Impact of Social Anxiety on Behavioral Mimicry During a Social Interaction With a Confederate
Why this work is in the frame
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Bibliographic record
Abstract
Behavioral mimicry, the unintentional alteration of one's behavior to match that of an interaction partner, leads to many positive outcomes such as increased rapport. The current study examined the influence of social anxiety on mimicry behavior during a social interaction. Participants (N = 84), pre-screened for low and high social anxiety, participated in a face-to-face interaction with a confederate. Individuals with high social anxiety were less likely to mimic the movements of the confederate than individuals with low social anxiety. However, reduced mimicry behavior was only found during the portion of the experiment in which the confederate's movements were not planned, and not during the portion of the experiment in which the confederate made planned movements. Further, individuals with increased self-focused attention were also less likely to mimic during the portion of the experiment where the confederate's movements were not planned. Overall, results provide partial evidence to support the notion of reduced mimicry among individuals with high social anxiety. Future research can further evaluate the contexts in which those with high levels of social anxiety may mimic less, as well as factors that may play a role (e.g., self-focused attention), to enhance the probability of a positive interpersonal interaction for these individuals.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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