Introduction

Social feedback can influence cognitive control during adolescence, particularly if provided by peers. The main aim of this study was to investigate if feedback given by liked or disliked peers differentially influenced adolescents' cognitive control. The second aim was to investigate if these effects could be linked to the participants’ social embeddedness in their classroom.

Methods

A personalized incentive go/no-go task was administered to 45 early adolescents (M = 11.6 years, 25 male) and 68 late adolescents (M = 16.7, 38 male) in the Netherlands. Feedback was given after no-go trials in two social feedback conditions (displaying a picture of a real liked or disliked classmate) and in a non-social control condition.

Results

Performance on the task significantly improved with age. We found no differences between conditions in cognitive control, as measured by d-prime. However, analysis of task speed revealed slower reaction times during the liked peer condition as compared to the disliked peer and the control condition, potentially suggesting that participants responded more cautiously, or alternatively that participants were more distracted. These effects did not differ between age groups. Participants’ differences in task performance were not reflected in their social embeddedness in the classroom.

Conclusions

This study shows that the same kind of social feedback can have different effects on adolescent behaviour depending on the peer delivering the feedback. It demonstrates the importance of studying the effects of real life social environments to better understand and utilize their impact on adolescent development.

中文翻译：

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同伴的社会反馈对青少年认知控制的影响

介绍

社会反馈会影响青春期的认知控制，尤其是在同龄人提供的情况下。这项研究的主要目的是调查喜欢或不喜欢的同伴提供的反馈是否不同地影响了青少年的认知控制。第二个目的是研究这些影响是否可以与参与者在课堂上的社会嵌入感联系起来。

方法

在荷兰，对45个早期青少年（M = 11.6岁，男性25岁）和68个晚期青少年（M = 16.7，男性38岁）进行了个性化的激励/不进行任务。在两个社交反馈条件（显示真正喜欢或不喜欢的同学的照片）和非社交控制条件下的不做试验之后，给出了反馈。

结果

随着年龄的增长，该任务的绩效显着提高。我们发现，通过d-prime测量的认知控制条件之间没有差异。但是，对任务速度的分析显示，与不喜欢的同伴和控制条件相比，喜欢的同伴条件下的反应时间较慢，这可能表明参与者的反应较为谨慎，或者参与者的注意力更加分散。这些影响在各个年龄段之间没有差异。参与者在任务表现方面的差异并未反映在课堂上的社交氛围中。

结论

这项研究表明，根据提供反馈的同龄人，相同类型的社会反馈可能会对青少年行为产生不同的影响。它证明了研究现实生活中社会环境的影响以更好地理解和利用其对青少年发展的影响的重要性。