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Clément, Fabrice

Nom
Clément, Fabrice
Affiliation principale
Fonction
Professeur.e ordinaire
Email
fabrice.clement@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/579
_
0000-0002-6319-4362

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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
    Emotional expression and vocabulary learning in adults and children
    (2013)
    Clément, Fabrice 
    ;
    Bernard, Stephane 
    ;
    Grandjean, Didier
    ;
    Sander, David
    A great deal of what we know about the world has not been learned via first-hand observation but thanks to others? testimony. A crucial issue is to know which kind of cues people use to evaluate information provided by others. In this context, recent studies in adults and children underline that informants? facial expressions could play an essential role. To test the importance of the other?s emotions in vocabulary learning, we used two avatars expressing happiness, anger or neutral emotions when proposing different verbal labels for an unknown object. Experiment 1 revealed that adult participants were significantly more likely than chance to choose the label suggested by the avatar displaying a happy face over the label suggested by the avatar displaying an angry face. Experiment 2 extended these results by showing that both adults and children as young as 3 years old showed this effect. These data suggest that decision making concerning newly acquired information depends on informant?s expressions of emotions, a finding that is consistent with the idea that behavioural intents have facial signatures that can be used to detect another?s intention to cooperate.
  • Publication
    Accès libre
    Credulity and the development of selective trust in early childhood
    (Oxford: Oxford University Press, 2012)
    Harris, Paul
    ;
    Corriveau, Kathleen
    ;
    Pasquini, Elisabeth S
    ;
    Koenig, Melissa
    ;
    Fusaro, Maria
    ;
    Clément, Fabrice 
    ;
    Beran, Michael J
    ;
    Brandl, Johannes
    ;
    Perner, Josef
    ;
    Proust, Joëlle
  • Publication
    Accès libre
    The ontogenesis of trust
    (2004)
    Clément, Fabrice 
    ;
    Koenig, Melissa
    ;
    Harris, Paul
    Psychologists have emphasized children's acquisition of information through first-hand observation. However, many beliefs are acquired from others' testimony. In two experiments, most 4-year-olds displayed skeptical trust in testimony. Having heard informants' accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored the testimony of the reliable informant if it conflicted with what they themselves had seen. By contrast, three-year-olds were less selective in trusting a reliable informant. Thus, young children check testimony against their own experience and increasingly recognize that some informants are more trustworthy than others. (PsycINFO Database Record (c) 2005 APA, all rights reserved) (journal abstract)