Lisa Zadro

Riding the ‘O’ Train: Comparing the Effects of Ostracism and Verbal Dispute on Targets and Sources

In the present study we examined the effects of social ostracism (being excluded and ignored in the presence of others) on those who ostracize (sources) and those who are ostracized (targets). Unlike previous research that compared ostracism to social inclusion, the present study also compared ostracism to verbal dispute (i.e. an argument). A role-play method was used such that participants acted out a five-minute train ride in which two sources ignored or argued with a target sitting between them. In three studies, ostracism was shown to be a unique form of social conflict, with targets of ostracism reporting lower need satisfaction levels than targets of argument, whereas sources of ostracism reported higher need satisfaction levels than did sources of argument.

The effects of peer ostracism on children's cognitive processes

In adults, experiences of social exclusion have been shown to not only adversely affect mood and threaten primary needs, but also to disrupt cognitive processes. The aim of this study was to provide an initial test of the effects of social exclusion on cognitive processes in children (N = 55; aged 8–12 years). Ostracism was simulated experimentally using the Cyberball paradigm—a computer-based ball-throwing game that participants believed they were playing with two peers over the internet. Following this, participants were administered subtests from the Working Memory Test Battery for Children. Girls who were ostensibly ignored during the game demonstrated poorer cognitive performance than those who were included by their co-players, while boys did not. Findings are discussed in relation to those previously reported in adult research and evidence of gender-specific correlates of relational aggression in children and adolescents.

The role of interpersonal stress in overeating among high and low disinhibitors.

This study was concerned with the role of interpersonal stress in precipitating eating for high and low disinhibitors. Two forms of stress, ostracism and argument, were compared. A second comparison focused on targets and sources of both forms of interpersonal stress. Fifty-seven females who differed in their level of disinhibition participated in a two-stage experiment. In the first stage, they were engaged in a social interaction with two other people. The second stage involved a taste test; the dependent variable was the amount of food eaten. There were no differences between the ostracism and argument conditions for the amount of food eaten; nor did high and low disinhibitors differ. There was, however, a significant interaction between level of disinhibition and role (target vs. source) for the amount of food eaten. High disinhibitors ate markedly more than low disinhibitors when they were targets; the two groups ate similar amounts when they were sources. Strategies that dieters can employ in order to overcome the tendency to overeat are outlined.

O-Cam: A new paradigm for investigating the effects of ostracism

A new ostracism paradigm—O-Cam—was designed to combine the best qualities of both social ostracism (i.e., face-to-face interaction between the target and sources of ostracism) and cyber ostracism (i.e., confederatefree, highly controlled designs) paradigms. O-Cam consists of a simulated Web conference during which participants are either ostracized or included by 2 other participants whose actions, unbeknownst to the participants, are actually pretaped. The findings of preliminary studies indicate that O-Cam provides a powerful ostracism experience that yields psychological and behavioral responses that are consistent with those in other ostracism paradigms (e.g., Cyberball; Williams, 2007). Moreover, unlike in many previous ostracism paradigms, O-Cam provides researchers with the flexibility to manipulate the physical appearance and the verbal/nonbehavior of the sources of ostracism without the need for confederates.

Sources of Ostracism The Nature and Consequences of Excluding and Ignoring Others

Until recently, researchers in the field of ostracism (i.e., the act of being excluded and ignored) have focused on investigating this phenomenon from the perspective of targets (i.e., the ostracized person). Although this has yielded important discoveries about the consequences of being ostracized, very little is known about the nature and consequences of being a source of ostracism (i.e., the ostracizer). This article reviews the current ostracism research pertaining to sources and outlines the immediate consequences of ostracizing. Also explored are the key challenges that researchers must overcome to ensure that ostracism is investigated from the perspective of both targets and sources.

Ostracizing for a Reason: A Novel Source Paradigm for Examining the Nature and Consequences of Motivated Ostracism.

