This research was supported by a grant (AZ: 76202-29-3/11) from the Ministry for Science and Culture of Lower Saxony (Germany) to Andreas Mojzisch and Jan H&#228;usser.

两项研究11,12施加所描述的程序已经批准希尔德斯海姆大学的伦理委员会，并均符合赫尔辛基宣言。 1.建立<img alt="图1" src="/files/ftp_upload/53101/53101fig1.jpg" /> 图1.素描的设置在两个试验室。P =真正的参与者，C1 / C2 =同伙，MIC =麦克风，凸轮=摄像头<a href="https://www.jove.com/files/ftp_upload/53101/53101fig1large.jpg" target="_blank">，请点击此处查看该图的放大版本。</a> <ol><li>使用两个单独的房间。一为社会/个人身份的操作中，TSST的准备阶段和TSST（室1）后的恢复阶段，以及一个用于TSST的演讲和心算任务（室2）。的设置的两个房间中示出图1中 </str翁&gt;。 <ol><li>将三把椅子和一个大表，如图1室1A（社会身份操作中，TSST的准备阶段和恢复阶段）描绘。将一箱的任务1（见下文）在桌子上，并提供了三个笔和几张纸的任务1和任务2。 <ol><li>提供9的T恤衫在三种不同颜色的三个T恤衫在每种颜色（例如，蓝色，绿色和黄色）。提供的名称标签三棍式标签。 </li><li>对于虚假的抽签过程中，写"委员会"两个小纸片，并整齐地折叠他们。写"申请者"在第三一张纸揉碎了。将纸张的崩溃球和两个折叠的纸片在袋中。 </li></ol></li><li>将三把椅子和三个小桌子，如图1间1B（个人身份操作中，TSST的准备阶段，恢复阶段）描绘。将一箱的任务1每张桌子上。提供相同的额外的材料作为社会身份的条件。 </li><li>将一张桌子和两把椅子的委员会成员（参加者是站在），房内如图 1所示2（语音和TSST的心算任务）。 <ol><li>为委员会提供了下列物品放在桌上房间2:两笔和两张纸记笔记，二秒表，和两片的解决方案，以心算任务。 </li><li>安装两个摄像机（1凸轮和凸轮2），向参与者，这是由麦克风（凸轮1）中所定义的位置的一个指示，并在该委员会一个指向（凸轮2）。安装麦克风的电缆连接到凸轮1或膝上型电脑。 </li></ol></li></ol></li><li>为了保证TSST-委员会的行为规范，使用两个训练有素的同伙（一公一母），谁是年龄相仿的研究人口。此外，同党需熟悉这项研究之前，参与者，因为这可能会影响识别的水平。 注意:如果使用两个以上的同伙，那么重要的是，不同的同伙是相似的年龄，外观和吸引力的，并且同伙的分配是在不同的条件，以保证一个特定组的同伙的不平衡困惑与特定的实验条件。 </li><li>评估心理生理应激反应的不同的指标（例如，皮质醇，自我报告的应力，心脏速率）来测试应激反应由TSST诱发。 <ol><li>反复之前测量这些压力指标，期间和TSST后，为了控制为基线的差异，以检查预期应激反应，峰值响应水平，和回收率7。 注意:对于皮质醇，四（最少三个15）测量点足以支付这些requirements（用于集成的实验步骤中的一个例子，参见Frisch等人，12）。然而，更多的测量点增加的应激反应的分辨率和所需的测量数也取决于所选的应力指示器 7的时间动态（例如，心脏速率可以连续的TSST期间测量）。 </li></ol></li><li>当测量皮质醇或压力的任何其他生理指标，适用的标准纳入标准17人参加。不要使用参与者皮质醇分析谁是孕妇，使用激素避孕药或其他处方药物，烟或精神病，内分泌，心血管疾病，或其他慢性疾病。此外，有资格参与从当天饮酒的研究之前，吃吃饭，喝咖啡因，或锻炼2小时的研究开始前避免。此外，因为皮质醇如下一昼夜rh的演奏节奏18，安排实验课程的同时白天。 </li></ol> 2.操纵社会/个人身份<ol><li>欢迎参加产品 （即真正的参与者和两个同伙），以室1。 </li><li> 如在图1中所描绘的地方的参与者。在社会身份条件，座位真实参与者和围绕一个表的同伙。在个人身份的情况下，座椅的真正参与者和同伙在单独的餐桌。 </li><li>告诉与会者介绍这项研究的封面故事（例如，在这项研究进行评估中心的新任务进行了测试），并获得他们的知情同意参加。重要的是，要求参加者不要在会议期间相互交流。 </li><li>为了诱导一个社会身份，使用下面的方法: <ol><li>始终寻址的参与者为一组（如，"你们都将这样做......"）。</li><li>请参与者自我介绍（研究姓名，年龄和学科）。有真正的参与者开始。有两个同伙假装拥有一个具有相同的初始信作为真正的参与者名称的第一个名称（ 例如 ，约翰，朱莉娅，吉姆）。此外，有同伙声明是在同样的年龄作为真正的参与者，是学生。 <ol><li>形成一批名出三个名字的首字母（如JJJ），并让每个参与者都写在粘贴式标签。告诉，对于匿名的原因，他们不会被自己的名字，但这个组的名称在整个实验会议讨论的参与者。 </li></ol></li><li>请参与者选择一个出三种不同颜色的T恤衫。告诉他们，穿衣服的标准化将有助于他们完全专注于实验。真正的参与者选择第一和每一个同伙采取T恤同色的。请参与者（ <eM&gt;即真正的参与者和两个同伙）穿这件T恤，直到实验期结束。有与会者把对他们的T恤组名称的标签。 </li><li>指导参与者思考如何改善生活的质量，他们的城市（任务1）。有与会者写在一张纸上的每个想法，并把它放到桌子上的盒子。告诉，该集团的表现将被评估的参与者。让参与者3分钟执行此任务。 </li><li>指导参与者写下尽可能多的相似性（ 如目标，愿望和习惯），因为有可能是他们认为他们与同组成员（任务2）共享。让参与者3分钟执行此任务。 </li><li>拍摄一组照片（可选）。 </li></ol></li><li>为了诱导个人身份（或者2.4），使用下面的方法: <ol><li>始终解决参与者的个人（例如，"你们每个人会做..."）。 </li><li>请参与者自我介绍（研究姓名，年龄和学科）。有真正的参与者总是开始。有两个同伙假装有一个名字用不同的首字母为真正的参与者（ 例如 ，约翰，凯特，彼得）。有一个邦联宣布为年轻，对方早于真正的参与者。有一个邦联宣称是一个学生，另一个是大学雇员。 <ol><li>有参加者写下各自的名字最初一棒式标签。告诉，对于匿名的原因，他们不会被自己的名字，而是由它们的缩写在整个实验会议讨论的参与者。 </li></ol></li><li>请参与者选择一个出三种不同颜色的T恤衫。告诉他们，穿衣服的标准化将有助于他们完全专注于实验。真正的参与者选择第一。每个邦联选择一个不同的T-SHIRT颜色比真正的参与者和其他同伙。参加者须穿这种T恤，直到实验期结束。有与会者把对他们的T恤衫的个​​人最初的标签。 </li><li>指导participantsto想想如何改善生活的质量，他们的城市（任务1）。要求学员写在一张纸上每个想法，并把它变成自己的个人盒子放在桌子上。告诉他们的个人绩效进行评估的参与者。