scholarly journals Mother-infant interpersonal neural connectivity predicts infants’ social learning

2019 ◽  
Author(s):  
Victoria Leong ◽  
Valdas Noreika ◽  
Kaili Clackson ◽  
Stanimira Georgieva ◽  
Laura Brightman ◽  
...  
Keyword(s):  
Social Learning ◽  
Negative Emotions ◽  
Eye Contact ◽  
Neural Mechanism ◽  
Learning Task ◽  
Neural Connectivity ◽  
Eeg Signals ◽  
Social Partners ◽  
Infant Brain

Social learning allows infants to learn vicariously by observing adult behaviour, but how the infant brain accomplishes this feat remains unknown. Here, electroencephalography (EEG) signals were simultaneously measured from forty-seven mothers and infants (10.7 months) during a live social learning task. First, infants observed mothers demonstrate positive or negative emotions toward novel toys. Next, infants’ own toy interaction (learning) was measured. Infants’ social learning likelihood was robustly predicted by mother-infant interpersonal neural connectivity in the Alpha (6-9 Hz) band. Stronger dyadic neural connectedness predicted increased learning, and was associated with extended ostensive eye contact and maternal utterances. Intra-infant neural connectivity predicted learning valence (positive/negative) but was unrelated to learning likelihood. Therefore, interpersonal connectivity is a neural mechanism by which infants learn from their social partners.

Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task

2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Learning Strategy ◽  
Group Membership ◽  
Social Groups ◽  
Learning Task ◽  
Minimal Group Paradigm ◽  
Learning Game ◽  
Group Members ◽  
Cumulative Cultural Evolution

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.

scholarly journals Childhood-Diagnosed ADHD, Symptom Progression, and Reversal Learning in Adulthood

2016 ◽  
Vol 22 (6) ◽  
pp. 561-570 ◽  
Author(s):  
Hazel McCarthy ◽  
Jessica Stanley ◽  
Richard Piech ◽  
Norbert Skokauskas ◽  
Aisling Mulligan ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Neural Activity ◽  
Learning Task ◽  
Neural Connectivity ◽  
Compensatory Strategies ◽  
Reversal Error ◽  
Healthy Control ◽  
Probabilistic Error ◽  
Symptom Progression ◽  
Reversal Errors

Objective: ADHD persists in up to 60% into adulthood, and the reasons for persistence are not fully understood. The objective of this study was to characterize the neurofunctional basis of decision making in those with a childhood diagnosis of ADHD with either persistent or remitted symptoms in adulthood versus healthy control participants. Method: Thirty-two adults diagnosed with ADHD as children were split into persistent ( n = 18) or remitted ( n = 14) ADHD groups. Their neural activity and neurofunctional connectivity during a probabilistic reversal learning task were compared with 32 healthy controls. Results: Remitters showed significantly higher neural connectivity in final reversal error and probabilistic error conditions, and persisters depict higher neural connectivity in reversal errors than controls at a family-wise error (FWE) corrected whole-brain corrected threshold. Conclusion: Remitters may have utilized higher neural connectivity than controls to make successful decisions. Also, remitters may have utilized compensatory strategies to override any potential underlying ADHD deficits.

Educating attention

2013 ◽  
Vol 14 (2) ◽  
pp. 240-267 ◽  
Author(s):  
Iris Nomikou ◽  
Katharina J. Rohlfing ◽  
Joanna Szufnarowska
Keyword(s):  
Social Learning ◽  
Eye Contact ◽  
Behavioral Modification ◽  
Naturalistic Study ◽  
Sequential Organization ◽  
Data Points

In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant. Keywords: multimodal input; eye contact; interactional adaptation; ecology of attention; social learning

scholarly journals Improving Social Interactive Learning through Dual Brain Stimulation

2019 ◽  
Author(s):  
Yafeng Pan ◽  
Giacomo Novembre ◽  
Bei Song ◽  
Yi Zhu ◽  
Yi Hu
Keyword(s):  
Social Behavior ◽  
Social Learning ◽  
Brain Stimulation ◽  
Information Transfer ◽  
Brain Research ◽  
Interactive Learning ◽  
Body Movement ◽  
Learning Task ◽  
Brain Regions ◽  
Learning Performance

