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Azevedo RT, von Mohr M, Tsakiris M. From the Viscera to First Impressions: Phase-Dependent Cardio-Visual Signals Bias the Perceived Trustworthiness of Faces. Psychol Sci 2023; 34:120-131. [PMID: 36322944 DOI: 10.1177/09567976221131519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
Abstract
When we see new people, we rapidly form first impressions. Whereas past research has focused on the role of morphological or emotional cues, we asked whether transient visceral states bias the impressions we form. Across three studies (N = 94 university students), we investigated how fluctuations of bodily states, driven by the interoceptive impact of cardiac signals, influence the perceived trustworthiness of faces. Participants less often chose faces presented in synchrony with their own cardiac systole as more trustworthy than faces presented out of synchrony. Participants also explicitly judged faces presented in synchrony with their cardiac systole as less trustworthy. Finally, the presentation of faces in synchrony with participants' cardiac diastole did not modulate participants' perceptions of the faces' trustworthiness, suggesting that the systolic phase is necessary for such interoceptive effects. These findings highlight the role of phasic interoceptive information in the processing of social information and provide a mechanistic account of the role of visceroception for social perception.
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Affiliation(s)
| | - Mariana von Mohr
- Department of Psychology, Royal Holloway, University of London.,Centre for the Politics of Feelings, School of Advanced Study, University of London
| | - Manos Tsakiris
- Department of Psychology, Royal Holloway, University of London.,Centre for the Politics of Feelings, School of Advanced Study, University of London
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2
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Pandeirada JNS, Fernandes NL, Madeira M, Marinho PI, Vasconcelos M. Can I Trust This Person? Evaluations of Trustworthiness From Faces and Relevant Individual Variables. Front Psychol 2022; 13:857511. [PMID: 35619794 PMCID: PMC9127658 DOI: 10.3389/fpsyg.2022.857511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Accepted: 03/28/2022] [Indexed: 11/13/2022] Open
Affiliation(s)
- Josefa N S Pandeirada
- William James Center for Research, University of Aveiro, Aveiro, Portugal.,Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
| | - Natália Lisandra Fernandes
- William James Center for Research, University of Aveiro, Aveiro, Portugal.,Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
| | - Mariana Madeira
- William James Center for Research, University of Aveiro, Aveiro, Portugal.,Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
| | | | - Marco Vasconcelos
- William James Center for Research, University of Aveiro, Aveiro, Portugal.,Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
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All that meets the eye: The contribution of reward processing and pupil mimicry on pupillary reactions to facial trustworthiness. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02486-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Mellado L, Parte L, Sánchez-Herrera S, Bermejo ML. Evolution of Prospective Secondary Education Economics Teachers' Personal and Emotional Metaphors. Front Psychol 2021; 12:606153. [PMID: 33841242 PMCID: PMC8033159 DOI: 10.3389/fpsyg.2021.606153] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 02/23/2021] [Indexed: 11/13/2022] Open
Abstract
This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.
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Affiliation(s)
- Lucía Mellado
- Department of Business and Accounting, Faculty of Economics and Business Administration, National Distance Education University (UNED), Madrid, Spain
| | - Laura Parte
- Department of Business and Accounting, Faculty of Economics and Business Administration, National Distance Education University (UNED), Madrid, Spain
| | - Susana Sánchez-Herrera
- Department of Psycology and Anthropology, Faculty of Education, University of Extremadura, Badajoz, Spain
| | - María Luisa Bermejo
- Department of Psycology and Anthropology, Faculty of Education, University of Extremadura, Badajoz, Spain
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5
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Van der Biest M, Cracco E, Wisniewski D, Brass M, González-García C. Investigating the effect of trustworthiness on instruction-based reflexivity. Acta Psychol (Amst) 2020; 207:103085. [PMID: 32416515 DOI: 10.1016/j.actpsy.2020.103085] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Revised: 03/27/2020] [Accepted: 04/30/2020] [Indexed: 11/16/2022] Open
Abstract
Unlike other species, humans are capable of rapidly learning new behavior from a single instruction. While previous research focused on the cognitive processes underlying the rapid, automatic implementation of instructions, the fundamentally social nature of instruction following has remained largely unexplored. Here, we investigated whether instructor trustworthiness modulates instruction implementation using both explicit and reflexive measures. In a first preregistered study, we validated a new paradigm to manipulate the perceived trustworthiness of two different virtual characters and showed that such a manipulation reliably induced implicit associations between the virtual characters and trustworthiness attributes. Moreover, we show that trustworthy instructors are followed more frequently and faster. In two additional preregistered experiments, we tested if trustworthiness towards the instructor influenced the cognitive processes underlying instruction implementation. While we show that verbally conveyed instructions led to automatic instruction implementation, this effect was not modulated by the trustworthiness of the instructor. Thus, we succeeded to design and validate a novel trustworthiness manipulation (Experiment 1) and to create a social variant of the instruction-based reflexivity paradigm (Experiments 2 and 3). However, this instruction-based reflexivity effect was not modulated by the instructors' trustworthiness.
