Exploring the Self-Ownership Effect: Separating Stimulus and Response Biases

Autor/inn/en	Golubickis, Marius; Falben, Johanna K.; Cunningham, William A.; Macrae, C. Neil
Titel	Exploring the Self-Ownership Effect: Separating Stimulus and Response Biases
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 2, S.295-306 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000455
Schlagwörter	Ownership; Self Concept; Stimuli; Responses; Bias; Experiments; Prediction; Social Cognition; Decision Making; Attention; Bayesian Statistics; Markov Processes; Monte Carlo Methods; Undergraduate Students; Foreign Countries; Statistical Analysis; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Eigentum; Selbstkonzept; Anreizsystem; Erprobung; Vorhersage; Soziale Kognition; Decision-making; Entscheidungsfindung; Aufmerksamkeit; Markowscher Prozess; Monte-Carlo-Methode; Ausland; Statistische Analyse
Abstract	Although ownership is acknowledged to exert a potent influence on various aspects of information processing, the origin of these effects remains largely unknown. Based on the demonstration that self-relevance facilitates perceptual judgments (i.e., the self-prioritization effect), here we explored the possibility that ownership enhances object categorization. The results of 2 experiments supported this prediction. Compared with items owned by a stranger (Expt. 1) or best friend (Expt. 2), those owned by the self were classified most rapidly (i.e., self-ownership effect) in an object-categorization task. To establish the basis of this effect, the processes underlying task performance were interrogated using a hierarchical drift diffusion model (HDDM) approach. Results of these analyses revealed that self-ownership was underpinned by a response bias (i.e., starting point of evidence accumulation). These findings explicate the origin of the ownership effect during object processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01