AbstractSocial interactive learning denotes the ability to acquire new information from a conspecific – a prerequisite for cultural evolution and survival. As inspired by recent neurophysiological research, here we tested whether social interactive learning can be augmented by exogenously synchronizing oscillatory brain activity across an instructor and a learner engaged in a naturalistic song-learning task. We used a dual brain stimulation protocol entailing the trans-cranial delivery of synchronized electric currents in two individuals simultaneously. When we stimulated inferior frontal brain regions, with 6 Hz alternating currents being in-phase between the instructor and the learner, the dyad exhibited spontaneous and synchronized body movement. Remarkably, this stimulation also led to enhanced learning performance. A mediation analysis further disclosed that interpersonal movement synchrony acted as a partial mediator of the effect of dual brain stimulation on learning performance, i.e. possibly facilitating the effect of dual brain stimulation on learning. Our results provide a causal demonstration that inter-brain synchrony is a sufficient condition to improve real-time information transfer between pairs of individuals.SignificanceThe study of social behavior, including but not limited to social learning, is undergoing a paradigm shift moving from single- to multi-person brain research. Yet, nearly all evidence in this area is purely correlational: inter-dependencies between brains’ signals are used to predict success in social behavior. For instance, inter-brain synchrony has been shown to be associated with successful communication, cooperation, and joint attention. Here we took a radically different approach. We stimulated two brains simultaneously, hence manipulating inter-brain synchrony, and measured the resulting effect upon behavior in the context of a social learning task. We report that frequency- and phase-specific dual brain stimulation can lead to the emergence of spontaneous synchronized body movement between an instructor and a learner. Remarkably, this can also augment learning performance.

scholarly journals Effects of Serotonin and Dopamine Depletion on Neural Prediction Computations during Social Learning

2019 ◽  
Author(s):  
Anna-Lena Frey ◽  
Ciara McCabe
Keyword(s):  
Prefrontal Cortex ◽  
Social Learning ◽  
Computational Modelling ◽  
Learning Task ◽  
Social Outcomes ◽  
Marginal Effect ◽  
Social Reward ◽  
Dopamine Depletion ◽  
Double Blind ◽  
Reward Prediction

AbstractWe recently found that individuals with high depression scores demonstrate impaired learning from social outcomes. Given that depression has been linked to altered serotonin (5-HT) and dopamine (DA) functioning, the current study aimed to elucidate the role of these neurotransmitters in social learning with the use of dietary precursor depletion. In a double-blind design, 70 healthy volunteers were randomly allocated to the 5-HT depletion (N=24), DA depletion (N = 24), or placebo (N = 22) group. Participants performed a social learning task during fMRI scanning, as part of which they learned associations between name cues and rewarding (happy faces) or aversive (fearful faces) social outcomes. Behaviourally, 5-HT depleted subjects demonstrated impaired social reward learning compared to placebo controls, with a marginal effect in the same direction in the DA depletion group. On the neural level, computational modelling-based fMRI analyses revealed that 5-HT depletion altered social reward prediction signals in the insula, temporal lobe, and prefrontal cortex. DA depletion affected social reward prediction encoding only in the prefrontal cortex. These results indicate that 5-HT depletion impairs learning from social rewards, on both the behavioural and the neural level, while DA depletion has a less extensive effect. Interestingly, the behavioural and neural responses observed after 5-HT depletion in the current study closely resemble our previous findings in individuals with high depression scores. It may thus be the case that decreased 5-HT levels contribute to social learning deficits in depression.

scholarly journals Dynamic social learning in temporally and spatially variable environments

2020 ◽  
Vol 7 (12) ◽  
pp. 200734
Author(s):  
Dominik Deffner ◽  
Vivien Kleinow ◽  
Richard McElreath
Keyword(s):  
Social Learning ◽  
Natural Populations ◽  
Learning Task ◽  
Spatial And Temporal Variation ◽  
Adaptive Responses ◽  
Strategic Learning ◽  
Time Dynamics ◽  
Variable Environments ◽  
Theoretical Predictions ◽  
Group Members

