Social Referencing Research Articles

ABSTRACTBy the end of the first year, infants use others' emotions to interpret events, integrate social cues and build expectations on how people should behave (e.g., through social referencing). Yet, little is known about the neural correlates of linking others' emotions to following actions. This priming study investigates 10‐month‐old infants' electrophysiological responses to happy and disgusted emotional displays toward novel objects (prime) and subsequent actions (pushing away or pulling objects closer; target). Event‐related potentials from 30 infants showed neural responses associated with emotional processing of the prime, such as heightened attentional response (Nc) and greater cognitive processing (Pc) in response to happiness over disgust. The target action of pushing away objects elicited increased slow wave activity when following happiness. Additionally, a significant mu‐rhythm desynchronization, indicating motor resonance, was observed for pulling objects closer when preceded by happiness. Theta activity was higher for pushing away objects, indexing this as an unexpected event. These findings indicate that by 10 months, infants attend to emotional cues and use these cues to form predictions about subsequent actions. These neural correlates of bridging emotions and actions before 12 months of life reveal early neural sensitivity for processing social cues in complex contexts.

Although owners can act as stress buffers for their dogs, whether dogs with poor early life histories with humans will respond similarly is unknown. We tested 45 dogs, 23 of which were rescued from adverse conditions, in a social paradigm in which a threatening stranger confronted them with either their owner or an unfamiliar human present. Salivary cortisol levels were assessed at three points, and the dogs' behavior and owners' responses to questionnaires were evaluated. Dogs from adverse backgrounds engaged in greater contact and exhibited more relaxed behaviors and social referencing when their owners were present. Dogs from the comparison group explored more when accompanied by their owners. Dogs from adverse backgrounds experienced greater decreases in cortisol levels from the first to third samples relative to dogs in the comparison group. Dogs from adverse backgrounds were also more likely to respond fearfully to a threatening stranger. Their owners rated them as having higher levels of stranger-directed fear, nonsocial fear, separation-related problems, attention seeking, and lower levels of chasing and trainability. These findings from this study suggest that early adverse environments may have lasting effects on dogs' social behavior.

Primates understand the meaning of their own and other species’ alarm calls, but little is known about how they acquire such knowledge. Here, we combined direct behavioural observations with playback experiments to investigate two key processes underlying vocal development: comprehension and usage. Especifically, we studied the development of con- and heterospecific alarm call recognition in free-ranging sooty mangabeys, Cercocebus atys, across three age groups: young juveniles (1–2y), old juveniles (3–4y) and adults (> 5y). We observed that, during natural predator encounters, juveniles alarm called to a significantly wider range of species than adults, with evidence of refinement during the first four years of life. In the experiments, we exposed subjects to leopard, eagle and snake alarm calls given by other group members or sympatric Diana monkeys. We found that young juveniles’ locomotor and vocal responses were least appropriate and that they engaged in more social referencing (look at adults when hearing an alarm call) than older individuals, suggesting that vocal competence is obtained via social learning. In conclusion, our results suggest that alarm call comprehension is socially learned during the juvenile stage, with comprehension preceding appropriate usage but no difference between learning their own or other species’ alarm calls.Significance statementUnder natural conditions, animals do not just interact with members of their own species, but usually operate in a network of associated species. However, ontogenetic research on primate communication frequently ignores this significant element. We studied the development of con- and heterospecific alarm call recognition in wild sooty mangabeys. We found that communicative competence was acquired during the juvenile stages, with alarm call comprehension learning preceding appropriate vocal usage and with no clear difference in learning of con- and heterospecific signals. We also found that, during early stages of life, social referencing, a proactive form of social learning, was key in the acquisition of competent alarm call behaviour. Our results show that primates equally learn to interpret alarm calls from their own and other species during their early stages of life and that this learning process is refined as the animals mature.

