Alle Publikationen
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2017
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(2017): Social distance influences the outcome evaluation of cooperation and conflict. Evidence from event-related potentials. In: Neuroscience letters 647, S. 78-84. DOI: 10.1016/j.neulet.2017.03.018
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28315726 Abstract: Previous research shows that social distance plays an important role in promoting cooperation and that subtle cues that reduce social distance increase the tendency to cooperate. However, it is unclear how social distance influences our outcome evaluation of cooperative and conflict feedback. The present study investigated the influence of social distance on cooperative and conflict behavior and the evaluation process of the cooperative and conflict outcomes, using the event-related potentials (ERPs) technique. We recorded ERPs from 14 normal adults playing a social game task against a friend and a stranger. The results showed that the FRN (Feedback Related Negativity) and P300 were affected by the opponent's choice to cooperate or aggress; however, only the P300 was affected by social distance. Specifically, when the opponent chose to cooperate, the feedback elicited a smaller FRN and a larger P300 amplitude; and compared with playing against friends, the P300 had a larger amplitude when participants gaming with strangers. Our results indicate that at the early stage of the evaluation of cooperation and conflict outcomes, individuals may initially and quickly encode the valence of outcomes, judging whether an outcome is consistent with their expectations. However, at the late stage, which involves a top-down cognitive appraisal process, some social factors, such as social distance, may moderate processing of attention resource allocation of feedback about outcomes, and of higher-level motivation/affective appraisal. zitiert von 1
2014
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(2014): Children's norm enforcement in their interactions with peers. In: CHILD DEVELOPMENT 85 (3), S. 1108-1122. DOI: 10.1111/cdev.12178
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24138135 Abstract: This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3- and 5-year-olds (N = 96) and in Study 2, 48 pairs of 5- and 7-year-olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three-year-olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms ("It works like this" rather than "You must do it like this"). These results suggested that children's understanding of social norms becomes more flexible during the preschool years.
2009
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(2009): Angry, guilty, and conflicted: Injustice toward coworkers heightens emotional labor through cognitive and emotional mechanisms. In: Journal of Applied Psychology 94 (2), S. 429-444. DOI: 10.1037/a0013804
DOI: https://doi.org/10.1037/a0013804 Abstract: This study drew on fairness theory and affective events theory to explain why individuals' emotional labor is impacted by injustice extended toward coworkers by their customers. Pairs of participants worked side by side as customer-service representatives for a simulated organization. They interacted with fair/unfair customers as well as observed face-to-face service encounters between their coworker and fair/unfair customers. Results indicated that participants' emotional labor increased both as a result of unfairness directed toward themselves as well as toward their coworkers. These effects were mediated by both discrete emotions and fairness-related counterfactual thinking and were significant even when the participants themselves had been treated fairly.
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