{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,2]],"date-time":"2026-08-02T18:47:04Z","timestamp":1785696424870,"version":"3.56.0"},"reference-count":54,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2026,3,28]],"date-time":"2026-03-28T00:00:00Z","timestamp":1774656000000},"content-version":"vor","delay-in-days":86,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100001809","name":"National Natural Science Foundation of China","doi-asserted-by":"publisher","award":["32371126"],"award-info":[{"award-number":["32371126"]}],"id":[{"id":"10.13039\/501100001809","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004735","name":"Hunan Provincial Natural Science Foundation","doi-asserted-by":"publisher","award":["2022JJ30378"],"award-info":[{"award-number":["2022JJ30378"]}],"id":[{"id":"10.13039\/501100004735","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,1,21]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Adolescents\u2019 self-identity is shaped by online feedback\u2019s valence (positive\/negative) and social distance (near\/far). This study tested their interactive effects on implicit self-identity and neural correlates. Experiment 1 used an implicit association measure (D-score) to assess self-identity across ages. Participants received near (peer) or far (stranger) positive\/negative feedback. Distant positive feedback reduced D-scores (weaker self-identity links) versus near positive feedback; negative feedback showed the opposite. Late adolescents had higher D-scores for near versus far feedback\u2014indicating heightened sensitivity to proximal social cues during identity formation. Experiment 2 employed ERPs to explore neural mechanisms. Distant positive feedback elicited faster P3s (prioritized processing of socially distant positives). For near feedback, positive versus negative stimuli showed smaller early LPP amplitudes\u2014reflecting differential motivational attention. These findings reveal that feedback valence and social distance jointly modulate implicit self-identity. Neural markers (P3\/LPP) uncover distinct processing priorities for proximal\/distal positive\/negative feedback\u2014highlighting the interplay of social context and neural mechanisms in adolescent self-development.<\/jats:p>","DOI":"10.1093\/scan\/nsag024","type":"journal-article","created":{"date-parts":[[2026,3,25]],"date-time":"2026-03-25T12:51:19Z","timestamp":1774443079000},"source":"Crossref","is-referenced-by-count":0,"title":["An examination of the impact of online feedback and social distance on the implicit self-identity of adolescents: behavioral and ERP evidence"],"prefix":"10.1093","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0009-0004-6287-3613","authenticated-orcid":false,"given":"Xiaoyu","family":"Wang","sequence":"first","affiliation":[{"name":"Cognition and Human Behavior Key Laboratory of Hunan Province, School of Education Science, Hunan Normal University , Changsha 410081,","place":["China"]},{"name":"Institute of Interdisciplinary Studies, Hunan Normal 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