Social Learning Task Research Articles

Individual differences in parasympathetic functioning across social stressor tasks: Relations with child and parent anxiety

AbstractChildren with elevated behavioural inhibition (BI) show context‐inappropriate fear and dysregulated RSA across stressor tasks. However, few studies have examined dynamic RSA within tasks and relations to parent and child anxiety. Using piecewise growth modelling and multimethod baseline data from an intervention study of 151 3.5–5‐year‐old children and their parents, we examined relations between child social anxiety (SA), parent anxiety and their interaction in predicting children's RSA across social stressor tasks (e.g. learning about unfamiliar peers, Trier Social Stress). Within the sample, 49.63% of children were reported to be White, non‐Hispanic/Latine (n = 67), 22% multiracial (n = 31), 14.81% Asian/Pacific Islander (n = 20) and 12.59% Black/African‐American (n = 17). Furthermore, 64.44% of the parents were reported to be White, non‐Hispanic/Latine (n = 87), 20% Asian/Pacific Islander (n = 27), 13.33% Black/African‐American (n = 18) and 2.22% multiracial (n = 3). Children showed differentiated RSA reactivity and recovery within an anticipatory social learning task based on their level of clinically appraised SA. Relations between child SA and RSA across tasks was moderated by parent anxiety, specifically for dyads matched in anxiety. Findings provide support for the potential influence of both child and parent anxiety on children's parasympathetic nervous system (PNS) responses across specific self‐regulatory tasks.

Spontaneous instrumental approach-avoidance learning in social contexts in autism

BackgroundIndividuals with Autism Spectrum Condition (ASC) are characterized by atypicalities in social interactions, compared to Typically Developing individuals (TD). The social motivation theory posits that these difficulties stem from diminished anticipation, reception, and/or learning from social rewards. Although learning from socioemotional outcomes is core to the theory, studies to date have been sparse and inconsistent. This possibly arises from a combination of theoretical, methodological and sample-related issues. Here, we assessed participants’ ability to develop a spontaneous preference for actions that lead to desirable socioemotional outcomes (approaching/avoiding of happy/angry individuals, respectively), in an ecologically valid social scenario. We expected that learning abilities would be impaired in ASC individuals, particularly in response to affiliative social feedback.MethodWe ran an online social reinforcement learning task, on two large online cohorts with (n = 274) and without (n = 290) ASC, matched for gender, age and education. Participants had to indicate where they would sit in a waiting room. Each seat was associated with different probabilities of approaching/avoiding emotional individuals. Importantly, the task was implicit, as participants were not instructed to learn, and emotional expressions were never mentioned. We applied both categorical analyses contrasting the ASC and TD groups and dimensional factor analysis on affective questionnaires.ResultsContrary to our hypothesis, participants showed spontaneous learning from socioemotional outcomes, regardless of their diagnostic group. Yet, when accounting for dimensional variations in autistic traits, as well as depression and anxiety, two main findings emerged among females who failed to develop explicit learning strategies: (1) autism severity in ASC correlated with reduced learning to approach happy individuals; (2) anxiety-depression severity across both ASC and TD participants correlated with reduced learning to approach/avoid happy/angry individuals, respectively.ConclusionsImplicit spontaneous learning from socioemotional outcomes is not generally impaired in autism but may be specifically associated with autism severity in females with ASC, when they do not have an explicit strategy for adapting to their social environment. Clinical diagnosis and intervention ought to take into account individual differences in their full complexity, including the presence of co-morbid anxiety and depression, when dealing with social atypicalities in autism.

Modulating social learning-induced evaluation updating during human sleep

People often change their evaluations upon learning about their peers’ evaluations, i.e., social learning. Given sleep’s vital role in consolidating daytime experiences, sleep may facilitate social learning, thereby further changing people’s evaluations. Combining a social learning task and the sleep-based targeted memory reactivation technique, we asked whether social learning-induced evaluation updating can be modulated during sleep. After participants had indicated their initial evaluation of snacks, they learned about their peers’ evaluations while hearing the snacks’ spoken names. During the post-learning non-rapid-eye-movement sleep, we re-played half of the snack names (i.e., cued snack) to reactivate the associated peers’ evaluations. Upon waking up, we found that the social learning-induced evaluation updating further enlarged for both cued and uncued snacks. Examining sleep electroencephalogram (EEG) activity revealed that cue-elicited delta-theta EEG power and the overnight N2 sleep spindle density predicted post-sleep evaluation updating for cued but not for uncued snacks. These findings underscore the role of sleep-mediated memory reactivation and the associated neural activity in supporting social learning-induced evaluation updating.