让参与者3分钟执行此任务。 </li><li>指导参与者写下尽可能多的差异 （例如，目标，意愿和习惯）为可能的，他们认为可以从其他两个参与者（任务2）脱颖而出。让参与者3分钟执行此任务。 </li><li>以每个参与者（可选）的图片。 </li></ol></li><li>使用Frisch等人的组识别度量 。12（改编自Doosje <em&gt;等19，见表1项），以验证身份操作（ 例如 ，参与者在社会认同的条件应该有更高水平的群体认同比参加个人身份的条件）的成功。 </li></ol> 3.特里尔社会压力测试（包括员会行为的操作） 注:步骤3.2和3.3（抽签程序伪造图）是不是强制性的。如果该委员会成员和参加者（ 即申请人）之间的关系没有事先操纵，先从3.1和继续，然后直接与TSST（3.4）。 <ol><li>先简单介绍一下TSST到常用于评估中心，并要求一个参加者参加面试和两个参与者申请人的角色，作为一个评选委员会参与者的任务。告诉大家，遴选委员会将评估的参与者申请人和其他的一个视频/她将被记录，这将被用于他/她的非言语行为稍后分析和语音频率分析7。 </li><li>告诉大家，在这个任务中的角色将由抽签分配的参与者。让每个参与者绘制一张纸出来上他/她的角色将显示（或"申请人"或"委员会"）的袋。有同党总是吸引第一，让他们承担起其中"委员会"写入（见上文）的折叠整齐的地段。有真正的参与者得出最后，让他/她总是指定为申请人。 </li><li>伸手与TSST-指令委员（ 即同党）片，并告诉他们，他们现在有一些时间来准备自己的角色。需要注意的是，这些"指令"的封面故事的一部分，所以真正的参与者认为，这两个同盟者是真正的参与者。 注:由于合作nfederates已经熟悉的TSST程序，它是什么并不重要，这些指令实际上意味着（ 例如，作为一个提醒的同盟者，他们可能需要该委员会的口头指示的确切写法）。 </li><li>引导这两个委员会的成员为2房，现在告诉他们，他们应该如何表现在即将到来的TSST。注意，同伙不告知实验条件前面，以避免该身份操纵期间同伙&#39;行为是由真正的参与者是否被分配给支持或unsupportive条件影响以任何方式。 </li><li>回到真正的参与者室1。 </li><li>告诉真正的参与者，他/她现在有3分钟，得到他/她的讲话。告诉他/她:"想象一下，你已经申请了你的梦想的工作，你被邀请去面试。请准备一个5分钟的谈话中，你的目标是说服你是最评选委员会合格的候选人，这个工作。委员会希望听听你胜任这份工作。请想象一下，委员会成员已经看了你的简历，并且因此，你不应该告诉他们任何关于你的专业技能和工作经验;而你应该专注于你的个性。你可以在谈话的准备过程中做笔记，但你不能在面试过程中使用这些笔记。" </li><li>引导参与者室2，打开摄像机，离开房间，并在外面等候。 </li><li>对于演讲任务（5分钟），有委员要求参与者开始与他/她的讲话。需要注意的是TSST-委员会对TSST的语音任务的口头指示已经在别处公布（见伯基特20和Kudielka 等人7）。 </li><li>对于心算任务（5分），已在委员会成员介绍心算任务的参与者（ 即倒数从2043步骤17中）。当时间到了，有委员感谢参与者，并告诉他/她离开了房间。需要注意的是TSST-委员会的口头指示的TSST的心算任务已在别处发表（见伯基特20和 Kudielka 等7）。 </li><li>在演讲和TSST的心算任务，具有委员会法或者支承地或unsupportively。这种支持/ unsupportive行为开始约20秒的讲话任务开始后，使这种行为看起来活性和自然（ 见图 2）。 <ol><li>在支持委员会的条件，已在委员会成员展示整个TSST非言语肯定的信号，例如，开放式体位（ 即武器是开放的，没有穿过，腿是平行的，不交叉），倾斜的头，靠在向前，面带微笑。 <ol><li> HAV5委员会成员越来越多地点头和微笑作为任务的进行提供积极的反馈的参与者。让他们与参加者互相表示认可和他/她的表现交换了一下眼神。确保委员会成员表现出这些行为的一种反应是什么参与者说或做（例如，如果参与者给出了一个正确的号码，或者如果他/她在致辞中说任务的东西看好他/她自己，委员会成员将微笑和点头）。 </li></ol></li><li>在unsupportive委员会的条件（或者到3.10.1），有委员表明整个TSST非语言负信号，例如，一个封闭的身体姿势（ 即交叉手臂和腿，向后倾斜），并皱着眉头。 <ol><li>让他们提供负反馈的参与者（独立的他/她的表现真正的品质）由叹气，滚眼，摇头，盯着PARTICIPA新台币在怀疑，怀疑地看着自己的笔记，并交换了一下眼神与对方表示相互怨恨。确保委员会成员表现出这些行为的一种反应是什么参与者说，还是（例如，如果参与者给出了一个错误的号码，或者如果他/她说的东西看好他/她自己在演讲任务的委员会成员将看他/她持怀疑态度，在怀疑和摇头）。 </li></ol></li></ol></li></ol><img alt="图2" src="/files/ftp_upload/53101/53101fig2.jpg" /> 图2.图片支持，unsupportive委员会。身体姿势和委员的TSST在面部表情的例子。 A =支持的行为，B = unsupportive行为。 4.静止期<ol><li>等待室2以外的参与者开门，引导与会人员而言，第二同党回到房间1。 </li><li>分发委员会行为的操作检查，以真正的参与者。该问卷询问如何，他/她的TSST（ 见表 2项）时认为该委员会成员行为的参与者。需要注意的是，为了保持同盟的真正参与者的作用，把手伸到了类似的问卷交给同伙问他们如何评价TSST在他们自己的行为。 注:此问卷是必要的，以便看看委员会行为的操作是成功的（也就是说，面临着unsupportive委员会的参与者应报告，该委员会是unsupportive，而这面临一个支持委员会应当报告该委员会同时还支持参与者）。 </li><li>让学员休息，如果需要的话，需要在学习压力指标进一步样品。 </li><li>让参与者填写的怀疑检查中，他们被要求来形容他们认为这项研究的目的是。 <ol><li>排除那些谁（一）怀疑同伙都没有真正的参与者的参与者，（二）涉嫌身份操纵瞄准诱导"我们"-ness（三）怀疑该委员会行为的感觉，要照本宣科，或（d ）猜到了研究的目的。 </li></ol></li><li>谢谢，支付，并充分听取报告的参与者。包括参与者的述职三个重要步骤（另Kudielka 等 7条）: <ol><li>澄清同伙被用来解释的参与者，这是必要的，以保证一个标准化委员会的行为。保证在TSST两个同伙（特别是在unsupportive条件）的行为反应脚本和绝对不连接到他/她的人或TSST在他/她的表现的参与者。这是最好的两个同伙积极参加了述职的这个阶段。</li><li>解释TSST的参与者，并告诉他/她，它的目的是诱使高度紧张，而且几乎每一个参与者报告高度紧张，并没有在言语和心算任务表现良好。告诉所记录的视频将不会被分析，但将被删除而不是参与者。 </li><li>解释研究设计和研究问题的参与者。此外，要求与会者不要以防止参加者在对泳池的污染分享这一研究与其他人的详细信息。 </li></ol></li></ol>

