The impact of social media access and anxiety among indonesia society during covid-19 outbreak

A novel coronavirus (2019-nCoV) outbreak began in Wuhan, China, has been named corona virus disease 2019 (COVID-19) in December 2019. The first cases of  COVID-19 was reported in Indonesia on 2 March 2020. All caused global panic, fears, anxiety  around the coronavirus have been especially amplified by social media. During coroan virus outbreak, disinformation and false reports have bombarded social media and stoked unfounded anxiety among Indonesian society. This research, therefore, aims to analyze the impact social media and anxiety level during COVID-19 outbreak in Indonesia. The procedure of this research is  Indonesian citizens old were invited to participant online survey thought Survey Monkey platform. There are 1543  participant  form aged 17 to 60 Year and form several province and region in Indonesia. The instrumen useing  the DASS was to modify patients’ anxiety. Data analyzed using JASP (Jeffrey's Amazing Statistics Program). The research showed that respondents anxiety in the very haviness category with the highest anxiety when the duration of social media access more than 6 hours in a day. The anxiety base of aspect in watching/reading  have a higher, then Imagine and  listening when access social media about corona virus among Indonesia society. Social media use is complex reading or watching  lots of news about coronavirus has led to anxiety

Verbal threat learning does not spare loved ones

This research was supported by the German Research Foundation (DFG) Grant to Florian Bublatzky (BU 3255/1-1 and 1-2).Significant others provide individuals with a sense of safety and security. However, the mechanisms that underlie attachment-induced safety are hardly understood. Recent research has shown beneficial effects when viewing pictures of the romantic partner, leading to reduced pain experience and defensive responding. Building upon this, we examined the inhibitory capacity of loved face pictures on fear learning in an instructed threat paradigm. Pictures of loved familiar or unknown individuals served as signals for either threat of electric shocks or safety, while a broad set of psychophysiological measures was recorded. We assumed that a long-term learning history of beneficial relations interferes with social threat learning. Nevertheless, results yielded a typical pattern of physiological defense activation towards threat cues, regardless of whether threat was signaled by an unknown or a loved face. These findings call into question the notion that pictures of loved individuals are shielded against becoming threat cues, with implications for attachment and trauma research.German Research Foundation (DFG) BU 3255/1-1 BU 3255/1-

Social learning across adolescence: A Bayesian neurocognitive perspective

Adolescence is a period of social re-orientation in which we are generally more prone to peer influence and the updating of our beliefs based on social information, also called social learning, than in any other stage of our life. However, how do we know when to use social information and whose information to use and how does this ability develop across adolescence? Here, we review the social learning literature from a behavioral, neural and computational viewpoint, focusing on the development of brain systems related to executive functioning, value-based decision-making and social cognition. We put forward a Bayesian reinforcement learning framework that incorporates social learning about value associated with particular behavior and uncertainty in our environment and experiences. We discuss how this framework can inform us about developmental changes in social learning, including how the assessment of uncertainty and the ability to adaptively discriminate between information from different social sources change across adolescence. By combining reward-based decision-making in the domains of both informational and normative influence, this framework explains both negative and positive social peer influence in adolescence

