DOCSLIB.ORG

SELF-CONSCIOUS EMOTIONS in AUTISM 1 Exploring the Subjective

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SELF-CONSCIOUS EMOTIONS in AUTISM 1 Exploring the Subjective SELF-CONSCIOUS EMOTIONS IN AUTISM 1 Exploring the subjective experience and neural correlAtes of self-conscious emotion processing in autistic adolescents: Over-reliAnce on leArned sociAl rules during heightened perspective- tAking demAnds mAy serve as compensAtory strategy for less reflexive mentAlizing KAthryn F. JAnkowski1 & Jennifer H. Pfeifer1 1 Department of Psychology, University of Oregon Corresponding author: Jennifer H. Pfeifer Department of Psychology University of Oregon 1227 University of Oregon Eugene, OR, 97403 541-346-1984 [email protected] SELF-CONSCIOUS EMOTIONS IN AUTISM 2 Abstract Autistic individuals experience a secondary wAve of sociAl cognitive challenges during Adolescence, which impact interpersonal success (Picci & Scherf, 2015). To better understAnd these challenges, we investigated the subjective experience and neural correlAtes of self- conscious emotion (SCE) processing in autistic adolescent mAles compared to age- And IQ- mAtched neurotypicAl (NT) adolescents (ages 11-17). Study I investigated group differences in SCE attributions (the ability to recognize SCEs) and empathic SCEs (the ability/tendency to feel empathic SCEs) and the potentiAl modulAtory role of heightened perspective-tAking (PT) demAnds. Furthermore, Study I explored associAtions between SCE processing, a triAd of sociAl cognitive abilities (self-AwAreness/introspection, perspective-tAking/cognitive empathy, and Affective empathy), and Autistic feAtures. Study II investigated group differences in neural Activation patterns recruited during SCE processing and the potentiAl modulAtory role of heightened PT demAnds. During an MRI scAn, participants completed the Self-Conscious Emotions TAsk (SCET), which feAtured sAlient, ecologicAl video clips of adolescents in a singing competition. Videos represented two factors: emotion (embarrassment, pride) and PT demAnds (low, high). In low PT clips, singers’ emotions mAtched the situational context (singing quality; sing poorly, act embarrassed); in high PT clips, they did not (sing well, act embarrassed). PArticipants rated how intensely embarrassed and proud eAch singer felt. They also rated how empathicAlly embarrassed And proud they felt for eAch singer. The ASD group recognized SCEs and felt empathic SCEs, and they did so with similAr intensity as the NT group. However, the ASD group mAde atypicAl emotion attributions when PT demAnds were high, which more strongly reflected the situational context. AtypicAl attributions SELF-CONSCIOUS EMOTIONS IN AUTISM 3 correlAted with greAter perspective-tAking difficulties, more intense Autistic feAtures, and reduced sociAl competence. An over-reliAnce on contextual cues mAy reflect a strict adherence to leArned sociAl rules, possibly compensAting for less reflexive mentAlizing, which mAy underlie reAl-world interpersonal challenges. NeuroimAging results support this interpretAtion. While the ASD and NT groups recruited strikingly similAr neural patterns, there were group differences within sociAl cognition regions, visual perception regions, sAlience regions, and sensorimotor regions, which were modulAted by changes in PT demAnds/the situational context. These findings similArly suggest that greAter sociAl norm referencing mAy serve as a compensAtory strategy for less reflexive mentAlizing or for difficulties integrating discrepant mentAl stAte and contextual informAtion. ImplicAtions for intervention are discussed. Keywords: Autism, self-conscious emotions, sociAl emotions, empathy, perspective-tAking, sociAl context, MRI, sociAl cognition, sAlience RUNNING HEAD: SELF-CONSCIOUS EMOTIONS IN AUTISM 1 Overview A recent two-hit model of autism spectrum disorders (ASD) proposes that autistic1 Adolescents