Jumping to attributions during social evaluation

Social learning is crucial for human relationships and well-being. Self- and other- evaluations are universal experiences, playing key roles in many psychiatric disorders, particularly anxiety and depression. We aimed to deepen our understanding of the computational mechanisms behind social learning, which have been implicated in internalizing conditions like anxiety and depression. We built on prior work based on the Social Evaluation Learning Task (SELT) and introduced a new computational model to better explain rapid initial inferences and progressive refinement during serial social evaluations. The Social Evaluation Learning Task-Revised (SELT-R) was improved by stakeholder input, making it more engaging and suitable for adolescents. A sample of 130 adults from the UK completed the SELT-R and questionnaires assessing symptoms of depression and anxiety. ‘Classify-refine’ computational models were compared with previously successful Bayesian models. The ‘classify-refine’ models performed better, providing insight into how people infer the attributes and motives of others. Parameters of the best fitting model from the SELT-R were correlated with Anxiety factor scores, with higher symptoms associated with greater decision noise and higher (less flexible) policy certainty. Our results replicate findings regarding the classify-refine process and set the stage for future investigations into the cognitive mechanisms of self and other evaluations in internalizing disorders.

Social intuition: behavioral and neurobiological considerations.

Social intuition is instrumental in bringing about successful human interactions, yet its behavioral and neural underpinnings are still poorly understood. We focus in this article on the automatic, involuntary, nature of social intuition, rather than on higher-level cognitive and explicit Theory-of-Mind processes (which contribute to rendering social intuition meaningful in real-life situations). We argue that social-affective implicit learning plays a crucial role in establishing automatic social intuition. These implicit learning processes involve associations between the perception of other's bodily articulations, concurrent events, and the consequences or outcomes in terms of subsequent actions, affective valences and visceral states. The traditional non-social implicit learning paradigms do not allow one to draw conclusions about the role of implicit learning processes in social intuition, as they lack these vital characteristics typically associated with human actions. We introduce a new implicit learning paradigm, which aims to fill these gaps. It targets agile, rapid, social-affective learning processes, involving cue contingencies with a relatively simple structure, unlike the very complex structures that underpin the traditional tasks. The paradigm features matching social and non-social versions, allowing direct comparison. Preliminary data suggest equal performance of TD (typically-developed) and ASC (autism spectrum conditions) groups on the non-social version, but impaired implicit learning in ASC on the social version. We hypothesize that this reflects an anomalous use of implicitly learned affective information in ASC when judging other people. We further argue that the mirror neuron mechanism (MNM), which is part of the Action Observation Network, forms an integral part of the neural substrate for social intuition. In particular as there are indications that the MNM supports action anticipation, and that implicitly learned information can trigger MNM activation, which both seem vital to a social intuition ability. The insights that can be derived from comparing the performances of TD and ASC individuals on (non)social implicit learning tasks, and the implications for the role of MNM activation, are discussed.

Environmental harshness does not affect the propensity for social learning in great tits, Parus major

According to the harsh environment hypothesis, natural selection should favour cognitive mechanisms to overcome environmental challenges. Tests of this hypothesis to date have largely focused on asocial learning and memory, thus failing to account for the spread of information via social means. Tests in specialized food-hoarding birds have shown strong support for the effects of environmental harshness on both asocial and social learning. Whether the hypothesis applies to non-specialist foraging species remains largely unexplored. We evaluated the relative importance of social learning across a known harshness gradient by testing generalist great tits, Parus major, from high (harsh)- and low (mild)-elevation populations in two social learning tasks. We showed that individuals use social learning to find food in both colour-associative and spatial foraging tasks and that individuals differed consistently in their use of social learning. However, we did not detect a difference in the use or speed of implementing socially observed information across the elevational gradient. Our results do not support predictions of the harsh environment hypothesis suggesting that context-dependent costs and benefits as well as plasticity in the use of social information may play an important role in the use of social learning across environments. Finally, this study adds to the accumulating evidence that the harsh environment hypothesis appears to have more pronounced effects on specialists compared to generalist species.

Modulation of Trust in Borderline Personality Disorder by Script-Based Imaginal Exposure to Betrayal.

Interpersonal and trust-related difficulties are central features of borderline personality disorder (BPD). In this study, we applied script-driven betrayal imagery to evoke mistrustful behavior in a social reinforcement learning task. In 21 BPD and 20 healthy control (HC) participants, we compared this approach to the standard confederate paradigm used in research studies. The script-driven imagery evoked a transient increase in negative affect and also decreased trusting behavior to a similar degree in both groups. Across conditions, we also replicated previously reported between-group differences in negative affect (increased in BPD) and task behavior (more sensitive to social cues in BPD). These results support the validity of script-driven imagery as an alternative social task stimulus. This script-driven imagery approach is appealing for clinical research studies on reinforcement learning because it eliminates deception, scales easily, and evokes disorder-specific states of social difficulty.