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A., Kattenstroth, M., van Dick, R., Mojzisch, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=“We”+are+not+stressed:+social+identity+in+groups+buffers+neuroendocrine+stress+reactions.">“We” are not stressed: social identity in groups buffers neuroendocrine stress reactions.</a> J. Exp. Soc. Psychol. 48 (4), 973-977 (2012).</li><li>Frisch, J. U., H&#228;usser, J. A., van Dick, R., Mojzisch, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Making+support+work:+the+interplay+between+social+support+and+social+identity.">Making support work: the interplay between social support and social identity.</a> J. Exp. Soc. Psychol. 55, 154-161 (2014).</li><li>Nuttin, J. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Narcissism+beyond+Gestalt+and+awareness:+the+name+letter+effect.">Narcissism beyond Gestalt and awareness: the name letter effect.</a> Eur. J. Soc. Psychol. 15 (3), 353-361 (1985).</li><li>Jones, J. T., Pelham, B. W., Carvallo, M., Mirenberg, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=How+do+I+love+thee?+Let+me+count+the+Js:+implicit+egotism+and+interpersonal+attraction.">How do I love thee? Let me count the Js: implicit egotism and interpersonal attraction.</a> J. Pers. Soc. Psychol. 87 (5), 665-683 (2004).</li><li>Taylor, S. E., Seeman, T. E., Eisenberger, N. I., Kozanian, T. A., Moore, A. N., Moons, W. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Effects+of+a+supportive+or+an+unsupportive+audience+on+biological+and+psychological+responses+to+stress.">Effects of a supportive or an unsupportive audience on biological and psychological responses to stress.</a> J. Pers. Soc. Psychol. 98 (1), 47-56 (2010).</li><li>Haslam, S. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Psychology in organizations: the social identity approach. , (2004).</li><li>Kudielka, B. M., Hellhammer, D. H., W&#252;st, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Why+do+we+respond+so+differently?+Reviewing+determinants+of+human+salivary+cortisol+responses+to+challenge.">Why do we respond so differently? Reviewing determinants of human salivary cortisol responses to challenge.</a> Psychoneuroendocrino. 34 (1), 2-18 (2009).</li><li>Kudielka, B. M., Gierens, A., Hellhammer, D. H., W&#252;st, S., Schlotz, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Salivary+cortisol+in+ambulatory+assessment&#8212;some+dos,+some+don&#8217;ts,+and+some+open+questions.">Salivary cortisol in ambulatory assessment&#8212;some dos, some don&#8217;ts, and some open questions.</a> Psychosom. Med. 74 (4), 418-431 (2012).</li><li>Doosje, B., Ellemers, N., Spears, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Perceived+intragroup+variability+as+a+function+of+group+status+and+identification.">Perceived intragroup variability as a function of group status and identification.</a> J. Exp. Soc. Psychol. 31 (5), 410-436 (1995).</li><li>Birkett, M. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Trier+Social+Stress+Test+protocol+for+inducing+psychological+stress.">The Trier Social Stress Test protocol for inducing psychological stress.</a> J. Vis. Exp. (56), e3238 (2011).</li><li>Schwabe, L., Haddad, L., Schachinger, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=HPA+axis+activation+by+a+socially+evaluated+cold-pressor+test.">HPA axis activation by a socially evaluated cold-pressor test.</a> Psychoneuroendocrino. 33 (6), 890-895 (2008).</li><li>Berg, J., Dickhaut, J., McCabe, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Trust,+reciprocity,+and+social+history.">Trust, reciprocity, and social history.</a> Game Econ. Behav. 10 (1), 122-142 (1995).</li><li>Pruitt, D. G., Lewis, S. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+integrative+solutions+in+bilateral+negotiation.">Development of integrative solutions in bilateral negotiation.</a> J. Pers. Soc. Psychol. 31 (4), 621-633 (1975).</li><li>Stasser, G., Titus, W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Pooling+of+unshared+information+in+group+decision+making:+biased+information+sampling+during+discussion.">Pooling of unshared information in group decision making: biased information sampling during discussion.</a> J. Per. Soc. Psychol. 48 (6), 1467-1478 (1985).</li><li>Mojzisch, A., Schulz-Hardt, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Knowing+others'+preferences+degrades+the+quality+of+group+decisions.">Knowing others' preferences degrades the quality of group decisions.</a> J. Pers. Soc. Psychol. 98 (5), 794-808 (2010).</li></ol>