experience a criticAl secondary (post-infancy/eArly childhood) wAve of challenges in sociAl cognition and peer interactions, which are enhanced by accelerated neural mAturation and socioaffective changes associAted with puberty (Picci & Scherf, 2015). NeurotypicAl adolescence is accompanied by heightened self-consciousness (Rankin, LAne, Gibbons, & Gerrard, 2004) And enhanced perspective-tAking (PT) abilities (Dumontheil, Apperly, & BlAkemore, 2010), yet these Attributes reportedly develop atypicAlly2 in ASD. In particulAr, self-conscious emotion (SCE) understAnding mAy be altered. Given that adolescence is considered a key period of sociAl reorientAtion (Nelson, JArcho, & Guyer, 2016; Nelson, Leibenluft, McClure, & Pine, 2005), Acquiring advanced sociAl cognitive abilities and applying them AppropriAtely3 in affective and interpersonal contexts is paramount for developing strong peer relAtionships and positive mentAl heAlth outcomes. RelAtively little work has explored advanced sociAl cognition in ASD during Adolescence. To close this gap, we aimed to characterize the subjective experience and neurobiologicAl substrates of SCE understAnding in autistic and neurotypicAl adolescents. Self-Conscious Emotions Emotions cAn be broadly cAtegorized as basic, nonsociAl emotions (e.g., happiness, sAdness, anger, feAr) or complex, sociAl emotions (e.g., pride, embarrassment, shame, guilt). NonsociAl emotions are believed to promote biologicAl goals and emerge eArly in life; while sociAl emotions are believed to promote sociAl goals and emerge lAter in life, coinciding with the Acquisition of advanced sociAl cognitive abilities, in particulAr, self-reflection and perspective- tAking (Lewis, 1997). SCEs, a type of sociAl emotion, are elicited by experiencing, inferring, or Anticipating others’ evaluations of the self, which are informed by internalized sociAl rules and SELF-CONSCIOUS EMOTIONS IN AUTISM 2 expectAtions (LeAry, 2007; Lewis, 1995, 1997). SCEs are likely supported by A triAd of sociAl cognitive processes: (i) self-AwAreness, underlying self-consciousness and self-reflection; (ii) other-AwAreness, underlying mentAl stAte attribution; and (iii) sociAl norm-AwAreness, underlying the identificAtion and adoption of societAl stAndards (Beer, 2007; JAnkowski & TAkahashi, 2014; LAgattutA & Thompson, 2007). SCEs inform sociAl decision-mAking and provide feedback on the sociAl appropriAteness of one’s thoughts and actions (TAngney & Tracy, 2012; Tracy & Robins, 2004a, 2007e). By promoting sociAl acceptAnce and preventing sociAl rejection, SCEs plAy an integral role in supporting and mAintAining interpersonal relAtionships (LeAry, 2007; Tracy & Robins, 2007e). Embarrassment. Embarrassment represents inferred negative self-evaluations in response to sociAl norm violAtions (Miller, 1996). Embarrassment is an emotional response to “normAtive public deficiencies”, including physicAl pratfalls or inept performAnces (Keltner, 1996; Keltner & Buswell, 1997; TAngney, Stuewig, & MAshek, 2007), which include feeling AwkwArd, uncomfortAble, or inferior (PArrott & Smith, 1991). Embarrassment is strongly tied to impression mAnagement and represents a concern for evoking negative sociAl evaluations or conveying a negative self-imAge (Miller, 1996; Miller & TAngney, 1994; PArrott & Smith, 1991). Embarrassment serves an appeAsement function (Keltner, 1995; Keltner & Buswell, 1997) by signaling one’s desire to monitor, hide, or change one’s behavior (TAngney et al., 2007). By conveying acknowledgment and regret of one’s transgressions, it serves as a “nonverbal Apology” and prevents sociAl rejection (Miller, 2007). Embarrassment cAn be reliAbly recognized viA a combination of faciAl expressions and body postures (EdelmAnn & HAmpson, 1981a, 1981b; Keltner, 1995; 1996; Miller, 1996). Embarrassed individuals typicAlly avert their gaze, lower and turn awAy their heAd, mAke frequent gaze