ERIC Number: EJ1450414
Record Type: Journal
Publication Date: 2024-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0364-0213
EISSN: EISSN-1551-6709
Beyond the Positivity Bias: The Processing and Integration of Self-Relevant Feedback Is Driven by Its Alignment with Pre-Existing Self-Views
Josué García-Arch; Solenn Friedrich; Xiongbo Wu; David Cucurell; Lluís Fuentemilla
Cognitive Science, v48 n11 e70017 2024
Our self-concept is constantly faced with self-relevant information. Prevailing research suggests that information's valence plays a central role in shaping our self-views. However, the need for stability within the self-concept structure and the inherent alignment of positive feedback with the pre-existing self-views of healthy individuals might mask valence and congruence effects. In this study (N = 30, undergraduates), we orthogonalized feedback valence and self-congruence effects to examine the behavioral and electrophysiological signatures of self-relevant feedback processing and self-concept updating. We found that participants had a preference for integrating self-congruent and dismissing self-incongruent feedback, regardless of its valence. Consistently, electroencephalography results revealed that feedback congruence, but not feedback valence, is rapidly detected during early processing stages. Our findings diverge from the accepted notion that self-concept updating is based on the selective incorporation of positive information. These findings offer novel insights into self-concept dynamics, with implications for the understanding of psychopathological conditions.
Descriptors: Self Concept, Feedback (Response), Congruence (Psychology), Emotional Response, Undergraduate Students, Student Behavior
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A