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Investigating the effect of trustworthiness on instruction-based reflexivity

Mathias Van der Biest (UGent) , Emiel Cracco (UGent) , David Wisniewski (UGent) , Marcel Brass (UGent) and Carlos Gonzalez-Garcia (UGent)
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Abstract
Unlike other species, humans are capable of rapidly learning new behavior from a single instruction. While previous research focused on the cognitive processes underlying the rapid, automatic implementation of instructions, the fundamentally social nature of instruction following has remained largely unexplored. Here, we investigated whether instructor trustworthiness modulates instruction implementation using both explicit and reflexive measures. In a first preregistered study, we validated a new paradigm to manipulate the perceived trustworthiness of two different virtual characters and showed that such a manipulation reliably induced implicit associations between the virtual characters and trustworthiness attributes. Moreover, we show that trustworthy instructors are followed more frequently and faster. In two additional preregistered experiments, we tested if trustworthiness towards the instructor influenced the cognitive processes underlying instruction implementation. While we show that verbally conveyed instructions led to automatic instruction implementation, this effect was not modulated by the trustworthiness of the instructor. Thus, we succeeded to design and validate a novel trustworthiness manipulation (Experiment 1) and to create a social variant of the instruction-based reflexivity paradigm (Experiments 2 and 3). However, this instruction-based reflexivity effect was not modulated by the instructors' trustworthiness.
Keywords
Experimental and Cognitive Psychology, Arts and Humanities (miscellaneous), Developmental and Educational Psychology, General Medicine, Trustworthiness, Instruction-based reflexivity, Social cognition, Instructions, Cognitive control, TASK INSTRUCTIONS, WORKING-MEMORY, ACTIVATION, MODULATION, DEPENDS, TRUST, POWER

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MLA
Van der Biest, Mathias, et al. “Investigating the Effect of Trustworthiness on Instruction-Based Reflexivity.” ACTA PSYCHOLOGICA, vol. 207, 2020, doi:10.1016/j.actpsy.2020.103085.
APA
Van der Biest, M., Cracco, E., Wisniewski, D., Brass, M., & Gonzalez-Garcia, C. (2020). Investigating the effect of trustworthiness on instruction-based reflexivity. ACTA PSYCHOLOGICA, 207. https://doi.org/10.1016/j.actpsy.2020.103085
Chicago author-date
Van der Biest, Mathias, Emiel Cracco, David Wisniewski, Marcel Brass, and Carlos Gonzalez-Garcia. 2020. “Investigating the Effect of Trustworthiness on Instruction-Based Reflexivity.” ACTA PSYCHOLOGICA 207. https://doi.org/10.1016/j.actpsy.2020.103085.
Chicago author-date (all authors)
Van der Biest, Mathias, Emiel Cracco, David Wisniewski, Marcel Brass, and Carlos Gonzalez-Garcia. 2020. “Investigating the Effect of Trustworthiness on Instruction-Based Reflexivity.” ACTA PSYCHOLOGICA 207. doi:10.1016/j.actpsy.2020.103085.
Vancouver
1.
Van der Biest M, Cracco E, Wisniewski D, Brass M, Gonzalez-Garcia C. Investigating the effect of trustworthiness on instruction-based reflexivity. ACTA PSYCHOLOGICA. 2020;207.
IEEE
[1]
M. Van der Biest, E. Cracco, D. Wisniewski, M. Brass, and C. Gonzalez-Garcia, “Investigating the effect of trustworthiness on instruction-based reflexivity,” ACTA PSYCHOLOGICA, vol. 207, 2020.
@article{8662395,
  abstract     = {Unlike other species, humans are capable of rapidly learning new behavior from a single instruction. While previous research focused on the cognitive processes underlying the rapid, automatic implementation of instructions, the fundamentally social nature of instruction following has remained largely unexplored. Here, we investigated whether instructor trustworthiness modulates instruction implementation using both explicit and reflexive measures. In a first preregistered study, we validated a new paradigm to manipulate the perceived trustworthiness of two different virtual characters and showed that such a manipulation reliably induced implicit associations between the virtual characters and trustworthiness attributes. Moreover, we show that trustworthy instructors are followed more frequently and faster. In two additional preregistered experiments, we tested if trustworthiness towards the instructor influenced the cognitive processes underlying instruction implementation. While we show that verbally conveyed instructions led to automatic instruction implementation, this effect was not modulated by the trustworthiness of the instructor. Thus, we succeeded to design and validate a novel trustworthiness manipulation (Experiment 1) and to create a social variant of the instruction-based reflexivity paradigm (Experiments 2 and 3). However, this instruction-based reflexivity effect was not modulated by the instructors' trustworthiness.},
  articleno    = {103085},
  author       = {Van der Biest, Mathias and Cracco, Emiel and Wisniewski, David and Brass, Marcel and Gonzalez-Garcia, Carlos},
  issn         = {0001-6918},
  journal      = {ACTA PSYCHOLOGICA},
  keywords     = {Experimental and Cognitive Psychology,Arts and Humanities (miscellaneous),Developmental and Educational Psychology,General Medicine,Trustworthiness,Instruction-based reflexivity,Social cognition,Instructions,Cognitive control,TASK INSTRUCTIONS,WORKING-MEMORY,ACTIVATION,MODULATION,DEPENDS,TRUST,POWER},
  language     = {eng},
  pages        = {10},
  title        = {Investigating the effect of trustworthiness on instruction-based reflexivity},
  url          = {http://dx.doi.org/10.1016/j.actpsy.2020.103085},
  volume       = {207},
  year         = {2020},
}

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