shifts, displAy a controlled smile, and cover SELF-CONSCIOUS EMOTIONS IN AUTISM 3 their eyes or mouth (Keltner, 1995). They also displAy nervous body movements, by shifting posture, moving their legs and feet, and using hand gestures (EdelmAnn & HAmpson, 1981a, 1981b). Pride. Pride represents inferred positive self-evaluations in response to achieving sociAlly-valued goals or exceeding societAl stAndards (Lewis, 1997). SimilAr to “Achievement motivation” (Lewis, 1997; Lewis & Sullivan, 2005), pride is an emotional response to accepting personal responsibility for sociAlly-valued actions, which elicits feelings of efficAcy, mAstery, or joy (LeAry, 2007; Lewis & Sullivan, 2005). Pride reflects stAtus, competence, and achievement (Tracy & Robins, 2004b). It functions to obtAin, mAintAin, and convey sociAl stAtus by signaling one’s deservedness of sociAl acceptAnce and drawing attention to one’s increAsed sociAl stAtus (Tracy & MAtsumoto, 2008; Tracy & Robins, 2004a; 2007a; 2007b; Tracy, Shariff, & Cheng, 2010; Tracy, WeidmAn, Cheng, & MArtens, 2014). Pride cAn be reliAbly recognized viA a combination of faciAl expressions and body postures (Tracy & Robins, 2003, 2004b, 2007c). Proud individuals displAy a smAll non-Duchenne smile, tilt their heAd slightly backwArd, expand their chest, push their torso outwArd, and either raise their arms above their heAd with their hands in fists or plAce their hands on their hips with their arms akimbo (Tracy & MAtsumoto, 2008; Tracy & Robins, 2003, 2004b). Autism and Adolescence ASD represents a set of neurodevelopmentAl disorders characterized in the DSM-V by impaired sociAl communicAtion and sociAl interactions (AmericAn PsychiAtric AssociAtion, 2013). ASD is one of the fastest growing developmentAl disorders. Prevalence rates have increAsed almost 120% over the past ten yeArs, representing an estimAted 1 in 68 births (Wingate et al., 2014). Despite the growing
Load more

Recommended publications
  • Mullerpinzler2015
    Europe PMC Funders Group Author Manuscript Neuroimage. Author manuscript; available in PMC 2016 September 01. Published in final edited form as: Neuroimage. 2015 October 1; 119: 252–261. doi:10.1016/j.neuroimage.2015.06.036. Europe PMC Funders Author Manuscripts Neural Pathways of Embarrassment and their Modulation by Social Anxiety L Müller-Pinzlera,b, V Gazzolac,d, C Keysersd, J Sommere, A Jansene, S Frässleb,e, W Einhäuserf, FM Paulus#a, and S Krach#a,* aDepartment of Psychiatry and Psychotherapy, Social Neuroscience Lab | SNL, University of Lübeck, Ratzeburger Allee 160, D-23538 Lübeck, Germany bDepartment of Psychiatry, University of Marburg, Rudolf-Bultmann-Straße 8, D-35033 Marburg, Germany cDepartment of Neuroscience, University Medical Center Groningen, 9713 AW Groningen, The Netherlands dSocial Brain Laboratory, The Netherlands Institute for Neuroscience, Royal Netherlands Academy for the Arts and Sciences, 1105 BA Amsterdam, The Netherlands eDepartment of Child- and Adolescent Psychiatry, University of Marburg, Schützenstr. 49, D-35033 Marburg, Germany fInstitut für Physik, Physics of Cognitive Processes, TU Chemnitz, Reichenhainer Str. 70, 09107 Chemnitz, Germany # These authors contributed equally to this work. Abstract While being in the center of attention and exposed to other’s evaluations humans are prone to Europe PMC Funders Author Manuscripts experience embarrassment. To characterize the neural underpinnings of such aversive moments, we induced genuine experiences of embarrassment during person-group interactions in a functional neuroimaging study. Using a mock-up scenario with three confederates, we examined how the presence of an audience affected physiological and neural responses and the reported emotional experiences of failures and achievements. The results indicated that publicity induced activations in mentalizing areas and failures led to activations in arousal processing systems.