The authors have nothing to disclose.

本协议描述的（一）在TSST不同主人公之间关系的两个有效的操作（ 例如 ，参与者TSST-G 11或 TSST-委员会和参与者12之间）和（b）的TSST-的行为委员会12。 所提出的操作的社会认同有几个优势。首先，它可以容易地在开始TSST之前实施。因此，它不改变标准TSST协议，可靠地触发应激反应是很重要的。其次，尽管该操作是非常小（例如，没有?...

作为社会性的动物1，人类追求归属感2。因此，对于人类显著他人以及他们与他们的关系的行为是非常重要的，尤其是在不熟悉的和具有挑战性的情况。例如，在紧张的情况下，其他人的支持行为，以及积极的社会关系可以作为强大的资源，以应付压力3,4。这些社会资源，然而，相互作用以复杂的方式，并且有时不有效应力缓冲器5 本身 。为了研究在其下有利的行为和社会关系对应激反应的效果的条件下，两种不同的操作进行介绍，可以在特里尔社会中实现压力测试（TSST）6,7或TSST的组版本（TSST -G）8。两者都是标准协议以诱导在实验室水平高的心理和生理压力的<suP&gt; 7。该TSST（-G）是诬陷，作为模拟面试，参加者都应该说服2面试（ 即遴选委员会），他们是最合适的人选了工作岗位。此外，参与者必须在评选委员会前执行心算任务。为了增加社会-评价威胁，参与者被告知，它们的视频将被记录的其非言语行为的分析以及语音频率分析6,7-。 操纵社会与个人的身份要操作TSST（-G）内的社会关系，不同的技术来诱导"我们"-ness之间的TSST / TSST-G主角都提出了一个共同的社会身份9 -a感觉（比较GOCKEL 等。10， Hausser等人11）。一个SOCi中具体地，操作人的身份包括以下步骤11,12:（1）参赛者被放置在同一个表。 （2）在整个实验过程参与者的地址应为一组。 （3）参加者的名字的首字母进行操作是相同的，因为人们喜欢构成自己的名字13个字母 。此名称字母效应可以链接到提高人际吸引14。 （4）参赛者的年龄和职业的操作是相似的。 （5）参加者给出的T恤衫的相同颜色的。 （6）参加单独工作任务中，他们必须生成并写下理念，提高生活质量在自己的城市（任务1）。他们的想法付诸一个集体中，他们被告知，该集团的表现进行分析。 （7）参加者被要求把自己和他们同组成员之间的相似性（ 如目标，愿望和习惯）（任务2）中。 （8）一组图片是德恩。 为了诱导的个人身份，以下装置被采取:（1）参加者在三个单独的表就位。 （2）在整个实验过程参与者的地址为个人。 （3）参加者的名字的首字母进行操作有所不同。 （4）参赛者的年龄和职业的操作是不同的。 （5）参加者给出的T恤不同的颜色。 （6）参加者还对工作任务1。然而，他们的想法，提高生活质量放入单独的盒子，它强调的是他们的个人表现进行分析。 （7）参与者应想到的事情（比如，目标，意愿和习惯）来区分自己从他们的同组成员。 （8）每个参与者的个人拍照。重要的是，在这两个条件的参与者不能彼此以任何形式进行交互。此外，请注意，realiza的步骤3和4化需要使用同伙的，因此可能不适用于在每一个研究设计。 操纵支持与unsupportive行为为了研究（UN）支持的行为，一个实验操作TSST-遴选委员会成员非言语行为的影响（比较泰勒等人。15）被引入。重要的是，该委员会的唯一非语言行为改变:与之形成鲜明对比的是标准版的TSST 6，其中该委员会成员进行培训，以参与者的响应中立的方式（通信即委员会成员提供面部无反馈的话），该委员会的成员现在的行为或者支承地或unsupportively。然而，委员会成员和标准化的口头陈述的TSST的程序不变。 这两个实验manipulati附加组件可以彼此独立地被应用，但也可以结合起来。总之，身份操纵已在我们的实验室对186男女健康学生和委员会行为对90男性和女性健康学生操作测试。在本文中，我们将介绍两种操作，如通过弗里施等 12进行了组合。建立在社会认同的方法16，弗里施等 12推测，在紧张的情况下的社会支持只会是有效的缓冲应激反应，如果提供和支持的共享收件人社会认同。使用2（社会与个人身份）×2（unsupportive与支持委员会的行为）被试间设计这一假设进行了测试。在这个实验中的第一部分，一个共享的社交身份（相对于个人身份）三个参与者之间被诱导。事实上，世界上只有一个真正的参与者和另外两个人被同伙谁假装是整个研究过程中真正的参与者。这两个同盟者是为了确保在即将到来的TSST的标准化委员会的行为中。在实验的第二部分中，TSST是向与会者介绍，他们被告知，他们中的一个将不得不作为求职者，另外两个将构成该委员会。这两个同盟者是通过使用大量的程序一个虚假的图纸指定为TSST-委员会的成员。在TSST，这两个委员会成员中的非言语行为被操纵，他们要么采取行动或支承地unsupportively。以下方案描述该实验12的步骤和更详细的操作。