Background: Looking pattern differences are shown to separate individuals with Autism Spectrum Disorder (ASD) and Typically Developing (TD) controls. Recent studies have shown that, in children with ASD, these patterns change with intellectual and social impairments, suggesting that patterns of social attention provide indices of clinically meaningful variation in ASD. Method: We conducted a naturalistic study of children with ASD (n = 55) and typical development (TD, n = 32). A battery of eye-tracking video stimuli was used in the study, including Activity Monitoring (AM), Social Referencing (SR), Theory of Mind (ToM), and Dyadic Bid (DB) tasks. This work reports on the feasibility of spatial and spatiotemporal scanpaths generated from eye-gaze patterns of these paradigms in stratifying ASD and TD groups. Algorithm: This article presents an approach for automatically identifying clinically meaningful information contained within the raw eye-tracking data of children with ASD and TD. The proposed mechanism utilizes combinations of eye-gaze scan-paths (spatial information), fused with temporal information and pupil velocity data and Convolutional Neural Network (CNN) for stratification of diagnosis (ASD or TD). Results: Spatial eye-gaze representations in the form of scanpaths in stratifying ASD and TD (ASD vs. TD: DNN: 74.4%) are feasible. These spatial eye-gaze features, e.g., scan-paths, are shown to be sensitive to factors mediating heterogeneity in ASD: age (ASD: 2–4 y/old vs. 10–17 y/old CNN: 80.5%), gender (Male vs. Female ASD: DNN: 78.0%) and the mixture of age and gender (5–9 y/old Male vs. 5–9 y/old Female ASD: DNN:98.8%). Limiting scan-path representations temporally increased variance in stratification performance, attesting to the importance of the temporal dimension of eye-gaze data. Spatio-Temporal scan-paths that incorporate velocity of eye movement in their images of eye-gaze are shown to outperform other feature representation methods achieving classification accuracy of 80.25%. Conclusion: The results indicate the feasibility of scan-path images to stratify ASD and TD diagnosis in children of varying ages and gender. Infusion of temporal information and velocity data improves the classification performance of our deep learning models. Such novel velocity fused spatio-temporal scan-path features are shown to be able to capture eye gaze patterns that reflect age, gender, and the mixed effect of age and gender, factors that are associated with heterogeneity in ASD and difficulty in identifying robust biomarkers for ASD.

In cases where social animals must be temporarily housed alone, environmental enrichment is particularly important. Providing animals with manipulable objects (“toys”) is a common form of environmental enrichment, but its effectiveness can be limited by animal disinterest or habituation. The current study examined whether caregiver interaction could increase the effectiveness of object-based enrichment for a quarantined bottlenose dolphin (Tursiops truncatus). Behavioral observations were conducted after a training session, after a trainer toy play session, and between interactive sessions. The results showed that the dolphin floated in place less and played with toys more after interacting with a caregiver than he did at times further removed from caregiver interaction. He was also more likely to play with the same toys that the trainer had played with, showing effects of stimulus enhancement and/or social referencing. Although this study is, of necessity, based on a single animal of a single species, these findings suggest that interacting with a caregiver can enhance the efficacy of object-based environmental enrichment for isolated animals.

Social cognition concerns the various psychological processes that enable individuals to take advantageof being part of a social group. Of major importance to social cognition are the various social signalsthat enable us to learn about the world. Such signals include facial expressions, such as fear and disgust,which warn us of danger, and eye gaze direction, which indicate where interesting things can be found.Such signals are particularly important in infant development. Social referencing, for example, refers tothe phenomenon in which infants refer to their mothers’ facial expressions to determine whether or notto approach a novel object. We can learn a great deal simply by observing others. Much of this signallingseems to happen automatically and unconsciously on the part of both the sender and the receiver. Wecan learn to fear a stimulus by observing the response of another, in the absence of awareness ofthat stimulus. By contrast, learning by instruction, rather than observation, does seem to depend uponawareness of the stimulus, since such learning does not generalize to situations where the stimulus ispresented subliminally. Learning by instruction depends upon a meta-cognitive process through whichboth the sender and the receiver recognize that signals are intended to be signals. An example wouldbe the ‘ostensive’ signals that indicate that what follows are intentional communications. Infants learnmore from signals that they recognize to be instructive. I speculate that it is this ability to recognize andlearn from instructions rather than mere observation which permitted that advanced ability to benefitfrom cultural learning that seems to be unique to the human race.