Social influences on affective responses to negative experiences

As social human beings, the way we emotionally respond to what happens around us is often regulated by our interactions with others. The overall aim of this thesis is to advance the understanding of how social influences surrounding negative experiences can affect the formation, regulation and transfer of affective responses. Throughout four studies, we examined the impact of different kinds of social influences (face-to-face and online) surrounding various negative experiences (experimental analogues for trauma experiences), and how these social influences impact affective responses (from self-reported measures to physiological responses). In Study I, dyads of participants underwent a vicarious threat conditioning paradigm to investigate whether physiological synchrony between them during learning predicted the strength of observationally acquired conditioned responses and examine the potential role of trait empathy. As predicted, increased physiological synchronization during learning led to a stronger CS differentiation during the test phase, but unlike our predictions, self-reported empathy was not found to be related to physiological coupling. These findings support the role of social influences in the formation of affective responses and indicate that the physiological synchrony captured here may be more related to experience sharing rather than individuals’ tendency to empathize with others. Study II tested whether threat conditioning generated persistent intrusive memories of neutral stimuli, and whether different social support interactions after threat acquisition modulated the expression of emotional memories, as measured by skin-conductance responses and number of intrusive memories. Social support interactions consisted of two social support conditions (supportive social interaction versus unsupportive social interaction) and a control group (no social interaction). Our results indicated that threat conditioning generated intrusive memories, with greater number of intrusions of CS+ than CS- and these intrusive memories were still measurable one year later, especially for individuals with higher trait anxiety and a greater number of previous trauma experiences. Our findings support the literature indicating the contribution of associative processes in the formation of intrusive memories and demonstrate the advantage of adding the measure of intrusive memories to a standard Pavlovian threat conditioning paradigm for investigating short and long term intrusive memories. Finally, these findings suggest that the specific the support interactions used in this study might not modulate the processes underlying memory consolidation and call attention to the difficulty of operationalizing social support interactions in an experimental context. Study III is composed of two online sub-studies investigating the social transmission of threat and safety evaluations. In sub-study 1, we combined behavioral and computational modeling approaches to estimate the influence of others’ online evaluations of negative pictures on participant’s own evaluations. In sub-study 2, we replicated these findings and further demonstrated that others’ evaluations led participants to shift their affective response to these pictures. Interestingly, seeing that others evaluate pictures as safe resulted in individuals feeling less distressed towards these pictures, suggesting that the observation of social safety cues online could attenuate the spread of negative emotions. Our findings offer a mechanism for how people integrate their own and others’ experiences when exposed to emotional content online. Furthermore, knowing how threat and safety information propagate online and its impact on people’s wellbeing could be an important tool to prevent the impact of the spread of threatening information online. Study IV asked whether using the trauma film paradigm in an online setting could induce similar emotional responses as in-lab experiments. We also tested whether reading previous participants’ appraisals after watching the trauma film modulated participants’ emotional responses, as measured by changes in negative mood and number of intrusive memories during the subsequent seven days. The trauma film online replicated previous in-lab results, although with a somewhat lower mean number of intrusive memories. Our results indicated that reading positive comments after watching the film decreased negative mood, compared to reading negative comments or no comments. Reading others’ appraisal did not modulate the number of intrusive memories. These results demonstrate that the digital version of the trauma film paradigm can be used as an experimental analogue for exposure to aversive content online and enables the experimental investigation of how such content impacts mental health. Moreover, our findings indicate an improvement of mood following the exposure to negative visual content through positive social reappraisal, paving the way towards this goal. These four studies demonstrate that vast range of ways in which social interactions influence affective responses, from verbal to non-verbal exchanges in both face-to-face and online settings. Our work also illustrates the complexity of experimentally investigating social influences and the specific processes involved

Entrepreneurial ecosystem : Islamic leadership model - an exploration of the entrepreneurial ecosystem in Sultanate of Oman