Learning from others' experience: Social fear conditioning deficits in patients with severe alcohol use disorder.

Alcohol use disorder (AUD) is a significant public health problem. A better understanding of the psychosocial factors contributing to AUD is important for developing public health policy. The purpose of this study was to identify social mechanisms involved in AUD and, more specifically, to determine whether vicarious learning deficits are related to the disorder. A secondary objective was to evaluate the role of empathy in social fear conditioning. Patients with severe AUD (n = 30) and healthy participants (n = 30) performed a social fear learning (SFL) task. The task assesses how an association between a stimulus and an aversive consequence is acquired through social means. Specifically, participants observed a person receiving an electric shock (unconditioned stimulus; US) that was associated (conditioned stimulus; CS+) or not (CS-) with a neutral CS. The skin conductance response was used to measure the effect of learning. Individuals with severe AUD showed a deficit in SFL, indicating that they had difficulty learning from another's negative experience. Patients also evaluated the emotional experience as less unpleasant than healthy participants. This study is the first to show that patients with severe AUD have social learning deficits. The findings suggest that these individuals do not learn from another's negative experience. At a fundamental level, the findings demonstrate the importance of understanding the role of social mechanisms in AUD. At a clinical level, the study highlights the potential for using social learning enhancement to prevent relapse in individuals with severe AUD.

Would You Detour with Me? Association between Functional Breed Selection and Social Learning in Dogs Sheds Light on Elements of Dog–Human Cooperation

Interspecific social learning is a main synchronizing mechanism that enables dogs to adapt to the anthropogenic niche. It is not known whether dogs in general possess the capacity of learning from humans or whether more recent selective events have affected their ability to learn from humans. We hypothesized that cooperative and independent working dog breeds may behave differently in a social learning task. Dogs (N = 78 from 16 cooperative and 18 independent breeds) had to detour a transparent, V-shaped wire mesh fence. The experiment consisted of three one-minute-long trials. The control condition did not include a demonstration. In the demonstration condition, the experimenter placed a reward in the inside corner by walking around the fence. Cooperative dogs reached the target significantly faster, while independent dogs did not detour faster in trials 2 and 3 after the human demonstration. Detour latencies were not associated with the keeping conditions and training level of the subjects. As we assembled both test groups from several genetically distantly related breeds, we can exclude the explanation that higher cooperativity emerged only in particular clades of dogs; instead, functional selection for particular working tasks could enhance capacities that affect a wide range of socio-cognitive traits in dogs.

Focusing on the positive or the negative: Self-construal moderates negativity bias in impression updating.

Negativity bias refers to the phenomenon whereby people put more weight on negative information. Although evolutionarily favorable for survival, negative bias in impression processing is detrimental to relationships and cooperation. To explore whether the motivation to maintain relationships, indicated by self-construal, mitigates negativity bias, two studies were conducted. In study 1, participants interacted with three agents (worsened, improved, baseline) in a modified social learning task and evaluated the moral level of these agents. Results showed that positivity bias appeared among interdependent individuals, with larger updating for the improved agent than for the worsened agent. Moreover, interdependent individuals exhibited less immediate decreases toward the worsened agent and steeper increases toward the improved agent than did independent individuals. To validate the results of study 1, we used a narrative description paradigm in study 2. Participants read the behavior descriptions of agents and rated them on morality. The negativity bias was significantly mitigated among individuals with high interdependence, though it did not reverse. These results indicate that interdependent individuals focus more on positive information when others change, yielding a more positive pattern in impression updating. This flexible interpersonal coping strategy can bring advantages to social interaction and cooperation.

