Humor use, reactions to social comments, and social anxiety
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This study investigated how the use of different humor styles by individuals described as being either socially anxious or non-anxious can have an impact on the perceptions and evaluations made by others about these individuals. Participants read a set of scenarios describing brief interactions with a casual acquaintance (either socially anxious or non-anxious) who made four different types of social comments (affiliative, self-enhancing, aggressive or self-defeating). When the affiliative and self-enhancing comments were delivered humorously, participants indicated more positive evaluations and less social rejection of the casual acquaintance. This finding was obtained for both the socially anxious and non-anxious casual acquaintances. In contrast, the use of self-defeating comments, both with or without humor, was particularly detrimental to evaluations of the socially anxious acquaintance. In addition, participants were generally less interested in future interactions with a socially anxious acquaintance, and rated themselves more negatively when this acquaintance was portrayed as being socially anxious. Discussion focused on the pervasive role of humor in facilitating more positive reactions and responses to social comments made by both socially anxious and non-anxious individuals.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it