<table border="0" cellpadding="0" cellspacing="0" width="841">
	<tbody>
		<tr>
			<td>9 T-shirts in 3 colors (i.e., 3 in each color)</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Social/personal identity manipulation.</td>
		</tr>
		<tr>
			<td>3 stick-on labels</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Social/personal identity manipulation.</td>
		</tr>
		<tr>
			<td>3 boxes (e.g., made of cardboard)</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Social/personal identity manipulation (task 1).</td>
		</tr>
		<tr>
			<td>a little pouch&#160;</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Bogus lot drawing procedure (entails three lots: two neatly folded lots labeled with with &#8220;committee&#8221; and one crumpled-up lot labeled with &#8220;applicant&#8221;).</td>
		</tr>
		<tr>
			<td>2 stopwatches</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place them on the table in Room 2 (for the TSST-committee).</td>
		</tr>
		<tr>
			<td>2 video cameras</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2 (one for allegedly filming the participant, one for filming the behavior of the committee).</td>
		</tr>
		<tr>
			<td>2 tripods</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2.</td>
		</tr>
		<tr>
			<td>1 microphone</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2 (for allegedly recording the speech and the answers of the participant).</td>
		</tr>
		<tr>
			<td>1 microphone stand</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Place in Room 2.</td>
		</tr>
		<tr>
			<td>several pens</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>Furniture</td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>3 chairs</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 1 A and B (social/ personal identity manipulation).</td>
		</tr>
		<tr>
			<td>1 big table</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 1A (social identity manipulation).</td>
		</tr>
		<tr>
			<td>3 small tables</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 1B (personal identity manipulation).</td>
		</tr>
		<tr>
			<td>1 big table</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 2 (TSST-committee).</td>
		</tr>
		<tr>
			<td>2 chairs</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Room 2 (TSST-committee).</td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>Questionnaires/ instructions</td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
		<tr>
			<td>3 informed consents</td>
			<td></td>
			<td></td>
			<td>Use the&#160; informed consent of your institution (for all participants, i.e., the two confederates and the real participant).</td>
		</tr>
		<tr>
			<td>3 manipulation checks of identity salience</td>
			<td>Items of Frisch et al. (2014), H&#228;usser et al. (2012) or Doosje et al. (1995)</td>
			<td></td>
			<td>Hand out after the identity salience manipulation (for all participants, i.e., the two confederates and the real participant).&#160;</td>
		</tr>
		<tr>
			<td>2 &#34;instructions&#34; for the TSST-committee</td>
			<td></td>
			<td></td>
			<td>Hand out to the committee members (i.e., the confederates) at the end of the bogus lot drawing procedure. These &#34;instructions&#34; are part of the cover story so that the real participant believes that the two confederates are real participants as well and need to be informed about their roles in the TSST. However, since the confederates are of course already familiar with the TSST procedure, it is not important what these instructions actually entail (e.g., as a reminder for the confederates they may entail the exact wording of the verbal instructions of the committee).</td>
		</tr>
		<tr>
			<td>2 solutions to the mental arithmetic task</td>
			<td></td>
			<td></td>
			<td>Place them on the table in Room 2 (for the TSST-committee).</td>
		</tr>
		<tr>
			<td>1 (or 3) manipulation check(s) of committee behavior</td>
			<td>Items of Frisch et al. (2014)</td>
			<td></td>
			<td>Hand out after the TSST (for the real participant only). (However, in order to keep up the role of the confederates as real participants, a similar questionnaire can be handed out to the confederates asking them how they evaluate their own behavior during the TSST.)&#160;</td>
		</tr>
		<tr>
			<td>several sheets of blank paper</td>
			<td>any brand/manufacturer is suitable</td>
			<td></td>
			<td>Hand out for task 1, task 2, preparation time of TSST (for the real participant), notes during the TSST (for the TSST-committee).</td>
		</tr>
	</tbody>
</table>

the social dimension of stress: experimental manipulations of social support and social identity in the trier social stress test

In many situations humans are influenced by the behavior of other people and their relationships with them. For example, in stressful situations supportive behavior of other people as well as positive social relationships can act as powerful resources to cope with stress. In order to study the interplay between these variables, this protocol describes two effective experimental manipulations of social relationships and supportive behavior in the laboratory. In the present article, these two manipulations are implemented in the Trier Social Stress Test (TSST)&#8212;a standard stress induction paradigm in which participants are subjected to a simulated job interview. More precisely, we propose (a) a manipulation of the relationship between different protagonists in the TSST by making a shared social identity salient and (b) a manipulation of the behavior of the TSST-selection committee, which acts either supportively or unsupportively. These two experimental manipulations are designed in a modular fashion and can be applied independently of each other but can also be combined. Moreover, these two manipulations can also be integrated into other stress protocols and into other standardized social interactions such as trust games, negotiation tasks, or other group tasks.

