Exposure to social-evaluative video clips: Neural, facial-muscular, and experiential responses and the role of social anxiety

Wiggert, Nicole; Wilhelm, Frank H.; Reichenberger, Julia; Blechert, Jens

doi:10.1016/j.biopsycho.2015.07.008

Cited by 30 publications

(25 citation statements)

References 46 publications

(42 reference statements)

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“…The facial EMG finding may hint at the social-communicative functions of UR responding: the decrease of corrugator activity (less frowning) during negative vs. neutral videos is counterintuitive at first sight. However, it is consistent with previous findings in an independent sample (Wiggert et al , 2015b). According to Bourgeois and Hess (2008), negative facial responses are withheld in many settings because of the risk of negative outcomes but might be expressed toward in-group members.…”

Section: Discussionsupporting

confidence: 93%

“…Neurally, UR responding on the LPP closely replicated video responses in our previous study (despite a different subset of E.Vids; Wiggert et al , 2015b). LPPs in affective picture viewing have been interpreted as reflecting arousal driven sustained attention to motivationally salient stimuli (Schupp et al , 2000, 2004).…”

Section: Discussionsupporting

confidence: 83%

“…It could be argued that the broad LPP acts as a low-pass filter that includes responses to all the elements of the US. With this regard the consistency of a broad LPP deflection across studies is reassuring (Wiggert et al , 2015b). Second, with a CS-US stimulus onset asynchrony of 2.5 s, the electrodermal and cardiac CRs probably did not have sufficient time to unfold and may also influence the following URs.…”

Section: Discussionmentioning

confidence: 99%

“…Functionally, detection, recognition and memory (updating) of predictive conditioned and unconditioned social cues might involve different neural systems (Schupp et al , 2006). Our prior study found differential LPPs to social-evaluative videos (Wiggert et al , 2015b) but differential electrocortical CRs may occur much earlier: Previous research has documented differential responses specifically on mid-latency (P3, EPN) but also on early (P1, N1) and very early (C1) event-related potentials (ERPs; Montoya et al , 1996; Wong et al , 1997; Skrandies and Jedynak, 2000; Stolarova et al , 2006) as well as steady-state visual evoked potential (ssVEPs) effects (Ahrens et al , 2015). More fine grained functional interpretations, however, can be obtained by studying the neural oscillations that generate ERPs (Karakas et al , 2000; Basar, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Social Pavlovian conditioning: Short- and long-term effects and the role of anxiety and depressive symptoms

Wiggert

Wilhelm

Boger

et al. 2016

Social Cognitive and Affective Neuroscience

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Today’s stressors largely arise from social interactions rather than from physical threat. However, the dominant laboratory model of emotional learning relies on physical stimuli (e.g. electric shock) whereas adequate models of social conditioning are missing, possibly due to more subtle and multilayered biobehavioral responses to such stimuli. To fill this gap, we acquired a broad set of measures during conditioning to negative social unconditioned stimuli, also taking into account long-term maintenance of conditioning and inter-individual differences. Fifty-nine healthy participants underwent a classical conditioning task with videos of actors expressing disapproving (US-neg) or neutral (US-neu) statements. Static images of the corresponding actors with a neutral facial expression served as CS+ and CS−, predicting US-neg and US-neu, respectively. Autonomic and facial-muscular measures confirmed differential unconditioned responding whereas experiential CS ratings, event-related potentials, and evoked theta oscillations confirmed differential conditioned responding. Conditioning was maintained at 1 month and 1 year follow-ups on experiential ratings, especially in individuals with elevated anxiety and depressive symptoms, documenting the efficiency of social conditioning and its clinical relevance. This novel, ecologically improved conditioning paradigm uncovered a remarkably efficient multi-layered social learning mechanism that may represent a risk factor for anxiety and depression.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Pavlovian conditioning: Short- and long-term effects and the role of anxiety and depressive symptoms

