Social Pressures and Task Performance
dc.contributor.advisor
Weiss, Alexander
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dc.contributor.author
Shearer, Greg
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dc.date.accessioned
2014-03-28T14:06:24Z
dc.date.available
2014-03-28T14:06:24Z
dc.date.issued
2013-03-13
dc.description.abstract
Previous research has demonstrated the impact of the actions of others on task performance – citing that both social acceptance and ostracism can increase task performance (Lustenberger & Jagacinski, 2010; Jamieson et. al., 2010). In this study, the relationship between social inclusion/ostracism and performance on a verbal comprehension task is investigated in an attempt to discover which is more potent in influencing task performance. Two forms of social conditioning are used; face-to-face conditioning (where the participant is either socially accepted or ignored by a confederate) and visualization conditioning (where the participant must visualize a time when they were socially accepted or excluded). The findings of the study indicate that task performance after experiencing social exclusion is higher than after experiencing social acceptance – suggesting that feelings of social exclusion and ostracism lead to a form of need threat which facilitates performance on a verbal comprehension task.
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dc.identifier.uri
http://hdl.handle.net/1842/8688
dc.language.iso
en
dc.publisher
The University of Edinburgh
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dc.subject
Task Performance
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dc.subject
Inclusion
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dc.subject
Exclusion
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dc.title
Social Pressures and Task Performance
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dc.type
Thesis or Dissertation
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dc.type.qualificationlevel
Undergraduate
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dc.type.qualificationname
Undergraduate
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dcterms.accessRights
Restricted Access
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