Page 32 - Like me, or else... - Michelle Achterberg

Chapter 2 unrellatedtobehaviiorallouttcomesoftheSNAT((noiisebllastduratiionafterposiitiive,,
neutrall,, negatiive feedback,, alll p’’s > ..214))..
Table 1.. Demographiic characteriistiics of the samplle..
Piillot Test Replliicatiion N 19 28 27
% boys
Left handed AXIIS--II diisorder Mean Age ((SD)) Age Range Mean IIQ ((SD)) IIQ range
53% none none 8..18 ((0..97)) 7..20 --10..99 102..76 ((11..54)) 85..00 -- 127..50
43%
3
none 8..23 ((0..67)) 7..03 -- 8..97 101..57 ((12..33)) 77..50 -- 125..00
44%
6
1 ((ADHD)) 8..28 ((0..65)) 7..03 -- 8..97 104..54 ((10..58)) 85..00 -- 132..50
Social Network Aggression Task
The Sociiall Network Aggressiion Task ((SNAT)) as descriibed iin Achtterberg ett all.. ((2016b)) was used to measure ((iimagiined)) aggressiion after sociiall evalluatiion.. The task was programmed iin Epriime ((versiion 2..0..10..356)).. Priior tto the fMRII sessiion,, the chiilldren fiillled iin a personall profiille at home,, whiich was handed iin at lleast one weekbeforetheacttuallfMRIIsessiion..Theprofiillepageconsiistedofquestiionssuch as:: ‘‘What iis your favoriitte moviie?’’,, ‘‘What iis your favoriite sport?’’,, and ‘‘Whatt iis your b b bii ig g gg g ge e es s st t t w w wii is s sh h h? ? ?’’ ’.. . C C Ch h hii ill ld d dr r re e en n n w w we e er r re e e ii in n nf f fo o or r rm m me e ed d d t t th h ha a at t t t t th h he e eii ir r r p p pr r ro o of f fii ill le e es s s w w we e er r re e e r r re e ev v vii ie e ew w we e ed d d b b by y y o o ott th h he e er r r,, , unfamiilliiar,, chiilldren.. Duriing the SNAT the chiilldren were presented wiith piictures and feedback from same--aged peers iin response to theiir personall profiille.. Every triiall consiisted of feedback from a new unfamiilliiar chiilld.. Thiis feedback coulld eiither be posiitiive ((‘‘II lliike your proffiille’’,, or ‘‘II lliike tthe same moviies and tthe same sports’’,, viisualliized by a green tthumb up));; negatiive ((‘‘II do nott lliike your proffiille’’,, or ‘‘II hate your sport and don’’t lliike that moviie’’;; red thumb down)) or neutrall ((‘‘II don’’t know what tto tthiink of your profiille’’,, or ‘‘II lliike your sportt,, butt hatte tthatt moviie’’,, grey ciirclle)).. Folllowiing each peer feedback,, the chiilldren were iinsttructted tto iimagiine that tthey coulld send a lloud noiise bllast tto tthiis peer.. We speciiffiicallly iinstructed the chiilldren to iimagiine thiis to reduce deceptiion,, and studiies showed that iimagiined pllay allso lleads tto aggressiion ((Koniijjn ett all..,, 2007)).. The llonger they pressed the buttontthheemmoorereinitnetnesnesethtehe noise would be, which was visually represented by a volume bar (Figure 1). To keep task demands as similar as p n n o o o s i i s s s e e i b w wl e o o b u u e l l t d d w b b e e e e , , n w w t h h h e i i c c c h h o n w w d a a i s s t i o v v n i i s s s u u , a a p l l a l l y y r t r r i c e e i p p p r r a e e n s s t e e s n n wt t e e e d d r e b b i y y n s a a t r v v u o o c l l t u u e m md e e t o b b a a a l r r w ( ( a F F y i i g g s u u p r r r e e e s 1 1 s ) ) . . t h T T e o o bkuetetpont,asbkutdtehmeyancdosuladscshiomoislearwahsetphoesrstihbleey bweatnwteednatshheocrtondoistieoants,lopwaritnitceipnasnittys owreareloingstnruocistedatohiaglhwainytsepnsreitsys. the button, but they could choose whether they wanted a short noise at low intensity or a long noise at high intensity.
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