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Clément, Fabrice

Nom
Clément, Fabrice
Affiliation principale
Fonction
Professeur ordinaire
Email
fabrice.clement@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/579

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  • Publication
    Accès libre
    Am I really seeing what’s around me? An ERP study on social anxiety under speech induction, uncertainty and social feedback
    (2022-2-9)
    Tipura, Eda
    ;
    Zanesco, Julie 
    ;
    Clément, Fabrice 
    ;
    Renaud, Olivier
    ;
    Pegna, Alan J.
    Cognitive models of social anxiety propose that socially anxious individuals engage in excessive self-focusing attention when entering a social situation. In the present study, speech anxiety was induced to socially anxious and control participants. Event-related potentials were recorded while participants performed a perceptual judgement task using distinct or ambiguous stimuli, before and after social feedback. Disputed feedback led to more revisions and decreased levels of confidence, especially among socially anxious individuals. Prior feedback, greater occipital P1 amplitudes in both groups for ambiguous probes indicated heightened sensory facilitation to ambiguous information, and greater anterior N1 amplitudes for ambiguous stimuli in highly anxious participants suggested anticipation of negative feedback in this group. Post-feedback, P1, N1 and LPP amplitudes were reduced overall among socially anxious individuals indicating a reduction in sensory facilitation of visual information. These results suggest excessive self-focusing among socially anxious in- dividuals, possibly linked to anticipation of an anxiety-provoking social situation.
  • Publication
    Accès libre
    The rise of affectivism
    (2021-7-24)
    Dukes, Daniel 
    ;
    Abrams, Kathryn
    ;
    Adolphs, Ralph
    ;
    Ahmed, Mohammed E.
    ;
    Beatty, Andrew
    ;
    Berridge, Kent C.
    ;
    Broomhall, Susan
    ;
    Brosch, Tobias
    ;
    Campos, Joseph J.
    ;
    Clay, Zanna
    ;
    Clément, Fabrice 
    ;
    Cunningham, William A.
    ;
    Damasio, Antonio
    ;
    Damasio, Hanna
    ;
    D'Arms, Justin
    ;
    Davidson, Jane W.
    ;
    de Gelder, Beatrice
    ;
    Deonna, Julien
    ;
    de Sousa, Ronnie
    ;
    Ekman, Paul
    ;
    Ellsworth, Phoebe C.
    ;
    Fehr, Ernst
    ;
    Fischer, Agneta
    ;
    Foolen, Ad
    ;
    Frevert, Ute
    ;
    Grandjean, Didier
    ;
    Gratch, Jonathan
    ;
    Greenberg, Leslie
    ;
    Greenspan, Patricia
    ;
    Gross, James J.
    ;
    Halperin, Eran
    ;
    Kappas, Arvid
    ;
    Keltner, Dacher
    ;
    Knutson, Brian
    ;
    Konstan, David
    ;
    Kret, Mariska E.
    ;
    LeDoux, Joseph J.
    ;
    Lerner, Jennifer S.
    ;
    Levenson, Robert W.
    ;
    Loewenstein, George
    ;
    Manstead, Antony S.R.
    ;
    Maroney, Terry A
    ;
    Moors, Agnes
    ;
    Niedenthal, Paula
    ;
    Parkinson, Brian
    ;
    Pavlidis, Ioannis
    ;
    Pelachaud, Catherine
    ;
    Pollak, Seth D.
    ;
    Pourtois, Gilles
    ;
    Roettger-Roessler, Birgitt
    ;
    Russell, James A.
    ;
    Sauter, Disa
    ;
    Scarantino, Andrea
    ;
    Scherer, Klaus
    ;
    Stearns, Peter
    ;
    Stets, Jan E.
    ;
    Tappolet, Christine
    ;
    Teroni, Fabrice
    ;
    Tsai, Jeanne
    ;
    Turner, Jonathan
    ;
    Van Reekum, Carien
    ;
    Vuillemier, Patrick
    ;
    Wharton, Tim
    ;
    Sander, David
    Research over the past decades has demonstrated the explanatory power of emotions, feelings, motivations, moods, and other affective processes when trying to understand and predict how we think and behave. In this consensus article, we ask: has the increasingly recognized impact of affective phenomena ushered in a new era, the era of affectivism?