Varieties of social learning in children: Characterizing the development of imitation, goal emulation and affordance learning within subjects and tasks

Children’s social learning (SL) is characterized by significant variation. Explaining when and why children excel in some SL problems but not others is an unappreciated but significant problem in the developmental sciences. Here, two studies explore different forms of SL in preschoolers (3–6 years) using two tablet-based tasks, Cognitive and Spatial. These tasks involve sequencing items by their identity (e.g., Apple→Boy→Cat) or spatial location (e.g., Top→Bottom→Right). Experiment 1 (n = 189) explored children’s ability to learn different sequences by individual—trial-and-error—learning (baseline), recalling these individually learned sequences after a brief delay (recall), copying a novel sequence following a demonstration (novel imitation), and copying a familiar sequence that had been previously learned by trial and error (familiar imitation). Experiment 2 (n = 99) measured novel imitation and individual recall in addition to children’s ability to learn different sequences from a model’s mistake (goal emulation) and from physical/symbolic feedback provided automatically by a tablet (i.e., ghost condition). Results showed that familiar imitation and goal emulation developed early across tasks. Whereas novel imitation and ghost (affordance) learning developed late. An exploration of the dimensionality of these skills showed that imitation (Exp. 1), whether familiar or novel, was domain-specific. In contrast, emulation (Exp. 2) was multi-dimensional in the Spatial Task but unidimensional in the Cognitive Task. These results highlight the mosaic nature of children’s SL development. Results provide a model for explaining some of the observed variation in children’s performance across task and research paradigms. This information can be used to better predict when and why children are likely to succeed (or fail) in SL tasks.

Diminished prospective mental representations of reward mediate reward learning strategies among youth with internalizing symptoms.

Adolescent internalizing symptoms and trauma exposure have been linked with altered reward learning processes and decreased ventral striatal responses to rewarding cues. Recent computational work on decision-making highlights an important role for prospective representations of the imagined outcomes of different choices. This study tested whether internalizing symptoms and trauma exposure among youth impact the generation of prospective reward representations during decision-making and potentially mediate altered behavioral strategies during reward learning. Sixty-one adolescent females with varying exposure to interpersonal violence exposure (n = 31 with histories of physical or sexual assault) and severity of internalizing symptoms completed a social reward learning task during fMRI. Multivariate pattern analyses (MVPA) were used to decode neural reward representations at the time of choice. MVPA demonstrated that rewarding outcomes could accurately be decoded within several large-scale distributed networks (e.g. frontoparietal and striatum networks), that these reward representations were reactivated prospectively at the time of choice in proportion to the expected probability of receiving reward, and that youth with behavioral strategies that favored exploiting high reward options demonstrated greater prospective generation of reward representations. Youth internalizing symptoms, but not trauma exposure characteristics, were negatively associated with both the behavioral strategy of exploiting high reward options as well as the prospective generation of reward representations in the striatum. These data suggest diminished prospective mental simulation of reward as a mechanism of altered reward learning strategies among youth with internalizing symptoms.

Network distance and centrality shape social learning in the classroom.

Social learning can help individuals to efficiently acquire knowledge and skills. In the classroom, social learning often takes place in structured settings in which peers help, support, and tutor each other. Several protocols have been developed to make peer-assisted learning (PAL) more efficient. However, little attention has been devoted to how the transfer of knowledge is shaped by the social relationship between peers, and their relative positions in the social network. To address this gap, we combined social network analysis with an experimental social learning task, in which pupils (N = 135; aged 11-19) could use social information from their peers to improve their performance. We show that pupils' tendencies to use social information substantially decrease with the peer's distance in the social network. This effect is mediated by subjective closeness: pupils report feeling much closer to their friends than to their non-friends, and closeness strongly enhances social learning. Our results further show that, above and beyond these effects of network distance, social information use increases with the peer's social status (network centrality) and perceived smartness. Our results provide empirical evidence in a naturalistic setting for the role of specific network attributes in shaping pupils' willingness to learn from their peers. These findings illustrate the value of a social network approach for understanding knowledge transfer in the classroom and can be used to structure more effective peer learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

An Online experiment during the 2020 US–Iran crisis shows that exposure to common enemies can increase political polarization

A longstanding theory indicates that the threat of a common enemy can mitigate conflict between members of rival groups. We tested this hypothesis in a pre-registered experiment where 1670 Republicans and Democrats in the United States were asked to complete an online social learning task with a bot that was labeled as a member of the opposing party. Prior to this task, we exposed respondents to primes about (a) a common enemy (involving Iran and Russia); (b) a patriotic event; or (c) a neutral, apolitical prime. Though we observed no significant differences in the behavior of Democrats as a result of priming, we found that Republicans—and particularly those with very strong conservative views—were significantly less likely to learn from Democrats when primed about a common enemy. Because our study was in the field during the 2020 Iran Crisis, we were able to further evaluate this finding via a natural experiment—Republicans who participated in our study after the crisis were even less influenced by the beliefs of Democrats than those Republicans who participated before this event. These findings indicate common enemies may not reduce inter-group conflict in highly polarized societies, and contribute to a growing number of studies that find evidence of asymmetric political polarization in the United States. We conclude by discussing the implications of these findings for research in social psychology, political conflict, and the rapidly expanding field of computational social science.

