Mood-induced self-focused attention.

The influence of mood on self-focused attention was explored in 2 experiments involving the induction of moods in the laboratory. Exp 1 tested the hypothesis that mood states, whether pleasant or unpleasant, induce self-focused attention. This hypothesis was supported using a sentence completion task as the measure of self focus. Exp 2 replicated Exp 1 results using a measure of self-complexity as an index of self-focus. These experiments provide support for a model of affect–action sequences the first step of which entails the turning of attention toward the self in response to the arousal of affect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of focus of attention on anxiety levels and social performance of individuals with social phobia.

Self-focused attention has been linked to social anxiety and poor social performance, but the causal direction of this relationship has not been established. For this study, focus of attention was manipulated during a speech task, conducted in pairs for 38 individuals with generalized social phobia. Results indicated that intensifying self-focused attention increased anticipated anxiety and anxious appearance, regardless of whether the individual was giving a speech or passively standing before the audience. The self-focus manipulation also increased self-reported anxiety during the task, but only for individuals assigned to a passive role. Contrary to expectation, self-focused attention did not affect any measure of social performance. These results indicate that self-focused attention may play a causal role in exacerbating social anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Focus of attention and self-evaluation in social interaction.

Prior to an interview with a confederate posing as an interviewer (I), 95 undergraduates received instructions that directed their attention during the interaction to their own thoughts and feelings, to the I's behavior, or to neither source in particular. The I's nonverbal and paralinguistic responses became either progressively more warm or progressively more cold during the course of the interview. Results support the notion that different attentional perspectives alter the meaning of another person's social behavior. Other-directed attention resulted in correspondent inferences: The I's behavior was directly reflected in Ss' self-ratings of performance—warm behavior caused positive ratings, cold behavior caused negative ratings. This pattern of results is consistent with predictions derived from a symbolic interactionist perspective on social interaction but is inconsistent with those derived from the model that causal attribution follows focus of attention. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression, self-focused attention, and the negative memory bias.

On the basis of self-regulatory perseveration theory, we hypothesized that the negative memory bias commonly found among depressed people is mediated by excess levels of self-focused attention and thus can be reduced by preventing depressed people from focusing on themselves. In Experiment 1, nondepressed and subclinically depressed college students were induced to either focus on themselves or externally and then to recall 10 events that had happened to themselves during the previous 2 weeks. Consistent with our hypotheses, events recalled by depressed Ss were more negative than events recalled by nondepressed Ss under conditions of self-focus but not under conditions of external focus. We conducted Experiment 2 to determine whether this effect was specific to self-referent events or generalizable to events that happened to other people. Experiment 2's findings replicated the previous findings for self-referent events but showed a different pattern for recall of events that happened to others, suggesting that self-focus reduces the negative memory bias among depressed individuals by deactivating their self-schemas. Theoretical and practical implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategic failure in social interaction: Evidence for expectancy disconfirmation processes.

Two experiments were conducted to test the idea that individuals may fail strategically in order to lower the expectations that others hold for their performances. In a pilot study, participants reported that, when lacking confidence, they would be particularly uncomfortable and anxious with high expectations and would attempt to lower them strategically. In Experiment 1, socially anxious and nonanxious participants were led to believe that an interviewer's high or low expectations were due to a prodigious amount of effort or to very little effort. Socially anxious individuals tended to fail strategically when confronted with high as opposed to low expectations presumably based on a prodigious amount of previous effort. In Experiment 2, individuals high or low in social anxiety were led to believe that an interviewer held either high or low expectations for them. High-anxiety participants, led to believe their initial performance would affect high expections, showed much poorer initial performance relative to all other groups. These findings show that individuals who are particularly doubtful about their ability to perform up to par will sometimes fail strategically at the outset of social interaction as a means to create lower and safer standards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of methylphenidate and expectancy on performance, self-evaluations, persistence, and attributions on a social task in boys with ADHD.

This study examined the effects of 0.3 mg/kg methylphenidate (MPH) and expectancy regarding medication on the performance and persistence of 137 boys with attention-deficit/hyperactivity disorder (ADHD) in a get-acquainted dyadic interaction with a peer, using a balanced-placebo design. Boys in 4 groups—administered placebo or MPH crossed with being told they received placebo or MPH—interacted with child confederates in experimental situations in which social success and failure were manipulated. In contrast with studies of academic persistence, MPH did not affect boys' task persistence or performance. Boys gave more positive self-evaluations and talked more in the success condition as compared with the failure condition. Boys attributed success to effort and ability and failure to task difficulty, and neither MPH nor expectancy affected this pattern. These findings are consistent with other studies in failing to find debilitating effects of MPH or medication expectancies on ADHD boys' attributions or self-evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of expectancy statements on academic performance of high- and low-ability college students.

