Personal relative deprivation impairs ability to filter out threat-related distractors from visual working memory

Personal Relative Deprivation and Online Aggression in College Students: A Moderated Mediation Model of Revenge Motivation and a Violent Attitude

While personal relative deprivation (PRD) is recognized as a potential risk factor for aggression, the mechanisms underlying this relationship are not well understood. This study investigates how revenge motivation mediates the link between PRD and online aggression, as well as how a violent attitude moderates this connection. A total of 1004 college students completed self-reported measures on demographic factors, PRD, online aggression, revenge motivation, and violent attitudes. The findings revealed a positive correlation between PRD and online aggression, with revenge motivation serving as a mediating factor. Additionally, a violent attitude was found to moderate the relationship, indicating that PRD had a stronger association with online aggression in individuals with higher violent attitudes compared to those with lower attitudes.

Effects of relative deprivation on change in displaced aggression and the underlying motivation mechanism: A three-wave cross-lagged analysis

Displaced aggression refers to pernicious acts against innocent people. To date, little is known about mechanisms underlying dynamic changes in displaced aggression. The present study constructed a cross-lagged model to examine the dynamic effects of relative deprivation on displaced aggression and the mediation mechanisms underlying these effects. A total of 1130 undergraduate students participated in this three-wave longitudinal study. The results showed that relative deprivation predicted changes in displaced aggression through concurrent changes in levels of hostile attribution bias and moral disengagement. Hostile attribution bias and moral disengagement could predict each other longitudinally. The relationships between relative deprivation and displaced aggression, and relative deprivation and hostile attribution bias were mutual. This multiple mediation model with two mutually predicting mediators was explained from the aggressive motivation perspective. The findings help inform aggression theories and have implications for the prevention of and interventions against displaced aggression.

Cognitive reappraisal and empathy chain-mediate the association between relative deprivation and prosocial behavior in adolescents

Background

Relative deprivation is one of the factors that influences the development of personality and behavior. However, it is still unclear whether and how relative deprivation decreases the prosocial behavior in adolescents. This study aimed to examine the association between relative deprivation and adolescent prosocial behavior and the role of emotion regulation strategies and empathy in modifying this association.

Methods

The present study included 609 secondary school students (M = 15.42 years, SD = 0.653) in Fujian Province, China. All participants completed the Relative Deprivation Questionnaire, Emotion Regulation Scale, the Basic Empathy Scale, and Prosocial Behavior Scale. The collected data were analyzed using SPSS 25.0 and Mplus 7.4.

Results

Relative deprivation was negatively correlated with cognitive reappraisal, but positively correlated with expressive suppression. Cognitive reappraisal was positively correlated with empathy and prosocial behavior, but expressive suppression was not. Empathy was positively correlated with prosocial behavior. Relative deprivation decreased prosocial behavior through (a) cognitive reappraisal, (b) empathy, and (c) chain mediation of cognitive reappraisal and empathy. No significant mediating effect of expressive suppression was found.

Conclusion

The results indicate that relative deprivation decreases adolescent prosocial behavior, and that cognitive reappraisal and empathy are the potential psychological mechanisms that affect the association between relative deprivation and adolescent prosocial behavior.

Co-Occurrence, Predictors, and Related Aggressive Behaviors of Cognitive and Emotional Relative Deprivation Based on Latent Class Analysis

Given the frequent occurrence of relative deprivation among adolescents and its negative effects, this study investigated relative deprivation among adolescents using a person-centered statistical technique (n = 1196; 565 girls). Latent class analysis identified three groups: low cognitive and emotional relative deprivation (Class 1, 33.78% of adolescents), high cognitive and low emotional relative deprivation (Class 2, 37.79% of adolescents), and high cognitive and emotional relative deprivation (Class 3, 28.43% of adolescents). Adolescents with low income and without parental accompaniment were more likely to be assigned to Classes 3 and 2. Compared with Class 1, Classes 3 and 2 had significant positive predictive effects on physical aggression, relational aggression, and overall aggressive behavior. The classes of relative deprivation influenced both physical and relational aggression, but not verbal aggression. Based on these findings, demographic characteristics and latent classes of relative deprivation should be considered together when developing interventions for aggressive behaviors.

Alterations in working memory maintenance of fearful face distractors in depressed participants: An ERP study

Task-irrelevant threatening faces (e.g., fearful) are difficult to filter from visual working memory (VWM), but the difficulty in filtering non-threatening negative faces (e.g., sad) is not known. Depressive symptoms could also potentially affect the ability to filter different emotional faces. We tested the filtering of task-irrelevant sad and fearful faces by depressed and control participants performing a color-change detection task. The VWM storage of distractors was indicated by contralateral delay activity, a specific event-related potential index for the number of objects stored in VWM during the maintenance phase. The control group did not store sad face distractors, but they automatically stored fearful face distractors, suggesting that threatening faces are specifically difficult to filter from VWM in non-depressed individuals. By contrast, depressed participants showed no additional consumption of VWM resources for either the distractor condition or the non-distractor condition, possibly suggesting that neither fearful nor sad face distractors were maintained in VWM. Our control group results confirm previous findings of a threat-related filtering difficulty in the normal population while also suggesting that task-irrelevant non-threatening negative faces do not automatically load into VWM. The novel finding of the lack of negative distractors within VWM storage in participants with depressive symptoms may reflect a decreased overall responsiveness to negative facial stimuli. Future studies should investigate the mechanisms underlying distractor filtering in depressed populations.

Negative and Positive Bias for Emotional Faces: Evidence from the Attention and Working Memory Paradigms

Visual attention and visual working memory (VWM) are two major cognitive functions in humans, and they have much in common. A growing body of research has investigated the effect of emotional information on visual attention and VWM. Interestingly, contradictory findings have supported both a negative bias and a positive bias toward emotional faces (e.g., angry faces or happy faces) in the attention and VWM fields. We found that the classical paradigms-that is, the visual search paradigm in attention and the change detection paradigm in VWM-are considerably similar. The settings of these paradigms could therefore be responsible for the contradictory results. In this paper, we compare previous controversial results from behavioral and neuroscience studies using these two paradigms. We suggest three possible contributing factors that have significant impacts on the contradictory conclusions regarding different emotional bias effects; these factors are stimulus choice, experimental setting, and cognitive process. We also propose new research directions and guidelines for future studies.