Influence of social relevance on observationally acquired stimulus-response binding and retrieval in online interactions
Wed-H3-Talk 8-7904
Presented by: Kira Franke
Kira Franke 1, Carina Giesen 2
1 Friedrich-Schiller-Universität Jena, 2 Health and Medical University Erfurt
Previous studies showed that observationally acquired stimulus-response binding and retrieval (oSRBR) effects only occur when the observed person is socially relevant. This can, for example, result from task demands (e.g. cooperation, Giesen et al., 2014) or the relationship between the interacting people (Giesen et al., 2018). So far, most results showing modulations of oSRBR effects by social relevance were obtained from interactive face-to-face experiments. With the increased use of digital technology, this begs the question whether social relevance influences oSRBR effects in the same way in online interactions. To test this, we conducted two experiments. Both used an online interactive color classification task to assess oSRBR effects, but differed in how social relevance was manipulated: In Experiment 1 (N=154), we used a trust manipulation, inducing either trust or mistrust towards an observed interaction partner. Assuming that trust increases social relevance, we expected oSRBR effects to only be present if the observed person was trustworthy. In Experiment 2 (N=166), we manipulated social status between participants and an observed interaction partner. We expected that lower social status in participants should render higher status interaction partners more socially relevant, but not vice versa. Therefore, oSRBR effects should only occur for participants in the low social status condition, but should be absent in the high social status condition. However, in both experiments, robust oSRBR effects emerged in all conditions, showing no modulation by trust or social status. These results suggest online interactions might be less sensitive to social relevance manipulations than face-to-face interactions.
Keywords: stimulus-response binding, observational learning, online interactions, trust, social status