ABSTRACT Ostracism, a complex social phenomenon, involves both targets (ostracized individuals) and sources (ostracizers). The current experiment redressed a gap in the ostracism literature by devising a novel, three-phase paradigm to investigate motivated ostracizing. In the current study, 83 females were assigned to one of four conditions during a Cyberball game: motivated sources chose to ostracize an obnoxious fellow player, induced sources ostracized a fellow player at the behest of the experimenter, targets were ostracized, and included participants received the ball proportionately. Analysis of participants’ primary needs, emotions, ratings of their co-players, and behavior toward their co-players indicated that being the target of ostracism was a robustly aversive experience. Both motivated and induced sources reported fortified control. Moreover, a motive for ostracizing influenced source experience: induced sources experienced greater levels of negative moral emotion and behaved more prosocially toward their target than motivated sources. The flexibility and demonstrated impact of this novel paradigm adds to the toolkit available to researchers interested in expanding insight into the psychological processes underlying, and the motivational and behavioral outcomes of being, a source of ostracism.

Anger mediates the effect of ostracism on risk-taking

The present research tested the effects of being ostracized on risk-taking behavior and how emotional responses to ostracism mediate these effects. In two experiments, undergraduates were either ostracized or included during an Internet ball-toss game (Cyberball). In Experiment 1 (N = 52), ostracism increased self-reported risk-taking inclinations, and the relation between ostracism and risk-taking was mediated by feelings of anger, but not control. In Experiment 2 (N = 72), ostracism increased risky driving during a driving video game. The effect of ostracism on risk-taking was again mediated by post-ostracism anger (but not control or ostracism-induced sadness). This research suggests that anger elicited by ostracism may increase risk-taking.

Ostracism and Children: A Guide to Effectively Using the Cyberball Paradigm with a Child Sample.

Ostracism, the act of being excluded or ignored by another individual or group (Williams, 1997; Williams et al., 2002), is a powerful, pervasive, and complex phenomenon that transcends time and affects individuals throughout their lifespan, with some of the most damaging exclusionary experiences occurring during childhood (Williams, Forgas, & von Hippel, 2005). The current paper: a) discusses some of the problems associated with empirically investigating ostracism with a child sample using the widely used and well-validated ostracism paradigm, Cyberball (Williams, Cheung, & Choi, 2000); b) outlines methodological guidelines designed to improve the effectiveness of using Cyberball to investigate the effects of ostracism in children; and c) discusses a post-Cyberball assessment of primary need-threat that is appropriate for use with a child sample (Primary Needs Questionnaire-Child—PNQ-C; Hawes et al., 2012).

How do you teach the power of ostracism? Evaluating the train ride demonstration

Research and current events have illustrated the importance of teaching students about the consequences of being ostracised—excluded and ignored—by others. But how can the importance of ostracism be conveyed in a meaningful and engaging fashion? We designed a role‐play train ride demonstration (the “O” train) to teach high‐school and university students how it feels to be ostracised and to ostracise others. Students are assigned the roles of sources or targets of ostracism during a simulated train ride. Targets are initially included in spirited discussion, then ostracised by the sources for the remaining 4 minutes. A survey of students and teachers indicated that the train ride provides genuine insights into the power of ostracism above other teaching methods. To conduct the evaluation of the train ride for purposes of reporting results in a publication, we submitted an application to, and received permission from, Macquarie University’s Institutional Review Board.We would like to thank Tim Bates, Trevor Case, Sue Ferguson, Joe Forgas and Cassie Govan, for their assistance in collecting data and evaluations.

Are all ostracism experiences equal? A comparison of the autobiographical recall, Cyberball, and O-Cam paradigms

In the present study, we aimed to compare the primary-need depletion elicited by three common ostracism paradigms: autobiographical recall (e.g., Zhong & Leonardelli in Psychological Science 19:838–842, 2008), Cyberball (Williams, Cheung, & Choi in Journal of Personality and Social Psychology 79:748–762, 2000), and O-Cam (Goodacre & Zadro in Behavior Research Methods 42:768–774, 2010). A total of 152 participants (52 males) were randomly allocated to one of the three paradigms, and their subsequent primary needs were measured (belonging, control, self-esteem, and meaningful existence). O-Cam was found to induce greater total primary-need depletion than did Cyberball and recall, which did not differ significantly from each other. Moreover, when examining the pattern of individual need depletion elicited by each paradigm, O-Cam was found to induce significantly greater depletion of belonging, control, and meaningful existence than did the recall paradigm, and significantly greater depletion of control and self-esteem than did Cyberball. No other comparisons were found to be significant, including the comparisons between the recall and Cyberball paradigms for each individual primary need. Collectively, the findings will assist ostracism researchers in making informed choices regarding (a) which paradigm is appropriate to implement with respect to their research aims, and (b) whether the interchangeable use of paradigms within a program of research is appropriate practice.