    [Show full text]
  • The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
    BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes.
    [Show full text]
  • Situational Appropriateness, Negative Affect and the Experience Of
    Not Here, Not Now! Situational Appropriateness, Negative Affect and the Experience of (Remote) Embarrassment. A Process Model. Inaugural-Dissertation zur Erlangung der Doktorwürde der Fakultät für Humanwissenschaften der Julius-Maximilians-Universität Würzburg. Vorgelegt von Paul Sebastian Álvarez Loeblich aus Würzburg. Würzburg, 2017 Erstgutachter: Prof. Dr. Fritz Strack Zweitgutachter: Prof. Dr. Andreas Eder Tag des Kolloquiums: 23.4.2018 Widmung A la familia, Potato. Wildling. Fritz’ Geduld, Ritas können, Andreas’ Motivation. Meiner neuen Heimat. Kaffee. TABLE OF CONTENTS TABLE OF CONTENTS ..............................................................................................................I THEORETICAL PART ...............................................................................................................4 General Introduction ....................................................................................................................4 The Lack of a Process Model of Embarrassment ....................................................................................................4 Embarrassment .............................................................................................................................6 Shame ........................................................................................................................................................................7 Understanding Embarrassment ................................................................................................................................8
    [Show full text]
  • A Study on the Embarrassment of Senders Who Missend Emojis With
    Liu et al. Psicologia: Reflexão e Crítica (2020) 33:20 Psicologia: Reflexão e Crítica https://doi.org/10.1186/s41155-020-00159-4 RESEARCH Open Access A study on the embarrassment of senders who missend emojis with opposite meanings on social apps: taking WeChat as an example Liyuan Liu1,2 , Yen Hsu2*, Jie Zhang3 and Qianling Jiang4 Abstract With the increasing popularity of social apps, sending emojis has become a very common way of expressing one’s emotions. However, situations often arise when people send the wrong emoji by mistake, or sometimes even an emoji with an opposite meaning, which can cause embarrassment to the sender. Taking WeChat as an example, which is widely used in Chinese communities, this study summarizes 10 types of dialogue situations in which the meaning of an emoji is wrongly sent and 12 types of emotional components that are related to embarrassment. The purpose of this study was to analyze the extent to which the 12 emotional components that are associated with embarrassment actually explain what embarrassment is, as well as the different degrees of embarrassment among the different genders and age groups. The results showed that (1) among the emotional components of embarrassment, shame has the highest explanation degree for embarrassment; (2) males are more likely to be affected by embarrassment than females; and (3) users aged 18–25 and 26–30 years are more likely to be affected by embarrassment than those aged between 31 and 40 when they mistakenly send WeChat emojis. This study provides a reference value for their sustainable psychological impact on social app users.
    [Show full text]
  • Self-Conscious Emotions
    Self-Conscious Emotions June Price Tangney George Mason University Jessica Tracy University of British Columbia Rev. 5/6/11 *To appear in Leary, M., & Tangney, J.P. (Eds) Handbook of self and identity. New York: Guilford Press. All human emotions are, in a loose sense, “self-relevant.” Emotions arise when something self- relevant happens or is about to happen. In the language of appraisal theory (Lazarus, 1966), we experience emotions when we judge that events have positive or negative significance for our well- being. The specific type of emotional response is shaped both by such primary appraisals of events’ positive vs. negative implications for the individual, and by secondary appraisals (e.g., of one’s ability to cope with the events). But all emotions arise from events that in some way have relevance for oneself. There is, however, a special class of human emotions that are even more immediately self- relevant. This chapter focuses on these “self-conscious” emotions, which directly involve self- reflection and self-evaluation. Self-Conscious Emotions Shame, guilt, embarrassment, and pride are members of a family of “self-conscious emotions” that are evoked by self-reflection and self-evaluation. This self-evaluation may be implicit or explicit, consciously experienced or transpiring beyond our awareness. But in one way or another, these emotions fundamentally involve people’s reactions to their own characteristics or behavior. For example, when good things happen, we may feel a range of positive emotions -- joy, happiness, satisfaction or contentment. But we feel pride in our own positive attributes or actions. By the same token, when bad things happen, many negative emotions are possible – for example, sadness, disappointment, frustration, or anger.