Oman’s economic growth and development have recently shifted from the declining oil-dependent economy to other diversified sources of income generation, such as enhancing the performance of entrepreneurship as an economic growth driver. One of the ways through which such economic goals can be achieved is through the efficient management of entrepreneurial ecosystems. However, the review of existing literature features limited details in terms of how entrepreneurial ecosystems work in reality, as well as in terms of policy-related challenges in the management of entrepreneurial ecosystems. By conducting interviews on 36 participants consisting of 18 policy makers and 18 entrepreneurs, the present research established that even though there are some positive factors that support the growth of the entrepreneurial ecosystem (such as the existence of the support systems, networks, and connectivity), there are a lot of challenges that are hindering efficiency with regards to the entrepreneurial ecosystem in Oman. The most noted challenges to the effective management of entrepreneurial ecosystems are policy vulnerability and the government’s use of a top-to-bottom approach in policy and decision-making that do not involve or engage entrepreneurs, creating, in return, a disconnect and lack of balance in the ecosystem. Low stakeholder engagement and poor implementation of set policies also hinder entrepreneurship in the country. Thus, this study recommends an Islamic leadership management (ILM) approach to the management of entrepreneurial ecosystems. In this regard, effective management can be attained when skills are developed through inclusion and information sharing, incorporating religious principles such as fairness in policy making towards building institutional links, respecting cultural aspects such as diversity for an adaptive ecosystem, prioritizing strong relationships leading to effective networks, and viewing humans as custodians of earthly resources leading to equitable allocation of resources in the ecosystem. Additionally, an adaptive co-management approach can help reinforce the Islamic model as it emphasizes on learning-by-doing, relationships and the capacity of the communities and resource users.Oman’s economic growth and development have recently shifted from the declining oil-dependent economy to other diversified sources of income generation, such as enhancing the performance of entrepreneurship as an economic growth driver. One of the ways through which such economic goals can be achieved is through the efficient management of entrepreneurial ecosystems. However, the review of existing literature features limited details in terms of how entrepreneurial ecosystems work in reality, as well as in terms of policy-related challenges in the management of entrepreneurial ecosystems. By conducting interviews on 36 participants consisting of 18 policy makers and 18 entrepreneurs, the present research established that even though there are some positive factors that support the growth of the entrepreneurial ecosystem (such as the existence of the support systems, networks, and connectivity), there are a lot of challenges that are hindering efficiency with regards to the entrepreneurial ecosystem in Oman. The most noted challenges to the effective management of entrepreneurial ecosystems are policy vulnerability and the government’s use of a top-to-bottom approach in policy and decision-making that do not involve or engage entrepreneurs, creating, in return, a disconnect and lack of balance in the ecosystem. Low stakeholder engagement and poor implementation of set policies also hinder entrepreneurship in the country. Thus, this study recommends an Islamic leadership management (ILM) approach to the management of entrepreneurial ecosystems. In this regard, effective management can be attained when skills are developed through inclusion and information sharing, incorporating religious principles such as fairness in policy making towards building institutional links, respecting cultural aspects such as diversity for an adaptive ecosystem, prioritizing strong relationships leading to effective networks, and viewing humans as custodians of earthly resources leading to equitable allocation of resources in the ecosystem. Additionally, an adaptive co-management approach can help reinforce the Islamic model as it emphasizes on learning-by-doing, relationships and the capacity of the communities and resource users

Domain-general versus domain-specific learning mechanisms: Neurochemical mechanisms and relevance to autism

The theory that various features of autism spectrum disorders (ASD) can be explained by differences in the learning (or “predictive coding”) process is growing in popularity. However, extant studies have focused on the domain of sensory perception, i.e., learning what to expect in the visual or auditory domains. It is thus unclear whether such models are restricted to the perceptual domain, or whether they are outlining differences in domain- general learning processes. Consequently, how such theories can explain the social and motor features of ASD is currently unclear. The first part of the current thesis asks whether autistic adults exhibit differences, compared to non-autistic adults, with respect to social learning and motor learning. The second part of this thesis focuses in detail on one of these learning types - social learning. Here I investigate the neurochemical mechanisms that underpin social learning and ask whether they are dissociable from the neurochemical mechanisms that underpin learning from one’s own individual experience (individual learning). In integrating these results with the wider literature, I reflect upon the broader question of whether there are common domain-general learning mechanisms, or domain (e.g., social, motor, individual) specific learning “modules”. Together the studies presented in this thesis implicate the dopaminergic neurotransmitter system in both social and individual learning. Results support the view that there are domain-general neurochemical mechanisms that support various types of learning. These results do not, however, support the view that autistic adults exhibit differences in these domain-general learning processes. That is, our empirical work showed no differences in either social or motor learning when comparing autistic and non-autistic adults. These results do not add support for impaired predictive coding as a core deficit that can explain social and motor atypicalities in autism, but rather force us to think more critically about what overarching conclusions can be drawn from studies of predictive coding in autism within the perception domain