Egocentric bias in emotional understanding of children and adults

From theory to reality: Unraveling the development of mature death concept

Death is commonly accepted as the irreversible ending of all biological functions that keep an organism alive. However, understanding death is more complicated than merely comprehending the biological elements of death. Beyond the biological elements of death, it is also critical to understand death's social, cognitive, and environmental aspects as they influence death awareness, death anxiety, grief and bereavement, and death education. This paper explores the development of mature death concept in children, from early childhood to adolescence. Drawing on a range of developmental and death awareness theoretical frameworks, the authors create a comprehensive model describing the development of mature death concept. The goal of this paper is to propose one theoretical perspective that connects traditional cognitive, socioemotional, and ecological developmental theories with current death awareness theories.

Children's and adults' evaluations of self-enhancement and self-deprecation depend on the usual performance of the self-presenter

This study examined how evaluations of self-presentation vary with age depending on the self-presenter's usual performance. People's usual performance is a key factor because it generally influences the social evaluations and judgments that others make about them. Children aged 7 and 8 years (second graders) and 10 and 11 years (fifth graders), as well as adults, were presented with scenarios in which protagonists responded to praise after a good performance using either self-enhancement or self-deprecation. The other person in scenarios knew that the protagonist's usual performance on the task was either good or poor. After the protagonist responded to praise in a self-enhancing or self-deprecating way, the participants judged how the other person would evaluate the protagonist's ability (good/poor) and character (nice/mean). For ability evaluations specifically concerning protagonists who usually performed poorly, the results showed that by around 10 years of age children no longer tended to give more positive ability evaluations for self-enhancement than for self-deprecation. Adults gave less positive ability evaluations for self-deprecation than for self-enhancement, but only when the protagonists usually performed well. In relation to the character evaluations, by around 10 years of age self-enhancement led to less positive character evaluations than self-deprecation, but only when the protagonists usually performed poorly. Overall, second graders evaluated self-presenters as more competent and nicer. These results indicate that the expected evaluation of self-enhancement and self-deprecation is influenced by the usual level of performance but that there are developmental changes in this aspect of social cognition.

The effectiveness of self: A meta-analysis of using self-referential encoding techniques in education

BACKGROUND

Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability.

AIMS

The present meta-analysis aims to quantitatively synthesize the results from studies applying self-referential encoding techniques in education.

METHODS

The analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search.

RESULTS

Results from random effect models show that incorporating self-referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes.

CONCLUSIONS

Our results suggest that incorporating self-referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self-referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations.

The role of right supra-marginal gyrus and secondary somatosensory cortex in age-related differences in human emotional egocentricity

Emotional egocentric bias (EEB) occurs when, due to a partial failure in self-other distinction, empathy for another's emotion is influenced by our own emotional state. Recent studies have revealed a higher EEB in children, adolescents and older adults compared to young adults, but the neural correlates of this finding are largely unknown. We asked female participants (N = 95) from three different age groups (adolescents, young and older adults) to perform a well-validated EEB task in an MRI scanner. We assessed task-based changes in activity and effective connectivity as well as morphometric changes in regions of interest to pinpoint functional and structural age-related differences. Results revealed higher EEB in older compared to young adults and adolescents. Connectivity between right supramarginal gyrus (rSMG) and somatosensory cortices acted as a partial mediator between age and EEB. The findings suggest that an intact connectivity of rSMG, rather than its regional activity, with sensory-perceptual brain areas is crucial for overcoming egocentric biases of empathic judgments.

Face-evoked thoughts

The thoughts that come to mind when viewing a face depend partly on the face and partly on the viewer. This basic interaction raises the question of how much common ground there is in face-evoked thoughts, and how this compares to viewers' expectations. Previous analyses have focused on early perceptual stages of face processing. Here we take a more expansive approach that encompasses later associative stages. In Experiment 1 (free association), participants exhibited strong egocentric bias, greatly overestimating the extent to which other people's thoughts resembled their own. In Experiment 2, we show that viewers' familiarity with a face can be decoded from their face-evoked thoughts. In Experiment 3 (person association), participants reported who came to mind when viewing a face-a task that emphasises connections in a social network rather than nodes. Here again, viewers' estimates of common ground exceeded actual common ground by a large margin. We assume that a face elicits much the same thoughts in other people as it does in us, but that is a mistake. In this respect, we are more isolated than we think.