    [Show full text]
  • Questionnaires Created on Vicarious Embarrassment
    Questionnaires Created On Vicarious Embarrassment Reduplicative Avram still slub: nominal and mixable Kenyon clean quite thermostatically but fictionalizing her chippyharambees Marcello stolidly. never Stacy hector is shrinkingly his addicts! pipy after unseduced Er strewings his Boltzmann fragrantly. Lewd and And competition and their effects on observers' vicarious emotional responses. Developed a variant of a naturalistic empathic embarrass- ment accuracy. Feeling one if the embarrassment in creating and create more than i can do not always out by which affect like a created guilt and regret for. Reality of embarrassment is on creating and questionnaires that they were only stimulate brain structure of spirit and doctors did not only what some were designed this. Most MKs are asked hundreds of questions during their families' home assignments Ironically. Feeling on embarrassment to vicariously. The scribble of Personal Meaning on Vicarious. MEASURING POLICE officer COMMUNITY PERFORMANCE. The one parent made it will be created in creating significant ones children and on television in. Sa anything in one for group, on the questionnaires included. Sample collection of? Those feelings of embarrassment may be linked to social anxiety. The Female Variation of Autism Spectrum Disorder An fMRI Study. The Nature Origins and Consequences of Finnish Shame. Effects of vicarious guilt rage shame and the witnesses' behavior toward ostracized persons. Vicarious thinking through a key driver of possible change in Delphi surveys for. Self-Objectification Radford University. In one wants, on me feel embarrassed individuals might drink to create upsets you. Vicarious shame for an emotion that is regularly felt up the literature is. According to embarrassment and vicarious embarrassing situations.
    [Show full text]
  • 'I Can Take a Hint': Social Ineptitude, Embarrassment, and the King of Comedy William I
    University of Michigan Law School University of Michigan Law School Scholarship Repository Articles Faculty Scholarship 1994 'I Can Take a Hint': Social Ineptitude, Embarrassment, and the King of Comedy William I. Miller University of Michigan Law School, [email protected] Available at: https://repository.law.umich.edu/articles/1437 Follow this and additional works at: https://repository.law.umich.edu/articles Part of the Entertainment, Arts, and Sports Law Commons, and the Law and Psychology Commons Recommended Citation Miller, William I. "'I Can Take a Hint': Social Ineptitude, Embarrassment, and the King of Comedy." Mich. Q. Rev. 33, no. 2 (1994): 322-44. This Article is brought to you for free and open access by the Faculty Scholarship at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Articles by an authorized administrator of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. WILLIAM IAN MILLER "I CAN TAKE A HINT": SOCIAL INEPTITUDE, EMBARRASSMENT, AND THE KING OF COMEDY The phrase "I can take a hint," when said seriously, contains its own denial. It reveals that the speaker has not been very adept at recog­ nizing the hints already given, nor very graceful about not making a scene once he has recognized them. Its very utterance has the effect of punishing the hint-giver by making her hint fail as a hint. The truly successful hint works by gaining its end with no extra awk­ wardness added to the social encounter. The good hint should be barely perceived by the person toward whom it is directed.