Cultural evolution is partly driven by the strategies individuals use to learn behaviour from others. Previous experiments on strategic learning let groups of participants engage in repeated rounds of a learning task and analysed how choices are affected by individual payoffs and the choices of group members. While groups in such experiments are fixed, natural populations are dynamic, characterized by overlapping generations, frequent migrations and different levels of experience. We present a preregistered laboratory experiment with 237 mostly German participants including migration, differences in expertise and both spatial and temporal variation in optimal behaviour. We used simulation and multi-level computational learning models including time-varying parameters to investigate adaptive time dynamics in learning. Confirming theoretical predictions, individuals relied more on (conformist) social learning after spatial compared with temporal changes. After both types of change, they biased decisions towards more experienced group members. While rates of social learning rapidly declined in rounds following migration, individuals remained conformist to group-typical behaviour. These learning dynamics can be explained as adaptive responses to different informational environments. Summarizing, we provide empirical insights and introduce modelling tools that hopefully can be applied to dynamic social learning in other systems.

scholarly journals Impaired Social Learning Predicts Reduced Real-life Motivation in Individuals with Depression: A Computational fMRI Study

2019 ◽  
Author(s):  
Anna-Lena Frey ◽  
Ciara McCabe
Keyword(s):  
Social Learning ◽  
Social Engagement ◽  
Parietal Lobe ◽  
Real Life ◽  
Computational Modelling ◽  
Learning Task ◽  
Social Experiences ◽  
Social Outcomes ◽  
Social Activities ◽  
Fearful Faces

AbstractBackgroundMajor depressive disorder is associated with altered social functioning and impaired learning, on both the behavioural and the neural level. These deficits are likely related, considering that successful social interactions require learning to predict other people’s emotional responses. Yet, there is little research examining this relation.MethodsForty-three individuals with high (HD; N=21) and low (LD; N=22) depression scores answered questions regarding their real-life social experiences and performed a social learning task during fMRI scanning. As part of the task, subjects learned associations between name cues and rewarding (happy faces) or aversive (fearful faces) social outcomes. Using computational modelling, behavioural and neural correlates of social learning were examined and related to real-life social experiences.ResultsHD participants reported reduced motivation to engage in real-life social activities and demonstrated elevated uncertainty about social outcomes in the task. Moreover, HD subjects displayed altered encoding of social reward predictions in the insula, temporal lobe and parietal lobe. Interestingly, across all subjects, higher task uncertainty and reduced parietal prediction encoding were associated with decreased motivation to engage in real-life social activities.LimitationsThe size of the included sample was relatively small. The results should thus be regarded as preliminary and replications in larger samples are called for.ConclusionTaken together, our findings suggest that reduced learning from social outcomes may impair depressed individuals’ ability to predict other people’s responses in real life, which renders social situations uncertain. This uncertainty, in turn, may contribute to reduced social engagement (motivation) in depression.

Philopatric vervet monkey females are the focus of social attention rather independently of rank

Behaviour ◽  
2013 ◽  
Vol 150 (6) ◽  
pp. 599-615 ◽  
Author(s):  
N. Renevey ◽  
R. Bshary ◽  
E. van de Waal
Keyword(s):  
Social Learning ◽  
Role Models ◽  
Field Experiments ◽  
Vervet Monkey ◽  
Learning Task ◽  
Social Attention ◽  
Social Partner ◽  
Vervet Monkeys ◽  
Artificial Fruit ◽  
Group Members

Social learning has potential advantages over individual learning but one challenge is to identify valuable information. One possibility is to not randomly learn from any social partner but mainly from specific role models like for example the mother or high ranking group members. A potential mechanism for such directed social learning could be that individuals observe the actions of role models more often than of other group members. Field experiments showed that in vervet monkeys — a species with female philopatry — dominant females are more closely watched than dominant males in an artificial fruit-type social learning task. Here, we quantified social attention to males and females under natural conditions in six groups of vervet monkeys (Chlorocebus aethiops) at Loskop Dam Nature Reserve, South Africa. Using the focal sampling method, we quantified the frequencies with which all adult individuals were observed by other group members of known age class, rank, sex and degree of relatedness during foraging bouts and grooming interactions. We found that group members generally paid more attention to females than to males. This effect remained when we excluded matriline members from the analyses. Furthermore, we found that an individual’s rank did not affect the attention it received from other group members. These results suggest that philopatry may promote social attention independently of an individual’s rank and across situations.

scholarly journals Social comparison impacts stimulus evaluation in a competitive social learning task

PLoS ONE ◽  
2020 ◽  
Vol 15 (6) ◽  
pp. e0234397
Author(s):  
Rebecca Burnside ◽  
Markus Ullsperger
Keyword(s):  
Social Learning ◽  
Social Comparison ◽  
Learning Task ◽  
Stimulus Evaluation
Sign in / Sign up

Export Citation Format

Share Document