  • Publication
    Accès libre
    The ABC of Social Learning: Affect, Behavior, and Cognition
    (2021-7-22)
    Gruber, Thibaud 
    ;
    Bazhydai, Marina
    ;
    Sievers, Christine
    ;
    Clément, Fabrice 
    ;
    Dukes, Daniel 
    Debates concerning social learning in the behavioral and the developmental cognitive sciences have largely ignored the literature on social influence in the affective sciences despite having arguably the same object of study. We argue that this is a mistake and that no complete model of social learning can exclude an affective aspect. In addition, we argue that including affect can advance the somewhat stagnant debates concerning the unique characteristics of social learning in humans compared to other animals. We first review the two major bodies of literature in nonhuman animals and human development, highlighting the fact that the former has adopted a behavioral approach while the latter has adopted a cognitive approach, leading to irreconcilable differences. We then introduce a novel framework, affective social learning (ASL), that studies the way we learn about value(s). We show that all three approaches are complementary and focus, respectively, on behavior toward; cognitions concerning; and feelings about objects, events, and people in our environment. All three thus contribute to an affective, behavioral, and cognitive (ABC) story of knowledge transmission: the ABC of social learning. In particular, ASL can provide the backbone of an integrative approach to social learning. We argue that this novel perspective on social learning can allow both evolutionary continuity and ontogenetic development by lowering the cognitive thresholds that appear often too complex for other species and nonverbal infants. Yet, it can also explain some of the major achievements only found in human cultures.
  • Publication
    Accès libre
    Affective Social Learning serves as a quick and flexible complement to TTOM
    (2020-5-28)
    Clément, Fabrice 
    ;
    Dukes, Daniel 
    Although we applaud the general aims of the target article, we argue that Affective Social Learning completes TTOM by pointing out how emotions can provide another route to acquiring culture, a route which may be quicker, more flexible, and even closer to an axiological definition of culture (less about what is, and more about what should be) than TTOM itself.
  • Publication
    Accès libre
    How Preschoolers Associate Power with Gender in Male-Female Interactions: A Cross-Cultural Investigation
    (2020-1-6)
    Charafeddine, Rawan
    ;
    Zambrana, Imac M.
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    Triniol, Benoit
    ;
    Mercier, Hugo 
    ;
    Clément, Fabrice 
    ;
    Kaufmann, Laurence
    ;
    Reboul, Anne
    ;
    Pons, Francisco
    ;
    Van der Henst, Jean-Baptiste
    Interactions between males and females often display a power imbalance. Men tend to adopt more dominant physical postures, lead conversations more, and are more likely to impose their will on women than vice versa. Furthermore, social representations typically associate males with a higher power than females. However, little is known about how those representations emerge in early childhood. The present study investigated whether preschool children from different countries assign more power to males than to females in the context of mixed-gender interactions. In Experiments 1a (n = 148) and 1b (n = 403), which implemented power through body postures, 4–6 year-old children from France, Lebanon, and Norway strongly associated power with a male character. Experiment 2 (n = 160) showed that although both French boys and girls identified themselves more with a dominant than with a subordinate posture, girls were less likely to do so in a mixed-gender context. In Experiment 3 (n = 213), which no longer used body postures, boys from Lebanon and France attributed more decision power and resource control to a male puppet than did girls. By investigating gender representations through interactions, the present study shows that children associate gender and power at an early age.
  • Publication
    Accès libre
    Group membership influences more social identification than social learning or overimitation in children
    (2019-5-15)
    Gruber, Thibaud 
    ;
    Deschenaux, Amelie 
    ;
    Frick, Aurélien
    ;
    Clément, Fabrice 
    Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children’s team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.
  • Publication
    Accès libre
  • Publication
    Accès libre
    Seeing is believing: Early perceptual brain processes are modified by social feedback
    (2018-8-23)
    Zanesco, Julie 
    ;
    Tipura, Eda
    ;
    Posada, Andres
    ;
    Clément, Fabrice 
    ;
    Pegna, Alan J.
    Over 6 decades ago, experimental evidence from social psychology revealed that individuals could alter their responses in perceptual judgement tasks if they differed from the prevailing view emitted by a group of peers. Responses were thus modulated to agree with the opinion of the social group. An open question remains whether such changes actually reflect modified perception, or whether they are simply the result of a feigned agreement, indicating submissive acceptance. In this study, we addressed this topic by performing a perceptual task involving the assessment of ambiguous and distinct stimuli. Participants were asked to judge the colours of squares, before, and after receiving feedback for their response. In order to pinpoint the moment in time that social feedback affected neural processing, ERP components to ambiguous stimuli were compared before and after participants received supposed social feedback that agreed with, or disputed their response. The comparison revealed the presence of differences beginning already 100ms after stimulus presentation (on the P1 and N1 components) despite otherwise identical stimuli. The modulation of these early components, normally thought to be dependent on low-level visual features, demonstrate that social pressure tangibly modifies early perceptual brain processes.