Dog behaviours in veterinary consultations: Part II. The relationship between the behaviours of dogs and their owners

In the past 20years, research focusing on interspecific sociocognitive abilities of animals toward humans has been growing, allowing a better understanding of the interactions between humans and animals. This review focuses on five sociocognitive abilities of domestic mammals in relation to humans as follows: discriminating and recognizing individual humans; perceiving human emotions; interpreting our attentional states and goals; using referential communication (perceiving human signals or sending signals to humans); and engaging in social learning with humans (e.g., local enhancement, demonstration and social referencing). We focused on different species of domestic mammals for which literature on the subject is available, namely, cats, cattle, dogs, ferrets, goats, horses, pigs, and sheep. The results show that some species have remarkable abilities to recognize us or to detect and interpret the emotions or signals sent by humans. For example, sheep and horses can recognize the face of their keeper in photographs, dogs can react to our smells of fear, and pigs can follow our pointing gestures. Nevertheless, the studies are unequally distributed across species: there are many studies in animals that live closely with humans, such as dogs, but little is known about livestock animals, such as cattle and pigs. However, on the basis of existing data, no obvious links have emerged between the cognitive abilities of animals toward humans and their ecological characteristics or the history and reasons for their domestication. This review encourages continuing and expanding this type of research to more abilities and species.

Despite the ubiquity of smartphone ownership and the increasing integration of social engagement features in smoking cessation apps to engage users, the social and non-social engagement features that are present in current smoking cessation apps and the effectiveness of these features in engaging users remain understudied. To fill the gap in the literature, a content analysis of free and paid smoking cessation mobile apps was conducted to examine (a) the presence of social features (i.e., social support, social announcement, and social referencing) and non-social engagement features (e.g., personal environmental changes, goal setting, progress tracking, reinforcement tracking, self-monitoring, and personalized recommendations) and (b) their relationships with user engagement scores measured by the Mobile App Rating Scale. In this study, 28.2% of the smoking cessation apps enable social announcement and 8.1% offered the social support feature. Only two apps provided a social referencing feature (1.3%). No app included reinforcement tracking, with the percentage of other non-social engagement features ranging from 9.4% to 49.0%. Social support (β = 0.30, p < 0.001), social announcement (β = 0.21, p < 0.05), and social referencing (β = 0.18, p < 0.05) were significant predictors of user engagement. Regarding the non-social engagement features, personal environment changes (β = 0.38, p < 0.001), progress tracking (β = 0.18, p < 0.05), and personalized recommendations (β = 0.37, p < 0.001) significantly predicted user engagement. The findings not only contribute to the mobile communication literature by applying and extending the theory-based mobile health apps engagement typology, but also inform the future architecture design of smoking cessation mobile apps.

Previous research has demonstrated that the tendency to form first impressions from facial appearance emerges early in development. We examined whether social referencing is one route through which these consistent first impressions are acquired. In Study 1, we show that 5- to 7-year-old children are more likely to choose a target face previously associated with positive non-verbal signals as more trustworthy than a face previously associated with negative non-verbal signals. In Study 2, we show that children generalise this learning to novel faces who resemble those who have previously been the recipients of positive non-verbal behaviour. Taken together, these data show one means through which individuals within a community could acquire consistent, and potentially inaccurate, first impressions of others faces. In doing so, they highlight a route through which cultural transmission of first impressions can occur.

Social relationships can be described by a series of components, all having putatively different functional roles in the lives of humans and other social species. For instance, certain relationship characteristics can strongly influence how individuals deal with stress, ultimately influencing their fitness. However, species vary highly in regard to which components of their relationships influence stress buffering and how. Variation in species’ social organization could explain such differences. Comparing closely related species subjected to different ecological constraints can be especially informative when investigating this hypothesis. Here, we compared whether relationship quality differently influences how grey wolves, Canis lupus , and domestic dogs, C. l. familiaris , react to a series of stressors. We tested the role of various relationship components (i.e. two affiliation indices and two aspects of dominance rank) in mediating stress reactivity, social support seeking and social referencing in dyads of pack-living animals. To do so, we conducted systematic long-term observations of the social interactions between animals and an experimental test battery exposing animal dyads to a series of stressors (e.g. novel environment exploration, separation from and consequent reunion with the partner, exposure to a novel object and a threatening human). We found that a large rank distance and high affiliation index based on the number of friendly behaviours exchanged during everyday life (but not dominance status or the affiliation index based on the time spent in body contact) were related to a dampened stress response in both species. These results suggest a functional role of these two relationship components in the stress buffering of both dogs and wolves. • We analysed the effects of relationship quality on stress in dogs and wolves. • An affiliation index based on friendly behaviours was linked to stress reduction. • A higher rank distance was associated with lower stress reactivity. • Most of the effects were similar in dogs and wolves. • Affiliation and rank play a functional role in stress buffering for both species.

