An examination of the impact of online feedback and social distance on the implicit self-identity of adolescents: behavioral and ERP evidence.

Adolescents' self-identity is shaped by online feedback's 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-indicating 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-reflecting 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-highlighting the interplay of social context and neural mechanisms in adolescent self-development.