), which accounted here for 49.1% of the variance in social anxiety. Conclusions: Parental education practices seem to act as a family asset which either promotes or hinders the development of basic attitudes and competencies such as self-esteem or emotional regulation and, by doing this, either encourages or prevents the emergence of problems such as social anxiety.     

Response perseveration in psychopaths: Interpersonal/affective or social deviance traits?

In order to clarify the role of the two broad components of psychopathy (interpersonal/affective and social deviance; R. D. Hare, 2003) in explaining maladaptive response perseveration in psychopaths, as well as the role of reflection after punished responses in this deficit, the authors administered a card perseveration task to 47 Spanish male inmates assessed using the Hare Psychopathy Checklist-Revised (PCL-R; R. D. Hare, 1991). Hierarchical regressions showed that psychopaths' maladaptive perseveration (more cards played and less money earned) was uniquely predicted by the social deviance features of psychopathy (PCL-R Factor 2)--particularly by its impulsive and irresponsible lifestyle facet (PCL-R Facet 3)--and not by its interpersonal/affective features (PCL-R Factor 1). Moreover, perseveration was related to a lack of reflection both after punishment and after reward feedback. The authors' results, in conjunction with previous evidence indicating perseverative deficits in several impulse control disorders, suggest that response perseveration may not be specific to psychopathy but rather is associated more generally with the externalizing dimension of psychopathology.     

Social anxiety in children: social skills deficit, or cognitive distortion?

BACKGROUND: Treatments for childhood social anxiety have traditionally employed social skills training, based on the assumption that effected children have social skills deficits. Recent conceptualisations of social anxiety in adults have questioned this assumption, and have suggested that socially anxious individuals merely believe that they have skill deficits. A recent study using children provided preliminary confirmation of this for younger populations, and also suggested that beliefs about appearing nervous are of particular importance. METHODS: Two groups of children, aged 10-11 years (analogue high social anxiety/low social anxiety), participated in a conversation with an unfamiliar adult. They then rated their performance in a number of domains, after which independent observers also rated their performances. RESULTS: Independent observers were unable to distinguish between the low and high social anxiety groups. However, high socially anxious children rated themselves as appearing significantly less skilled than their low socially anxious counterparts. Notably, high socially anxious children rated themselves particularly poorly in terms of how nervous they looked. CONCLUSIONS: Socially anxious children may not necessarily display social skill deficits. However, they may believe that they appear nervous during social encounters. Clinicians should consider using CBT techniques to address these concerns, rather than relying on social skill remediation.     

Cognitive and social functioning across adulthood: age or student status differences?

Younger adult students between 19 and 24 years of age (M = 21.3 years), older adult students between 61 and 76 years of age (M = 67.9 years), and older adult nonstudents between 62 and 76 years of age (M = 68.5 years) were assessed for health (self-ratings of physical and mental health), social functioning (self-ratings of physical and mental activity, perceived role activity level, perceived roles, locus of control, and age-norm expectations), and cognitive functioning (Wechsler Adult Intelligence Scale-Revised vocabulary and block design, and paired associate memory). Age differences were observed in self-ratings of health, social roles, intellectual performance, and memory. No student status differences were observed. The results are discussed in terms of plasticity of intellectual function and characteristics of student status in later adulthood.     

Gender differences in social support: a question of skill or responsiveness?

Spouses often report that wives provide better social support than husbands. Yet studies observing spouses' supportive interactions challenge this perception, finding no differences between husbands' and wives' supportive behaviors. This article offers reconciliation by suggesting that husbands and wives may differ, not in their skill at providing support, but in their responsiveness to their partners' changing needs over time. Observational and diary data from couples confirmed that, whereas husbands and wives did not differ on average in the support they provided each other, they did differ in the timing of that support. Wives tended to provide better support on days that their husbands experienced greater stress. However, when wives experienced greater stress, their husbands displayed both support and negativity.