Notes that expectancy theory holds that performance is a multiplicative function of ability and motivation-motivation being determined by individual expectations and perceptions of a situation. The role of expectations in determining academic performance was examined in a 2 (ability levels) * 2 (high-expectancy vs control groups) * 4 (test period) design. Ss were 56 undergraduates. A significant main effect due to ability and a significant interaction of ability, expectancy, and test period were found. High expectancy produced slight performance increments for all 4 test periods for high-ability Ss. High expectancy in low-ability groups resulted in higher performance than control groups for the 1st 2 test periods but lower performance for the last 2 test periods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of aging and task difficulty on divided attention performance.

We report two experiments that compare the performance of young and older adults on perceptual-motor tasks involving division of attention. Previous studies have shown older people to be especially penalized by divided attention situations, but the generality of this finding was recently challenged by Somberg and Salthouse (1982). The present study was conducted to investigate the possibility that age differences in dual-task performance are amplified by an increase in the difficulty of the constituent tasks, where difficulty was manipulated by varying the central, cognitive nature of the tasks (Experiment 1) or the degree of choice involved (Experiment 2). With the present tasks, strong evidence was found for an age-related decrement in divided attention performance. Contrary to our original expectations, however, it does not seem that division of attention presents some especial difficulty to older people. Rather, division of attention is one of several equivalent ways to increase overall task complexity. In turn, age differences are exaggerated as tasks are made more complex. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The interaction of social skill and organizational support on job performance.

The present study examined the moderating effect of perceived organizational support (POS) on the relationship between social skill and supervisor-rated job performance. On the basis of regulatory and activation models of behavior, the authors argue that low-POS environments activate social skill because they reflect situations in which interpersonal acuity is required to demonstrate effective job performance. Accordingly, the authors hypothesize that social skill is more strongly related to performance among workers reporting low rather than high levels of organizational support. Results of hierarchical moderated multiple regression analyses on data gathered from 2 samples support the hypothesis. These results suggest that the relevance of social skill to job performance may be dependent on contextual cues. Implications for substantive research, strengths and limitations, and directions for future research are offered. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effects of self-focused rumination on negative thinking and interpersonal problem solving.

Hypotheses about the effects of self-focused rumination on interpretations of events and interpersonal problem solving were tested in 3 studies with dysphoric and nondysphoric participants. Study 1 supported the hypothesis that dysphoric participants induced to ruminatively self-focus on their feelings and personal characteristics would endorse more negative, biased interpretations of hypothetical situations than dysphoric participants induced to distract themselves from their mood, or nondysphoric participants. Study 2 showed that dysphoric participants who ruminated were more pessimistic about positive events in their future than the other 3 groups. Study 3 showed that dysphoric ruminating participants generated less effective solutions to interpersonal problems than the other 3 groups. In Studies 1 and 3, dysphoric ruminating participants also offered the most pessimistic explanations for interpersonal problems and hypothetical negative events. In all 3 studies, dysphoric participants who distracted were as optimistic and effective in solving problems as nondysphoric participants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual standards and reactions to pornography: Enhancing behavioral consistency through self-focused attention.

Reports 3 studies which tested the hypothesis, derived from self-awareness theory, that behavior would be more consistent with personal attitudes or standards when attention was self-focused. In the 1st study, 52 male undergraduates' attitudes toward erotica were measured, and 1 mo later the Ss were asked to rate pictures of nude women, while either self-focused (in front of a mirror) or not. There was little relationship between pretested attitudes and reactions toward the pictures for the non-self-focused group; however, the same relationship was very strong for the group that rated pictures in front of a mirror. In the 2nd and 3rd studies, female Ss (51 and 48 undergraduates, respectively) were first pretested on the Mosher Sex-Guilt Scale. Two weeks later they read and rated pornographic passages, again, while either self-focused or not. The relationship between pretested standards (sex guilt) and reactions to sexual literature was weak in the non-self-aware condition, but considerably stronger for the self-focused Ss. Results suggest that focusing attention upon the self tends to inhibit behaviors that are inconsistent with personal attitudes or standards. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The accuracy of self-monitoring and its relationship to self-focused attention in dysphoria and clinical depression.

The accuracy with which dysphoric (Study 1) and clinically depressed (Study 2) individuals make self-regulatory judgments about their own performance in the absence of external feedback and the extent to which this relates to trait self-focused attention (SFA) were examined. Relative to objective criteria, both dysphoric and depressed participants showed a positive judgment bias, overestimating the number of trials they had performed correctly. Relative to control participants, the dysphoric and depressed groups showed a reduction in the extent of this positive bias in that they judged error trials more accurately and correct trials less accurately. Although the dysphoric and depressed groups both reported elevated trait SFA, this did not correlate significantly with accuracy of self-judgment on the performance-monitoring task. Implications for self-regulation models of depression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of teaching orientation on social interaction in nursery school.