    [Show full text]
  • The Emotions
    The Emotions Biology, Language and Culture Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Philosophy) Department of Philosophy University of Sheffield, UK Angela Florence Bird March 2014 i Abstract Philosophers, and theorists in other disciplines, have disagreed over the character, function and mechanisms of emotions. Amongst the persistent issues that have arisen is the question of what exactly emotions are. Are they a vivid perceptual awareness of physiological processes? Evaluative judgments? Dispositions? Neurophysiological states? Or perhaps an aggregate of some or all of the above? Typically, theorists who study the emotions have tended to divide into two camps. On the one hand there are those who adopt a broadly biological / adaptationist perspective, which emphasises the corporeal nature of emotions. On the other side of the divide are those who adopt a socio-constructivist perspective, which emphasises the cognitive nature of emotions. Proponents of the biological stance have tended to favour universal, basic emotions whilst socio-constructivists tend to favour the more exotic. In support of the latter approach a significant literature has emerged from ethnography, anthropology and cognitive linguistics. This literature adopts a “lexicocentric” perspective on the emotions. The biological/adaptationist perspective seems to capture something important and right about the essential nature of emotions. However, the aim of my thesis is to demonstrate that the basic emotions theory, as characterised by Ekman, is weakened by its failure to pay attention to, and fully to engage with, the literature regarding the effect of language on our emotional landscape, an area which has ostensibly been the domain of the social constructionist.
    [Show full text]
  • The Effects of Role-Taking and Embarrassability on Undergraduate Drinking: Some Unanticipated Findings
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons @ Butler University Butler University Digital Commons @ Butler University Scholarship and Professional Work - LAS College of Liberal Arts & Sciences 6-2000 The ffecE ts of Role-taking and Embarrassability on Undergraduate Drinking: Some Unanticipated Findings Lizabeth A. Crawford Katherine B. Novak Butler University, [email protected] Follow this and additional works at: http://digitalcommons.butler.edu/facsch_papers Part of the Medicine and Health Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Control, Law, Crime, and Deviance Commons, and the Social Psychology and Interaction Commons Recommended Citation Crawford, L. A., & Novak, K. B. (2000). The effects of role-taking and embarrassability on undergraduate drinking: Some unanticipated findings. Journal of Social Behavior & Personality, 15(2), 269-296. Available from: http://digitalcommons.butler.edu/ facsch_papers/388 This Article is brought to you for free and open access by the College of Liberal Arts & Sciences at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - LAS by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. The effects of role-taking and embarrassability on undergraduate drinking: Some unanticipated findings! Lizabeth A. Crawford,! Katherine B. Novak ! ! Abstract This paper focuses on the relationship between role-taking, affect, and alcohol use among college undergraduates. Role-taking is the process through which people anticipate the perspectives— expectations, evaluations, and behaviors—of others (Mead, 1934). Reflexive role-taking (i.e.,viewing oneself through the eyes of others) was significantly related to four distinct types of embarrassment.
    [Show full text]
  • Oeldorf-Hirsch-Chb-Your-Post.Pdf
    Computers in Human Behavior 73 (2017) 92e99 Contents lists available at ScienceDirect Computers in Human Behavior journal homepage: www.elsevier.com/locate/comphumbeh Your post is embarrassing me: Face threats, identity, and the audience on Facebook * Anne Oeldorf-Hirsch a, , Jeremy Birnholtz b, Jeffrey T. Hancock c a University of Connecticut, 337 Mansfield Rd Unit 1259, Storrs, CT 06269, USA b Northwestern University, Frances Searle Building, 2240 Campus Drive, Evanston, IL 60208, USA c Stanford University, McClatchy Hall, Rm. 300J, Stanford, CA 94305, USA article info abstract Article history: While Facebook is a popular venue for sharing information about ourselves, it also allows others to share Received 12 December 2016 information about us, which can lead to embarrassment. This study investigates the effects of shared Received in revised form face-threatening information on emotional and nonverbal indicators of embarrassment using an 19 February 2017 experiment (N ¼ 120) in which pairs of friends posted about each other on Facebook. Results show that Accepted 13 March 2017 face-threatening information shared by others produces a powerful emotional and nonverbal embar- Available online 16 March 2017 rassment response. However, it is not the content of the face-threatening post that produces this effect. Rather, the level of embarrassment depends primarily on whether that information violates the in- Keywords: Embarrassment dividual's identity and if they perceive that unknown members of their audience can see it. In response, Face threats individuals were most likely to joke about the post, although those who were most embarrassed were Other-generated disclosures more likely to delete it.
