ArticleEmotion (Washington, D.C.)2017
Social anxiety is characterized by biased learning about performance and the self.
Article in Emotion (Washington, D.C.), 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 40 papers.
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Who cites it
40 citing papers in PubMed.
- Effects of social anxiety and self-schemas on the impact and meaningfulness of positive versus negative social autobiographical memories.The British journal of clinical psychology · 2025Trial
- The Relationship between subjectively perceived life events and social anxiety among adolescents in Southwest China: the chain mediating effects of fear of negative evaluation and body shame.BMC public health · 2026Article
- Rewards bias self-evaluations of ability.Communications psychology · 2025Article
- Exploring Asymmetries in Self-Concept Change After Discrepant Feedback.Personality & social psychology bulletin · 2025Article
- Mechanisms of Change in Exposure Therapy for Anxiety and Related Disorders: A Research Agenda.Clinical psychological science : a journal of the Association for Psychological Science · 2025Article
- Biased information-seeking and information-integration in social anxiety.Current opinion in psychology · 2025Review
- How positive and negative feedback following real interactions changes subsequent sender ratings.Scientific reports · 2025Article
- Lack of optimistic bias during social evaluation learning reflects reduced positive self-beliefs in depression and social anxiety, but via distinct mechanisms.Scientific reports · 2024Article
- Hooking the Self Onto the Past: How Positive Autobiographical Memory Retrieval Benefits People With Social Anxiety.Clinical psychological science : a journal of the Association for Psychological Science · 2024Article
- Informing the treatment of social anxiety disorder with computational and neuroimaging data.Psychoradiology · 2024Article
- Prevalence of social anxiety disorder and its associated factors among foreign-born undergraduate students in Türkiye: A cross-sectional study.PLOS global public health · 2024Article
- Neurocognitive Model of Schema-Congruent and -Incongruent Learning in Clinical Disorders: Application to Social Anxiety and Beyond.Perspectives on psychological science : a journal of the Association for Psychological Science · 2023Article
- Brain mediators of biased social learning of self-perception in social anxiety disorder.Translational psychiatry · 2023Article
- Changes in Learning From Social Feedback After Web-Based Interpretation Bias Modification: Secondary Analysis of a Digital Mental Health Intervention Among Individuals With High Social Anxiety Symptoms.JMIR formative research · 2023Article
- Invasive Computational Psychiatry.Biological psychiatry · 2023Review
- Computational Modeling of Self-Referential Processing Reveals Domain General Associations with Adolescent Anxiety Symptoms.Research on child and adolescent psychopathology · 2023Article
- Individual differences in naturalistic learning link negative emotionality to the development of anxiety.Science advances · 2023Article
- Therapeutic touch and therapeutic alliance in pediatric care and neonatology: An active inference framework.Frontiers in pediatrics · 2023Article
- Neurocomputational mechanisms of affected beliefs.Communications biology · 2022Article
- Low self-esteem and the formation of global self-performance estimates in emerging adulthood.Translational psychiatry · 2022Article
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Authors and funding
8 authors.
Funding
Abstract
People learn about their self from social information, and recent work suggests that healthy adults show a positive bias for learning self-related information. In contrast, social anxiety disorder (SAD) is characterized by a negative view of the self, yet what causes and maintains this negative self-view is not well understood. Here the authors use a novel experimental paradigm and computational model to test the hypothesis that biased social learning regarding self-evaluation and self-feelings represents a core feature that distinguishes adults with SAD from healthy controls. Twenty-one adults with SAD and 35 healthy controls (HCs) performed a speech in front of 3 judges. They subsequently evaluated themselves and received performance feedback from the judges and then rated how they felt about themselves and the judges. Affective updating (i.e., change in feelings about the self over time, in response to feedback from the judges) was modeled using an adapted Rescorla-Wagner learning model. HCs demonstrated a positivity bias in affective updating, which was absent in SAD. Further, self-performance ratings revealed group differences in learning from positive feedback-a difference that endured at an average of 1 year follow up. These findings demonstrate the presence and long-term endurance of positively biased social learning about the self among healthy adults, a bias that is absent or reversed among socially anxious adults. (PsycINFO Database Record
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