在线反馈效价与社会距离如何影响青少年内隐自我认同：行为与 ERP 证据

Adolescents’ self-identity is shaped by online feedback’s valence (positive/negative) and social distance (near/far). This study tested their interactive effects on implicit self-identity and neural correlates. Experiment 1 used an implicit association measure (D-score) to assess self-identity across ages. Participants received near (peer) or far (stranger) positive/negative feedback. Distant positive feedback reduced D-scores (weaker self-identity links) versus near positive feedback; negative feedback showed the opposite. Late adolescents had higher D-scores for near versus far feedback—indicating heightened sensitivity to proximal social cues during identity formation. Experiment 2 employed ERPs to explore neural mechanisms. Distant positive feedback elicited faster P3s (prioritized processing of socially distant positives). For near feedback, positive versus negative stimuli showed smaller early LPP amplitudes—reflecting differential motivational attention. These findings reveal that feedback valence and social distance jointly modulate implicit self-identity. Neural markers (P3/LPP) uncover distinct processing priorities for proximal/distal positive/negative feedback—highlighting the interplay of social context and neural mechanisms in adolescent self-development.

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