    [Show full text]
  • Scientific and Social Program
    Scientifi c and Social Program Friday, 9th 2011 Saturday, 10th 2011 Sunday, 11th 2011 Monday, 12th 2011 ataGlance Programme 43 REGISTRATION DESK (Registration Area) 8:30-19:30 EBBS - Meeting Seville (2011) BehaviourSocietyMeeting S2A Fear-based Anticipation: S4A It takes two to tango - specialization and S6A Brain oscillations and ontogenesis, networks and cooperation of the two cerebral hemispheres hippocampal memory processing mechanisms in humans and other animals Giralda I-II Giralda I-II Giralda I-II 9:00-11:00 S2B Neural processing of S4B Adenosine receptors as therapeutic S6B Neural bases of cognitive- rd SATELLITE Symposium communication sounds across the targets in brain disorders emotional interactions in humans European Brainand European on "Neurobiology of Time species Perception: from normality Santa Cruz Santa Cruz Santa Cruz 11:00-11:30 to dysfunction" Coffee break Valérie Doyère (FR), L2 Colegio de América Special Lecture L5 Elsevier BBR Lecture L7 Argiro Vatakis (GR) and Elizabeth Phelps Barbara Sahakian Tania Singer 11:30-12:30 Elzbieta Szelag (PL) Changing fear Depression and resilience: Insights Social emotions from the Lens of social from cognitive, neuroimaging and neuroscience (8:00-14:30) Giralda I-II psychopharmacological studies Giralda I-II Giralda I-II Poster Session #1 Poster Session #2 Poster Session #3 12:30-15:30 Santa Cruz Posters and Exhibition Area Posters and Exhibition Area Posters and Exhibition Area Welcome (15:00-15:30) Floor -1 and Floor -2 Floor -1 and Floor -2 Floor -1 and Floor -2 Giralda I-II
    [Show full text]
  • Embarrassment: Its Distinct Form and Appeasement Functions
    Psychological Bulletin Copyright 1997 by the American Psychological Association. Inc. 1997. \W. 122. No, 3, 250-270 0033-2909(97/53.00 Embarrassment: Its Distinct Form and Appeasement Functions Dacher Keltner Brenda N. Buswell University of California, Berkeley University of Wisconsin—Madison The authors address 2 questions about embarrassment. First, Is embarrassment a distinct emotion? The evidence indicates that the antecedents, experience, and display of embarrassment, and to a limited extent its autonomic physiology, are distinct from shame, guilt, and amusement and share the dynamic, temporal characteristics of emotion. Second, What are the theoretical accounts of embarrassment? Three accounts focus on the causes of embarrassment, positing that it follows the loss of self-esteem, concern for others' evaluations, or absence of scripts to guide interactions. A fourth account focuses on the effects of the remedial actions of embarrassment, which correct preceding transgressions. A fifth account focuses on the functional parallels between embarrassment and nonhuman appeasement. The discussion focuses on unanswered questions about embarrassment. Embarrassment is not an irrational impulse breaking through (Lewis, Stanger, Sullivan, & Barone, 1991), or a more cogni- socially prescribed behavior but part of this orderly behavior itself. tively complex emotion (e.g., Campos, Barrett, Lamb, Gold- (Goffman, 1956, pp. 270-271) smith, & Stenberg, 1983). Recently, however, research has begun to illuminate the defin- Embarrassment has a checkered
    [Show full text]