53 4- and 5-yr-olds in traditional and Montessori nursery schools were observed for social interaction during free play. The schools differed on teaching orientation and grading but had the same child/adult ratio. Ss in both settings engaged in the same amount of social interaction, but Ss in the Montessori setting had longer mean durations of interactions and more verbal and less nonverbal interaction. Males interacted more than females and adults intervened with males more than with females. Results are discussed as they relate to child/adult ratio and differences across and within settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On introspection and self-perception: Does self-focused attention enable accurate self-knowledge?

How is introspection related to accurate self-perception? Self-focused attention is said to facilitate accurate judgments of cognitive aspects (attitudes, standards, and attributions) and somatic aspects (sensations, arousal, physical symptoms, emotions) of self. The present skeptical review concludes that the "perceptual accuracy hypothesis" is unsupported. There is simply little direct evidence, and the indirect evidence is better explained by objective self-awareness theory's core tenet: Self-focus increases consistency motivation. Most studies have also failed to appreciate the complexity of establishing the accuracy of self-judgment. The authors discuss some conceptual issues that future work should recognize, such as the logics of accuracy research, the role of honesty standards in accurate self-reports, differences in self-perception and object perception, and the implications of different self-theories for accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chronic occupational stressors, self-focused attention, and well-being: Testing a cybernetic model of stress.

By using a cybernetic approach to occupational stress, it was hypothesized that the relationship between chronic work stressors and strain would be stronger among individuals high in private self-consciousness than among individuals low in private self-consciousness. Moderated regression analyses, using a sample of 135 blue-collar workers, revealed strong support for this hypothesis. This finding is antithetical to prior research showing that self-focused attention may buffer the effect of acute life events (B. Mullen and J. Suls [see PA, Vol 68:3591]; J. Suls and B. Fletcher [see PA, Vol 73:21993]). The results of the present study in conjunction with prior research suggest that the type of stressor (acute vs. chronic) examined may be a boundary condition influencing the direction of Stressor?×?Self-Focused Attention interactions. Implications for future research and stress management are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alcohol and aggression: A meta-analysis on the moderating effects of inhibitory cues, triggering events, and self-focused attention.

The authors conducted a meta-analysis of 49 studies to investigate 2 explanations of how alcohol increases aggression by decreasing sensitivity to cues that inhibit it. Both the level of anxiety and inhibition conflict moderated the difference between the aggressive behavior of sober and intoxicated participants, but neither level adequately accounted for variation in effect sizes. Additional analyses of 3 social psychological moderating variables—provocation, frustration, and self-focused attention—showed that the aggressiveness of intoxicated participants relative to sober ones increased as a function of frustration but decreased as a function of provocation and self-focused attention. The authors also examined the moderating effects of dose. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group cohesiveness and social loafing: Effects of a social interaction manipulation on individual motivation within groups.

Previous research has shown that individuals often engage in social loafing, exerting less effort on collective rather than individual tasks. However, nearly all of the prior research has examined noncohesive groups. An experiment was designed to test the hypothesis that social loafing can be reduced or eliminated among cohesive groups. Fifty-nine dyads discussed a controversial issue on which they agreed strongly (high cohesiveness), disagreed strongly (low cohesiveness), or disagreed mildly (control), then worked either coactively or collectively on an idea-generation task. Members of low-cohesiveness and control groups engaged in social loafing, whereas members of high-cohesiveness groups worked just as hard collectively as coactively. These findings are discussed in relation to S. J. Karau and K. D. Williams's (1993) Collective Effort Model of individual motivation in groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of social interaction and children's relative inputs on older women's psychological well-being.

Sampled 719 White females, ages 60–75 yrs; half of the Ss were widows and half were currently married, living with a spouse. For each marital-status group, half were childless and half had living children. Results reveal that contact with relatives, friends, and associates was more important for Ss' well-being than contact with children and that well-being was enhanced by quality of interaction. Perceived quality of child contact appeared to be influenced by Ss' perceptions of other social relationships. Weak support for equity theory explanations of relationship satisfaction was found. For Ss with children the amount of interaction appeared unimportant whereas for childless Ss the amount and quality of contact with others was positively related to well-being. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of research on expectancy theory predictions of employee performance.

Summarizes formulations of expectancy theory proposed by L. W. Porter and E. E. Lawler in 1968 and by V. H. Vroom in 1964. 9 field studies testing expectancy theory hypotheses using various measures of employee performance as the dependent variable are reviewed. Finally, the studies are evaluated in terms of the number of independent variables used, the measurement of these variables, and the statistical analysis performed. It is shown that the research has generally been inadequate in all 3 respects. Generally, results also show that valence, instrumentality, and role perceptions are significantly related to performance, while ability is not. Suggestions for improvement in expectancy theory research are made. (40 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)