两项研究（Hausser等人11和Frisch等人 12）表明身份操纵上186健康的学生（女性97，年龄范围18岁至35岁，平均（M）的年龄=22.40年，标准偏差 SD的有效性（ ）= 0.00年）。此外，弗里施等人 12测试委员会的行为操作的有效性上90健康学生（女49例，年龄18〜29，M =22.00年，SD = 2.32岁）。 身份突出的操纵<p c...

Watch this Scientific Journal Video about The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test at JoVE.com

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Previous research on the social dimension of stress has focused on two important variables: social identity and social support. This protocol introduces an effective experimental manipulation of these two social variables and describes their implementation in a standard stress induction paradigm (Trier Social Stress Test).

应力的社会问题:社会支持和社会认同的特里尔社会的实验操作压力测试

In many situations humans are influenced by the behavior of other people and their relationships with them. For example, in stressful situations ...

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13.6K 次观看.  University of Hildesheim. Previous research on the social dimension of stress has focused on two important variables: social identity and social support. This protocol introduces an effective experimental manipulation of these two social variables and describes their implementation in a standard stress induction paradigm (Trier Social Stress Test). 

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The Resident-intruder Paradigm: A Standardized Test for Aggression, Violence and Social Stress

This video publication explains in detail the experimental protocol of the resident-intruder paradigm in rats. This test is a standardized method to measure offensive aggression and defensive behavior in a semi natural setting. The most important behavioral elements performed by the resident and the intruder are demonstrated in the video and illustrated using artistic drawings. The use of the resident intruder paradigm for acute and chronic social stress experiments is explained as well. Finally, some brief tests and criteria are presented to distinguish aggression from its more violent and pathological forms.

This video shows the resident-intruder paradigm in rats. This test is a standardized method to measure offensive aggression, defensive behavior and violence in a semi-natural setting. The use of the paradigm for social stress experiments is explained as well.

驻地入侵者范式:一种标准化考试的侵略，暴力和社会压力

This video publication explains in detail the experimental protocol of the resident-intruder paradigm in rats. This test is a standardized method to ...

科研

行为学

Using Chronic Social Stress to Model Postpartum Depression in Lactating Rodents

Exposure to chronic stress is a reliable predictor of depressive disorders, and social stress is a common ethologically relevant stressor in both animals and humans. However, many animal models of depression were developed in males and are not applicable or effective in studies of postpartum females. Recent studies have reported significant effects of chronic social stress during lactation, an ethologically relevant and effective stressor, on maternal behavior, growth, and behavioral neuroendocrinology. This manuscript will describe this chronic social stress paradigm using repeated exposure of a lactating dam to a novel male intruder, and the assessment of the behavioral, physiological, and neuroendocrine effects of this model. Chronic social stress (CSS) is a valuable model for studying the effects of stress on the behavior and physiology of the dam as well as her offspring and future generations. The exposure of pups to CSS can also be used as an early life stress that has long term effects on behavior, physiology, and neuroendocrinology.

This article describes the use of chronic resident intruder social stress as an ethologically relevant paradigm to model postpartum depression and anxiety in lactating rodents.

哺乳期鼠害使用慢性社会压力型号产后抑郁症

Exposure to chronic stress is a reliable predictor of depressive disorders, and social stress is a common ethologically relevant stressor in both animals ...

The Modified Hole Board - Measuring Behavior, Cognition and Social Interaction in Mice and Rats

This protocol describes the modified hole board (mHB), which combines features from a traditional hole board and open field and is designed to measure multiple dimensions of unconditioned behavior in small laboratory mammals (e.g., mice, rats, tree shrews and small primates). This paradigm is a valuable alternative for the use of a behavioral test battery, since a broad behavioral spectrum of an animal&#8217;s behavioral profile can be investigated in one single test.
The apparatus consists of a box, representing the &#8216;protected&#8217; area, separated from a group compartment. A board, on which small cylinders are staggered in three lines, is placed in the center of the box, representing the &#8216;unprotected&#8217; area of the set-up. The cognitive abilities of the animals can be measured by baiting some cylinders on the board and measuring the working and reference memory. Other unconditioned behavior, such as activity-related-, anxiety-related- and social behavior, can be observed using this paradigm. Behavioral flexibility and the ability to habituate to a novel environment can additionally be observed by subjecting the animals to multiple trials in the mHB, revealing insight into the animals&#8217; adaptive capacities.
Due to testing order effects in a behavioral test battery, na&#239;ve animals should be used for each individual experiment. By testing multiple behavioral dimensions in a single paradigm and thereby circumventing this issue, the number of experimental animals used is reduced. Furthermore, by avoiding social isolation during testing and without the need to food deprive the animals, the mHB represents a behavioral test system, inducing if any, very low amount of stress.

This protocol describes the modified hole board, which is a behavioral test set-up that comprises the characteristics of an open field and a traditional hole board. This set-up enables the differential analysis of unconditioned behavior of small laboratory mammals as well as the analysis of cognitive abilities.

