Alle Publikationen
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2017
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(2017): Implicit moral evaluations. A multinomial modeling approach. In: Cognition 158, S. 224-241. DOI: 10.1016/j.cognition.2016.10.013
DOI: http://www.ncbi.nlm.nih.gov/pubmed/27865113 Abstract: Implicit moral evaluations-i.e., immediate, unintentional assessments of the wrongness of actions or persons-play a central role in supporting moral behavior in everyday life. Yet little research has employed methods that rigorously measure individual differences in implicit moral evaluations. In five experiments, we develop a new sequential priming measure-the Moral Categorization Task-and a multinomial model that decomposes judgment on this task into multiple component processes. These include implicit moral evaluations of moral transgression primes (Unintentional Judgment), accurate moral judgments about target actions (Intentional Judgment), and a directional tendency to judge actions as morally wrong (Response Bias). Speeded response deadlines reduced Intentional Judgment but not Unintentional Judgment (Experiment 1). Unintentional Judgment was stronger toward moral transgression primes than non-moral negative primes (Experiments 2-4). Intentional Judgment was associated with increased error-related negativity, a neurophysiological indicator of behavioral control (Experiment 4). Finally, people who voted for an anti-gay marriage amendment had stronger Unintentional Judgment toward gay marriage primes (Experiment 5). Across Experiments 1-4, implicit moral evaluations converged with moral personality: Unintentional Judgment about wrong primes, but not negative primes, was negatively associated with psychopathic tendencies and positively associated with moral identity and guilt proneness. Theoretical and practical applications of formal modeling for moral psychology are discussed.
Keywords: Adult, Cerebral Cortex/physiology, Cognition/physiology, Electroencephalography, Evoked Potentials, Female, Guilt, Humans, Individuality, Intention, Judgment/physiology, Kognitionswissenschaften, Male, Middle Aged, Models, Psychological, Moral, Morals, Neuropsychological Tests, Personality, Personality Assessment, science direct, Shame, Social Perception -
(2017): The psychometric properties of the "Reading the Mind in the Eyes" Test: an item response theory (IRT) analysis. In: Cognitive neuropsychiatry 22 (3), S. 233-253. DOI: 10.1080/13546805.2017.1300091
DOI: https://doi.org/10.1080/13546805.2017.1300091 Abstract: INTRODUCTION The "Reading the Mind in the Eyes" Test (hereafter: Eyes Test) is considered an advanced task of the Theory of Mind aimed at assessing the performance of the participant in perspective-takingthat is, the ability to sense or understand other people's cognitive and emotional states. In this study, the item response theory analysis was applied to the adult version of the Eyes Test. METHODS The Italian version of the Eyes Test was administered to 200 undergraduate students of both genders (males = 46%). Modified parallel analysis (MPA) was used to test unidimensionality. Marginal maximum likelihood estimation was used to fit the 1-, 2-, and 3-parameter logistic (PL) model to the data. Differential Item Functioning (DIF) due to gender was explored with five independent methods. RESULTS MPA provided evidence in favour of unidimensionality. The Rasch model (1-PL) was superior to the other two models in explaining participants' responses to the Eyes Test. There was no robust evidence of gender-related DIF in the Eyes Test, although some differences may exist for some items as a reflection of real differences by group. CONCLUSIONS The study results support a one-factor model of the Eyes Test. Performance on the Eyes Test is defined by the participant's ability in perspective-taking. Researchers should cease using arbitrarily selected subscores in assessing the performance of participants to the Eyes Test. Lack of gender-related DIF favours the use of the Eyes Test in the investigation of gender differences concerning empathy and social cognition.
2014
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(2014): Adolescent-specific patterns of behavior and neural activity during social reinforcement learning. In: Cognitive, affective & behavioral neuroscience 14 (2), S. 683-697. DOI: 10.3758/s13415-014-0257-z
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24550063 Abstract: Humans are sophisticated social beings. Social cues from others are exceptionally salient, particularly during adolescence. Understanding how adolescents interpret and learn from variable social signals can provide insight into the observed shift in social sensitivity during this period. The present study tested 120 participants between the ages of 8 and 25 years on a social reinforcement learning task where the probability of receiving positive social feedback was parametrically manipulated. Seventy-eight of these participants completed the task during fMRI scanning. Modeling trial-by-trial learning, children and adults showed higher positive learning rates than did adolescents, suggesting that adolescents demonstrated less differentiation in their reaction times for peers who provided more positive feedback. Forming expectations about receiving positive social reinforcement correlated with neural activity within the medial prefrontal cortex and ventral striatum across age. Adolescents, unlike children and adults, showed greater insular activity during positive prediction error learning and increased activity in the supplementary motor cortex and the putamen when receiving positive social feedback regardless of the expected outcome, suggesting that peer approval may motivate adolescents toward action. While different amounts of positive social reinforcement enhanced learning in children and adults, all positive social reinforcement equally motivated adolescents. Together, these findings indicate that sensitivity to peer approval during adolescence goes beyond simple reinforcement theory accounts and suggest possible explanations for how peers may motivate adolescent behavior. zitiert von 59