Wiggert

Wilhelm

Boger

et al. 2016

Social Cognitive and Affective Neuroscience

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“…A naturalistic study using ecological momentary assessment showed that individuals high in FNE and FPE exhibit stronger negative affect in relation to stress with members of a wider social network (e.g., work colleagues; Reichenberger, Smyth, & Blechert, ). In experimental studies in undergraduate samples, individuals high in FPE showed higher levels of anxiety and negative affect/discomfort in response to an evaluated speech (Weeks & Zoccola, , 2016) or essay (Weeks et al., ) and to social‐evaluative film clips depicting positive statements (for an exception, see Miedl et al., ; Reichenberger et al., ; Weeks et al., ; Wiggert, Wilhelm, Reichenberger, & Blechert, ). Also using an evaluated speech as a stressor, Carter, Sbrocco, Riley, and Mitchell () showed that FPE levels in undergraduates did not predict anxiety increases from pre‐ to post‐speech better than FNE.…”

Section: Correlates Of Fpe: Personality Emotions Cognitions and Bementioning

confidence: 99%

Malaise with praise: A narrative review of 10 years of research on the concept of Fear of Positive Evaluation in social anxiety

Reichenberger

Blechert

2018

Depress Anxiety

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Social anxiety is characterized by a fear of being negatively evaluated by others (i.e., Fear of Negative Evaluation [FNE]). In 2008, Weeks, Heimberg, and Rodebaugh proposed Fear of Positive Evaluation (FPE) as a second cognitive component in social anxiety. The article presents an overview of FPE, its psycho-evolutionary theoretical foundation and assessment by the Fear of Positive Evaluation Scale as well as relevant psychometric research on demographic characteristics. The relationship of FPE with a wide range of established dimensions from clinical, personality, and social psychology (i.e., self-esteem, perfectionism, or quality of life) will be reviewed. The role of FPE for psychological comorbidities such as other anxiety disorders, depression, eating, and substance use disorders as well as for treatment of social anxiety will be discussed. Future research might address questions of causality of FPE relative to related constructs, further data on psychometric properties, as well as on its independence from FNE in longitudinal studies. In sum, FPE seems to be a valid and reliable construct that explains cognitions, emotions, and behavior related to social anxiety at subclinical and clinical levels and therefore enriches the psychometric repertoire in the fields of social psychology, personality, and clinical psychology.

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Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

Seppänen

Toivanen

Makkonen

et al. 2020

Adaptive Human Behavior and Physiology

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Objectives Teaching involves multiple performance situations, potentially causing psychosocial stress. Since the theater-based improvisation method is associated with diminished social stress, we investigated whether improvisation lessened student teachers' stress responses using the Trier Social Stress Test (TSST; preparatory phase, public speech, and math task). Moreover, we studied the influence of interpersonal confidence (IC)the belief regarding one's capability related to effective social interactionson stress responses. Methods The intervention group (n = 19) received a 7-week (17.5 h) improvisation training, preceded and followed by the TSST. We evaluated experienced stress using a self-report scale, while physiological stress was assessed before (silent 30-s waiting period) and during the TSST tasks using cardiovascular measures (heart rate, heart rate variability [HRV]), electrodermal activation, facial electromyography (f-EMG), and EEG asymmetry. Hypothalamus-pituitary-adrenal (HPA-axis) reactivity was assessed through repeated salivary cortisol sampling. Results Compared to the control group (n = 16), the intervention group exhibited less f-EMG activity before a public speech and higher HRV before the math task. The low IC intervention subgroup reported significantly less stress during the math task. The controls showed a decreased heart rate before the math task, and controls with a low IC exhibited higher HRV during the speech. Self-reported stress and cortisol levels were positively correlated during the post-TSST preparatory phase. Conclusions These findings suggest that improvisation training might diminish stress levels, specifically before a performance. In addition, interpersonal confidence appears to reduce stress responses. The decreased stress responses in the control group suggest adaptation through repetition.

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Exposure to social-evaluative video clips: Neural, facial-muscular, and experiential responses and the role of social anxiety

Cited by 30 publications

References 46 publications

Social Pavlovian conditioning: Short- and long-term effects and the role of anxiety and depressive symptoms

Social Pavlovian conditioning: Short- and long-term effects and the role of anxiety and depressive symptoms

Malaise with praise: A narrative review of 10 years of research on the concept of Fear of Positive Evaluation in social anxiety

Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

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