修改后的孔板 - 测量行为，认知和社会互动小鼠和大鼠

This protocol describes the modified hole board (mHB), which combines features from a traditional hole board and open field and is designed to measure ...

A Mouse Model of Subchronic and Mild Social Defeat Stress for Understanding Stress-induced Behavioral and Physiological Deficits

Stressful life events often increase the incidence of depression in humans. To study the mechanisms of depression, the development of animal models of depression is essential. Because there are several types of depression, various animal models are needed for a deeper understanding of the disorder. Previously, a mouse model of subchronic and mild social defeat stress (sCSDS) using a modified chronic social defeat stress (CSDS) paradigm was established. In the paradigm, to reduce physical injuries from aggressors, the duration of physical contact between the aggressor and a subordinate was reduced compared to in the original CSDS paradigm. sCSDS mice showed increased body weight gain, food intake, and water intake during the stress period, and their social behaviors were suppressed after the stress period. In terms of the face validity of the stress-induced overeating and overdrinking following the increased body weight gain, the sCSDS mice may show some features related to atypical depression in humans. Thus, a mouse model of sCSDS may be useful for studying the pathogenic mechanisms underlying depression. This protocol will help establish the sCSDS mouse model, especially for studying the mechanisms underlying stress-induced weight gain and polydipsia- and hyperphagia-like symptoms.

Here, methods for developing a mouse model of subchronic and mild social defeat stress are described and used to investigate the pathogenic features of depression including hyperphagia- and polydipsia-like symptoms following increased body weight.

亚慢性和温和的社会失败应激的小鼠模型理解应激诱导行为和生理赤字

Stressful life events often increase the incidence of depression in humans. To study the mechanisms of depression, the development of animal models of ...

Experimental Research Examining How People Can Cope with Uncertainty Through Soft Haptic Sensations

Human beings are constantly surrounded by uncertainty and change. The question arises how people cope with such uncertainty. To date, most research has focused on the cognitive strategies people adopt to deal with uncertainty. However, especially when uncertainty is due to unpredictable societal events (e.g., economical crises, political revolutions, terrorism threats) of which one is unable to judge the impact on one&#8217;s future live, cognitive strategies (like seeking additional information) is likely to fail to combat uncertainty. Instead, the current paper discusses a method demonstrating that people might deal with uncertainty experientially through soft haptic sensations. More specifically, because touching something soft creates a feeling of comfort and security, people prefer objects with softer as compared to harder properties when feeling uncertain. Seeking for softness is a highly efficient and effective tool to deal with uncertainty as our hands are available at all times. This protocol describes a set of methods demonstrating 1) how environmental (un)certainty can be situationally activated with an experiential priming procedure, 2) that the quality of the softness experience (what type of softness and how it is experienced) matters and 3) how uncertainty can be reduced using different methods.

To date research has focused on cognitive strategies people adopt to cope with uncertainty. This research examines instead an experiential way of dealing with uncertainty and introduces a set of experimental methods showing how the experience of haptic softness can serve as a tool to deal with uncertainty.

实验研究研究如何人能不确定性通过软触觉感知应对

Human beings are constantly surrounded by uncertainty and change. The question arises how people cope with such uncertainty. To date, most research has ...

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

The ability to recall the past allows us to report on details of previous experiences, from the everyday to the significant. Because recall memory is commonly assessed using verbal report paradigms in adults, studying the development of this ability in preverbal infants and children proved challenging. Over the past 30 years, researchers have developed a non-verbal means of assessing recall memory known as the elicited or deferred imitation paradigm. In one variant of the procedure, participants are presented with novel three-dimensional stimuli for a brief baseline period before a researcher demonstrates a series of actions that culminate in an end- or goal-state. The participant is allowed to imitate the demonstrated actions immediately, after a delay, or both. Recall performance is then compared to baseline or to performance on novel control sequences presented at the same session; memory can be assessed for the individual target actions and the order in which they were completed. This procedure is an accepted analogue to the verbal report techniques used with adults, and it has served to establish a solid foundation of the nature of recall memory in infancy and early childhood. In addition, the elicited or deferred imitation procedure has been modified and adapted to answer questions relevant to other aspects of cognitive functioning. The broad utility and application of imitation paradigms is discussed, along with limitations of the approach and directions for future research.

The elicited imitation procedure was established to examine the development of recall memory in infancy and early childhood. This procedure has been widely used to establish a solid foundation of the nature of recall memory in infancy and early childhood.

使用仿引起范式检查召回内存在婴幼儿时期

The ability to recall the past allows us to report on details of previous experiences, from the everyday to the significant. Because recall memory is ...

A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG

Despite the importance of social interactions for infant brain development, little research has assessed functional neural activation while infants socially interact. Electroencephalography (EEG) power is an advantageous technique to assess infant functional neural activation. However, many studies record infant EEG only during one baseline condition. This protocol describes a paradigm that is designed to comprehensively assess infant EEG activity in both social and nonsocial contexts as well as tease apart how different types of social inputs differentially relate to infant EEG. The within-subjects paradigm includes four controlled conditions. In the nonsocial condition, infants view objects on computer screens. The joint attention condition involves an experimenter directing the infant's attention to pictures. The joint attention condition includes three types of social input: language, face-to-face interaction, and the presence of joint attention. Differences in infant EEG between the nonsocial and joint attention conditions could be due to any of these three types of input. Therefore, two additional conditions (one with language input while the experimenter is hidden behind a screen and one with face-to-face interaction) were included to assess the driving contextual factors in patterns of infant neural activation. Representative results demonstrate that infant EEG power varied by condition, both overall and differentially by brain region, supporting the functional nature of infant EEG power. This technique is advantageous in that it includes conditions that are clearly social or nonsocial and allows for examination of how specific types of social input relate to EEG power. This paradigm can be used to assess how individual differences in age, affect, socioeconomic status, and parent-infant interaction quality relate to the development of the social brain. Based on the demonstrated functional nature of infant EEG power, future studies should consider the role of EEG recording context and design conditions that are clearly social or nonsocial.