Keywords: Adolescent, Adolescent Behavior, Adult, Age Factors, Brain Mapping, Brain/blood supply/physiology, Child, Cues, Female, Gruppenverhalten, Humans, Image Processing, Computer-Assisted, Lerntheorien, Male, Motivation, Neuropsychological Tests, Oxygen/blood, Photic Stimulation, Reinforcement, Reinforcement, Social, Sex Factors, Verhaltensforschung, Young Adult 2013
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(2013): The impact of social context and language comprehension on behaviour. A kinematic investigation. In: PLoS one 8 (12). DOI: 10.1371/journal.pone.0085151
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24376869 Abstract: We investigated whether and how comprehending sentences that describe a social context influences our motor behaviour. Our stimuli were sentences that referred to objects having different connotations (e.g., attractive/ugly vs. smooth/prickly) and that could be directed towards the self or towards "another person" target (e.g., "The object is ugly/smooth. Bring it to you/Give it to another person"). Participants judged whether each sentence was sensible or non-sensible by moving the mouse towards or away from their body. Mouse movements were analysed according to behavioral and kinematics parameters. In order to enhance the social meaning of the linguistic stimuli, participants performed the task either individually (Individual condition) or in a social setting, in co-presence with the experimenter. The experimenter could either act as a mere observer (Social condition) or as a confederate, interacting with participants in an off-line modality at the end of task execution (Joint condition). Results indicated that the different roles taken by the experimenter affected motor behaviour and are discussed within an embodied approach to language processing and joint actions. zitiert von 4
Keywords: Biomechanical Phenomena/physiology, Comprehension/physiology, Context, Einzelstudie / spezifisch, Female, Humans, Interpersonal Interaction, Italy, Language, Motor Activity/physiology, Male, Motor Processes, Neuropsychological Tests, Observers, Sentence Comprehension, Social Environment, Verhaltensforschung, Young Adult 2012
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(2012): When humanoid robots become human-like interaction partners: corepresentation of robotic actions. In: Journal of experimental psychology. Human perception and performance 38 (5), S. 1073-1077. DOI: 10.1037/a0029493
DOI: http://www.ncbi.nlm.nih.gov/pubmed/22866762 Abstract: In human-human interactions, corepresenting a partner's actions is crucial to successfully adjust and coordinate actions with others. Current research suggests that action corepresentation is restricted to interactions between human agents facilitating social interaction with conspecifics. In this study, we investigated whether action corepresentation, as measured by the social Simon effect (SSE), is present when we share a task with a real humanoid robot. Further, we tested whether the believed humanness of the robot's functional principle modulates the extent to which robotic actions are corepresented. We described the robot to participants either as functioning in a biologically inspired human-like way or in a purely deterministic machine-like manner. The SSE was present in the human-like but not in the machine-like robot condition. These findings suggest that humans corepresent the actions of nonbiological robotic agents when they start to attribute human-like cognitive processes to the robot. Our findings provide novel evidence for top-down modulation effects on action corepresentation in human-robot interaction situations.
2011
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(2011): Executive function mechanisms of theory of mind. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 41 (5), S. 667-678. DOI: 10.1007/s10803-010-1087-7
DOI: http://www.ncbi.nlm.nih.gov/pubmed/20811770 Abstract: This study examined the relationship between Executive Function (EF) and Theory of Mind (ToM) using the Delis-Kaplan Executive Function System (D-KEFS) and three tests of ToM (Reading the Mind in the Eyes test (RMET), Strange Stories test, and Faux Pas test). Separate regression analyses were conducted, and EF predictors varied by ToM test. No EF domains accounted for significant variance in RMET scores; only estimated IQ scores were significant predictors of RMET performance. Verbal fluency and deductive reasoning were significant predictors of performance on the Strange Stories test, while verbal fluency, problem solving, and gender accounted for a significant variance in the Faux Pas test. Results suggest that the ToM tests each utilized differing cognitive mechanisms.
2009
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(2009): Development during adolescence of the neural processing of social emotion. In: Journal of cognitive neuroscience 21 (9), S. 1736-1750. DOI: 10.1162/jocn.2009.21121
DOI: https://doi.org/10.1162/jocn.2009.21121 Abstract: In this fMRI study, we investigated the development between adolescence and adulthood of the neural processing of social emotions. Unlike basic emotions (such as disgust and fear), social emotions (such as guilt and embarrassment) require the representation of another's mental states. Nineteen adolescents (10-18 years) and 10 adults (22-32 years) were scanned while thinking about scenarios featuring either social or basic emotions. In both age groups, the anterior rostral medial prefrontal cortex (MPFC) was activated during social versus basic emotion. However, adolescents activated a lateral part of the MPFC for social versus basic emotions, whereas adults did not. Relative to adolescents, adults showed higher activity in the left temporal pole for social versus basic emotions. These results show that, although the MPFC is activated during social emotion in both adults and adolescents, adolescents recruit anterior (MPFC) regions more than do adults, and adults recruit posterior (temporal) regions more than do adolescents.
Keywords: Adolescent, Adolescent Development, Adult, Age Factors, Brain Mapping, Brain/anatomy & histology/blood supply/physiology, Emotions/physiology, Female, Humans, Image Processing, Computer-Assisted/methods, Magnetic Resonance Imaging/methods, Mother-Child Relations, Neuropsychological Tests, Oxygen/blood, Self Concept, Social Perception, Young Adult
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