Department of Psychology, Bar Ilan University.
J Exp Psychol Gen. 2020 Sep;149(9):1615-1627. doi: 10.1037/xge0000743. Epub 2020 Feb 10.
There is a growing interest in the effects of social engagement on cognition, yet, research on the effects of social engagement with the experimenter in empirical contexts has been sparse. During an experiment, the experimenter and participant form a dyad, establishing a certain level of rapport-a sense of a positive and congruent relationship. This rapport is thought to promote performance by providing a comfortable testing environment, thereby reducing resource demand, and enhancing participant engagement and willingness to exert effort to perform. The current study sought to better understand the role of rapport by examining the effects of perceived rapport on effortful control, that is, inhibition and shifting, in an experimental setting among children with and without attention-deficit/hyperactivity disorder (ADHD). Forty-nine children (9 to 12 years old) were divided into two groups based on ADHD classification (i.e., typically developing children, n = 27; children with ADHD, n = 22). Participants completed the day/night Stroop task and the Wisconsin Card Sorting Task following a short rapport-building conversation with the experimenter. Later, both participant and experimenter filled the CHARM questionnaire reporting the rapport constructed during the experiment. Results show moderating effects of ADHD on the relationship between perceived rapport quality and congruency, and participant's executive functions performance. Specifically, children with ADHD showed higher susceptibility to rapport quality and were impervious to the effects of rapport congruency. Results highlight the importance of rapport with the experimenter in experimental research and suggest incorporating considerations concerning rapport, both in designing the experimental paradigm as well as an independent factor affecting task performance and outcome. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
人们对社交互动对认知的影响越来越感兴趣，但在实证环境中，关于与实验者社交互动的影响的研究却很少。在实验中，实验者和参与者形成了一个二人组，建立了一定程度的融洽关系——一种积极和一致的关系感。这种融洽关系被认为可以通过提供一个舒适的测试环境来促进表现，从而减少资源需求，并增强参与者的参与度和努力表现的意愿。本研究试图通过在患有和不患有注意力缺陷/多动障碍（ADHD）的儿童的实验环境中检查感知融洽关系对努力控制（即抑制和转换）的影响，来更好地理解融洽关系的作用。49 名儿童（9 至 12 岁）根据 ADHD 分类分为两组（即，正常发育儿童，n = 27；ADHD 儿童，n = 22）。参与者在与实验者进行短暂的融洽关系建立对话后，完成了白天/黑夜 Stroop 任务和威斯康星卡片分类任务。之后，参与者和实验者都填写了 CHARM 问卷，报告了在实验中建立的融洽关系。结果表明，ADHD 对感知融洽关系质量和一致性与参与者执行功能表现之间的关系具有调节作用。具体来说，患有 ADHD 的儿童对融洽关系质量的敏感性更高，并且不受融洽关系一致性的影响。研究结果强调了与实验者融洽关系在实验研究中的重要性，并建议在设计实验范式以及作为影响任务表现和结果的独立因素时，都要考虑融洽关系。