This novel protocol is designed to assess the neural bases of social interaction in infants. The paradigm is designed to tease apart how various social inputs such as language, joint attention, and face-to-face interaction relate to infant neural activation. Infant EEG power is recorded during both social and nonsocial conditions.

一个被试内实验协议，以评估对婴幼儿脑社会投入的影响

Despite the importance of social interactions for infant brain development, little research has assessed functional neural activation while infants ...

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

The single Trier Social Stress Test (TSST) and the TSST for groups (TSST-G) are the most used protocols to experimentally induce psychosocial stress. These tests are based on uncontrollability and social-evaluative threat, inducing psychological and physiological consequences (e.g., anxiety, emotional states, salivary cortisol increases). Many quantitative experimental studies have investigated these stress inducers and these consequences. But, as far as we know, this study is the first to provide a qualitative analysis to access the participants' voices so as to understand the dynamics of their experience throughout the TSST and the TSST-G. This paper outlines a mixed methods approach to the TSST. This approach can help to maximize the information that can be gained from the TSST, which researchers often use without looking more closely at what is qualitatively happening psychologically for participants during the stressor itself. In this way, this protocol is an example of mixed methods, showing the added value of using the enactive phenomenological approach to analyze experimental protocols more deeply. This kind of mixed methods is helpful to access the experience, to understand the actor's point of view, and to analyze in-depth the dynamics of cognitive processes like intentions, perceptions, enacted knowledge, and emotion. The discussion section shows the different uses of a mixed methods protocol, exploiting the enactive phenomenological approach to analyze a protocol or to give a cross vision of the same research subject. This section deals with different existing applications, pointing out some critical steps in this mixed methods approach.

Here, we present an original mixed method combining a quantitative and a qualitative approach to examine accurately participants&#39; experiences during the Trier Social Stress Test and the Trier Social Stress Test for groups.

研究者社会压力测试的现象学研究: 一种混合方法的观点

The single Trier Social Stress Test (TSST) and the TSST for groups (TSST-G) are the most used protocols to experimentally induce psychosocial stress. ...

Integrating Computerized Linguistic and Social Network Analyses to Capture Addiction Recovery Capital in an Online Community

The article describes a new methodology designed with the aim of finding a comprehensive, unobtrusive, and accurate way of capturing social recovery capital development in online communities of recovery from alcohol and drug (AOD) addiction. Recovery capital was conceptualised as both engagement in the online recovery community and identification with the community. To measure recovery capital development, naturally occurring data were extracted from the social media page of a specific recovery program, with the page being set up as a resource for a face-to-face recovery program. To map engagement with the online community, social network analysis (SNA) capturing online social interaction was performed. Social interaction was measured through the linkages between the online contributors/members of the online community as represented by program clients, staff, and supporters from the broader community. To capture markers of social identification with the online community, computerised linguistic analysis of the textual data (content from posts and comments) was conducted. Recovery capital captured in this way was analysed against retention data (a proxy outcome indicator), as days spent in the (face-to-face) recovery program. The online data extracted was linked to participant data in regards to program retention to test prediction of a key recovery outcome. This approach allowed the examination of the role of online support communities and assessment of the association between recovery capital (developed via the online community of recovery) and recovery outcomes.

The article describes a novel approach for analyzing dynamic online social interactions (in an online context) exemplified by a study of an online community of recovery from alcohol and drug addiction.

整合计算机语言和社交网络分析,在在线社区中捕捉成瘾恢复资本

The article describes a new methodology designed with the aim of finding a comprehensive, unobtrusive, and accurate way of capturing social recovery ...

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Virtual reality (VR) has shown great educational potential because it makes it possible to simulate any desired situation or event, thus playing an important role in addressing current educational challenges. Despite the unlimited learning possibilities that VR may offer, unless users are willing to apply virtual devices to education, the investment of time, money, and effort will be fruitless. It is therefore crucial to assess the educational interest of the first generation of VR users and to identify their current needs. To this end, in this study we designed an online questionnaire and applied it through the SaaS (Software as a service) of a private server. The sample consisted of 117 early VR adopters recruited via a main portal of communication and information technologies in Spain. In order to engage participants, we posted a thread in the main forum, which is dedicated to the advances and potential uses of VR. Once the responses were gathered, we analyzed the relationship between 12 variables (mean contrasts with Snedecor&#39;s F, and contingency analysis with chi-square and Sommer&#39;s d). The results showed that the current profile of a VR user is a male over 35 years old, with university studies, and who has purchased his viewer recently (&#60;1 year). As for the learning and teaching applications that these users were interested in, only 13.7% of the participants in this study use VR for educational purposes, although 28.2% were interested, indicating that perhaps the lack of applications or learning experiences may be hampering the use of VR within education. Almost half of the early adopters surveyed would like to learn using VR technology and are somehow optimistic about the relationship between VR and education, particularly those who are younger.

This article describes the profile of Spanish early adopters of virtual reality and their interests and preferences regarding learning and educational applications for this technology. To this aim, we designed an online questionnaire and interviewed 117 users of the main virtual reality forum on the Internet.

早期采用者虚拟现实学习应用的在线探索研究

Virtual reality (VR) has shown great educational potential because it makes it possible to simulate any desired situation or event, thus playing an ...