More than skin deep: about the influence of self-relevant avatars on inhibitory control.

Avatar identification Response inhibition Self-prioritization effect Stop-signal game

Journal

Cognitive research: principles and implications
ISSN: 2365-7464
Titre abrégé: Cogn Res Princ Implic
Pays: England
ID NLM: 101697632

Informations de publication

Date de publication:
08 04 2022
Historique:
received: 17 12 2021
accepted: 28 03 2022
entrez: 8 4 2022
pubmed: 9 4 2022
medline: 13 4 2022
Statut: epublish

Résumé

One important aspect of cognitive control is the ability to stop a response in progress and motivational aspects, such as self-relevance, which may be able to influence this ability. We test the influence of self-relevance on stopping specifically if increased self-relevance enhances reactive response inhibition. We measured stopping capabilities using a gamified version of the stop-signal paradigm. Self-relevance was manipulated by allowing participants to customize their game avatar (Experiment 1) or by introducing a premade, self-referential avatar (Experiment 2). Both methods create a motivational pull that has been shown to increase motivation and identification. Each participant completed one block of trials with enhanced self-relevance and one block without enhanced self-relevance, with block order counterbalanced. In both experiments, the manipulation of self-relevance was effective in a majority of participants as indicated by self-report on the Player-Identification-Scale, and the effect was strongest in participants that completed the self-relevance block first. In those participants, the degree of subjectively experienced that self-relevance was associated with improvement in stopping performance over the course of the experiment. These results indicate that increasing the degree to which people identify with a cognitive task may induce them to exert greater, reactive inhibitory control. Consequently, self-relevant avatars may be used when an increase in commitment is desirable such as in therapeutic or training settings.

Identifiants

pubmed: 35394227
doi: 10.1186/s41235-022-00384-8
pii: 10.1186/s41235-022-00384-8
pmc: PMC8993990
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

31

Informations de copyright

© 2022. The Author(s).

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Auteurs

Maximilian A Friehs (MA)

The Interaction Lab, Department of Computer Science, University of Saskatchewan, Saskatoon, Canada. maximilian.friehs@usask.ca.
School of Psychology, University College Dublin, Dublin, Ireland. maximilian.friehs@usask.ca.

Martin Dechant (M)

The Interaction Lab, Department of Computer Science, University of Saskatchewan, Saskatoon, Canada.

Sarah Schäfer (S)

Department of General Psychology and Methodology, University of Trier, Trier, Germany.

Regan L Mandryk (RL)

The Interaction Lab, Department of Computer Science, University of Saskatchewan, Saskatoon, Canada.

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