Incorporating social knowledge structures into computational models

To navigate social interactions successfully, humans need to continuously learn about the personality traits of other people (e.g., how helpful or aggressive is the other person?). However, formal models that capture the complexities of social learning processes are currently lacking. In this study, we specify and test potential strategies that humans can employ for learning about others. Standard Rescorla-Wagner (RW) learning models only capture parts of the learning process because they neglect inherent knowledge structures and omit previously acquired knowledge. We therefore formalize two social knowledge structures and implement them in hybrid RW models to test their usefulness across multiple social learning tasks. We name these concepts granularity (knowledge structures about personality traits that can be utilized at different levels of detail during learning) and reference points (previous knowledge formalized into representations of average people within a social group). In five behavioural experiments, results from model comparisons and statistical analyses indicate that participants efficiently combine the concepts of granularity and reference points—with the specific combinations in models depending on the people and traits that participants learned about. Overall, our experiments demonstrate that variants of RW algorithms, which incorporate social knowledge structures, describe crucial aspects of the dynamics at play when people interact with each other.

Social reward anticipation in infants as revealed by event-related potentials

ABSTRACT Infants engage in gaze interaction from the early stage of life. Emerging studies suggest that infants may expect social reward of shared attention before looking to the same object with another person. However, it was unknown about the neural responses during the anticipation of social rewards before shared attention in infants. We tested infants’ reward anticipations in the gaze cueing situation measured by event-related potentials in the social association learning task. Six- to ten-month-old infants (N = 20) repeatedly observed that a female predictively looked toward the animation position (valid condition) or another female looking away from the animation (invalid condition). It was posited that infants could learn associations between female faces and the event of shared attention. The results showed that the stimulus preceding negativity which reflects reward anticipation before the animation presentation was elicited in the second half of the learning phases in the valid condition. Additionally, after the presentation of the face, N290 was greater in the second half of the learning phase than in the first half in the valid condition. These results suggest that infants can anticipate social reward from gaze cues, and learning the gaze cueing validity may affect not only reward anticipation but face perception.

Neuroimaging oxytocin modulation of social reward learning in schizophrenia.

Conventional pharmacological approaches have limited effectiveness for schizophrenia. There is interest in the application of oxytocin, which is involved in social cognition. Clinical trials have yielded mixed results, with a gap in understanding neural mechanisms. To evaluate the behavioural impact of oxytocin administration on a social learning task in individuals with schizophrenia, and elucidate any differential neural activity produced. We recruited 20 clinically stable right-handed men diagnosed with schizophrenia or schizoaffective disorder. In a double-blind cross-over randomised controlled study, 40 IU of oxytocin or placebo were administered before functional magnetic resonance imaging of participants playing a multi-round economic exchange game of trust. Participants had the role of investors (investment trials) receiving repayment on their investments (repayment trials), playing one session against a computer and a second against a player believed to be human. During investment trials, oxytocin increased neural signalling in the right lateral parietal cortex for both human and computer player trials, and attenuated signalling in the right insula for human player trials. For repayment trials, oxytocin elicited signal increases in left insula and left ventral caudate, and a signal decrease in right amygdala during the human player trials; conversely it resulted in right dorsal caudate activation during the computer player trials. We did not find a significant change in behavioural performance associated with oxytocin administration, or any associations with symptoms. During a social learning task oxytocin modulates cortical and limbic substrates of the reward-processing network. These perturbations can be putatively linked to the pathoaetiology of schizophrenia.

Regulation of social hierarchy learning by serotonin transporter availability

Learning one’s status in a group is a fundamental process in building social hierarchies. Although animal studies suggest that serotonin (5-HT) signaling modulates learning social hierarchies, direct evidence in humans is lacking. Here we determined the relationship between serotonin transporter (SERT) availability and brain systems engaged in learning social ranks combining computational approaches with simultaneous PET-fMRI acquisition in healthy males. We also investigated the link between SERT availability and brain activity in a non-social control condition involving learning the payoffs of slot machines. Learning social ranks was modulated by the dorsal raphe nucleus (DRN) 5-HT function. BOLD ventral striatal response, tracking the rank of opponents, decreased with DRN SERT levels. Moreover, this link was specific to the social learning task. These findings demonstrate that 5-HT plays an influence on the computations required to learn social ranks.

Modeling Variation in Empathic Sensitivity Using Go/No-Go Social Reinforcement Learning.

The online version contains supplementary material available at 10.1007/s42761-022-00119-4.

Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement

Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.