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Affiliation(s)
- Mathias Van der Biest
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, B-9000 Gent, Belgium.
| | - Emiel Cracco
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, B-9000 Gent, Belgium.
| | - David Wisniewski
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, B-9000 Gent, Belgium
| | - Marcel Brass
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, B-9000 Gent, Belgium
| | - Carlos González-García
- Ghent University, Department of Experimental Psychology, Faculty of Psychology and Educational Sciences, Henri Dunantlaan 2, B-9000 Gent, Belgium
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6
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Influence of emotional contexts on facial emotion attribution in schizophrenia. Psychiatry Res 2018; 270:554-559. [PMID: 30343241 DOI: 10.1016/j.psychres.2018.10.034] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/17/2018] [Revised: 10/11/2018] [Accepted: 10/11/2018] [Indexed: 11/20/2022]
Abstract
Recent emotion recognition studies in schizophrenia have reported misattribution of emotional content to emotionally neutral faces. While in these studies faces are presented in the absence of any contextual reference, in daily life facial expressions are typically perceived within a specific situational context. However, there is no evidence on the possible modulatory role of contextual aids on emotion attribution to neutral faces. We address this issue in the present study. Thirty schizophrenia patients and thirty paired controls performed an emotion categorization task (by choosing one among six labels of emotions) with neutral target faces that were superimposed on affectively positive, negative or neutral scenes. In presence of positive contexts, patients categorized neutral faces as happy and fearful more frequently than controls. When negative contexts were present, patients also categorized neutral faces as fearful more frequently than controls. However, in the presence of neutral contexts patients and controls did not differ in their categorization pattern. These results suggest that explicit presence of a neutral context seems to compensate for the bias showed by patients. With the purpose of correcting emotion misattribution in schizophrenia, emotionally neutral contexts might be incorporated to treatments aimed at improving social cognition performance in this patient population.
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Calvo MG, Álvarez-Plaza P, Fernández-Martín A. The contribution of facial regions to judgements of happiness and trustworthiness from dynamic expressions. JOURNAL OF COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1080/20445911.2017.1302450] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Manuel G. Calvo
- Department of Cognitive Psychology, Universidad de La Laguna, Tenerife, Spain
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Ricciardelli P, Lugli L, Pellicano A, Iani C, Nicoletti R. Interactive effects between gaze direction and facial expression on attentional resources deployment: the task instruction and context matter. Sci Rep 2016; 6:21706. [PMID: 26898473 PMCID: PMC4762000 DOI: 10.1038/srep21706] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2015] [Accepted: 12/10/2015] [Indexed: 11/16/2022] Open
Abstract
In three experiments, we tested whether the amount of attentional resources needed to process a face displaying neutral/angry/fearful facial expressions with direct or averted gaze depends on task instructions, and face presentation. To this end, we used a Rapid Serial Visual Presentation paradigm in which participants in Experiment 1 were first explicitly asked to discriminate whether the expression of a target face (T1) with direct or averted gaze was angry or neutral, and then to judge the orientation of a landscape (T2). Experiment 2 was identical to Experiment 1 except that participants had to discriminate the gender of the face of T1 and fearful faces were also presented randomly inter-mixed within each block of trials. Experiment 3 differed from Experiment 2 only because angry and fearful faces were never presented within the same block. The findings indicated that the presence of the attentional blink (AB) for face stimuli depends on specific combinations of gaze direction and emotional facial expressions and crucially revealed that the contextual factors (e.g., explicit instruction to process the facial expression and the presence of other emotional faces) can modify and even reverse the AB, suggesting a flexible and more contextualized deployment of attentional resources in face processing.
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Affiliation(s)
- Paola Ricciardelli
- Department of Psychology, University of Milano-Bicocca, Italy
- Milan Centre for Neuroscience, Italy
| | - Luisa Lugli
- Department of Philosophy and Communication, University of Bologna, Italy
| | - Antonello Pellicano
- Division for Clinical and Cognitive Sciences, Department of Neurology Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Cristina Iani
- Department of Communication and Economics, University of Modena and Reggio Emilia, Italy
| | - Roberto Nicoletti
- Department of Philosophy and Communication, University of Bologna, Italy
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Valdés-Conroy B, Aguado L, Fernández-Cahill M, Romero-Ferreiro V, Diéguez-Risco T. Following the time course of face gender and expression processing: a task-dependent ERP study. Int J Psychophysiol 2014; 92:59-66. [PMID: 24594443 DOI: 10.1016/j.ijpsycho.2014.02.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2013] [Revised: 02/20/2014] [Accepted: 02/24/2014] [Indexed: 11/17/2022]
Abstract
The effects of task demands and the interaction between gender and expression in face perception were studied using event-related potentials (ERPs). Participants performed three different tasks with male and female faces that were emotionally inexpressive or that showed happy or angry expressions. In two of the tasks (gender and expression categorization) facial properties were task-relevant while in a third task (symbol discrimination) facial information was irrelevant. Effects of expression were observed on the visual P100 component under all task conditions, suggesting the operation of an automatic process that is not influenced by task demands. The earliest interaction between expression and gender was observed later in the face-sensitive N170 component. This component showed differential modulations by specific combinations of gender and expression (e.g., angry male vs. angry female faces). Main effects of expression and task were observed in a later occipito-temporal component peaking around 230 ms post-stimulus onset (EPN or early posterior negativity). Less positive amplitudes in the presence of angry faces and during performance of the gender and expression tasks were observed. Finally, task demands also modulated a positive component peaking around 400 ms (LPC, or late positive complex) that showed enhanced amplitude for the gender task. The pattern of results obtained here adds new evidence about the sequence of operations involved in face processing and the interaction of facial properties (gender and expression) in response to different task demands.
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