ABSTRACT Group interactions influence human social and cognitive function. However, the non-verbal vehicles of that influence remain poorly understood. To address this question, here we present a taxonomy of interactive non-verbal attentional gaze behaviours – social referencing, participation, and mutual engagement – which we captured and characterized during live three-person interactions. Experiment 1 measured how each of these non-verbal indices predicted both the groups’ social dynamic (in terms of leadership perception) and later individual group member’s behaviour (in terms of gaze following magnitudes). The data indicated that the three attentional gaze behaviours (i) reliably reflected the groups’ nonverbal dynamics, (ii) predicted the groups’ social dynamics, and (iii) connected meaningfully with individual members’ behaviour. Experiment 2 confirmed that these group-to-individual links were dependent on individuals participating in a prior group interaction. Thus, our taxonomy of nonverbal attentional gaze behaviours characterizes both group and individual function well, and as such provides a methodological foundation for future investigations of non-verbal group dynamics and their links with individual behaviour.

The present study aimed to investigate the blocking of stimulus control in three children with autism. We used a go/no-go procedure in a standard blocking paradigm. In Phase 1, we established one of two sounds or colored squares as a discriminative stimulus for touching a tablet screen. In Phase 2, a colored square was added to the sound or a sound was added to the colored square in a stimulus compound. The discrimination training continued as in Phase 1. We subsequently tested discriminative control by each of the single stimuli separately and by the compounds. Finally, after testing with no programmed consequences, we reestablished the original discrimination and replicated the test of stimulus control. The results support previous experiments by demonstrating that the establishment of discriminative control by a second stimulus by adding it to a previously established discriminative stimulus in a compound was blocked by the earlier discrimination training in all three participants. We discuss procedural details that may be critical to avoid the blocking of stimulus control in the applied field, particularly with respect to the acquisition of skills that involve multiple stimuli, such as joint attention, social referencing, and bidirectional naming.

Autism Spectrum Disorder (ASD) is a multi-faceted phenomenon that encompasses a wide variety of talents, including Theory of Mind (ToM) as a significant component. Early Theory of Mind (ToM) skills, such as collaborative attention, arise during childhood and lay the groundwork for the co-emergence of affect control via social referencing. Children with Autism Spectrum Disorder (ASD) have delays and impairments in the development of ToM and a large percentage of ASD children also have anxiety and poor affect control. In addition to the existing symptoms of ASD, many children with Autism Spectrum Disorder (ASD) have high rates of anxiety and poor affect control, which can put a strain on quality of life. Higher levels of anxiety have been linked to more externalising behaviours, as well as social impairments such lower social responsiveness and social maladjustment. Individuals with ASD may struggle to recognise and r

Teaching children with autism to respond to joyful and fearful expressions within social referencing.

Simple SummaryDaily horse handling is associated with a risk of injury. It is not clear how much (a) handlers’ emotional expressions (happy versus anxious) or (b) breed type influence horses’ behavior in new, potentially threatening situations and thus contribute to risks. We therefore assessed how horses responded to a novel object when a human handler introduced the object either with a positive (happy) or a negative (anxious) emotional expression. We found that horses in the positive condition seek more proximity to the object compared to horses in the negative condition. Furthermore, horses in the negative condition showed more vigilance towards the object (i.e., increased number of gazes) than horses in the positive condition. Independent of condition, we found in thoroughbreds less human-directed contact (interaction and gazes) than in warmbloods and ponies. We conclude that the handlers’ visual and acoustic emotional expressions affect horses’ responses to unfamiliar situations.Dogs and cats use human emotional information directed to an unfamiliar situation to guide their behavior, known as social referencing. It is not clear whether other domestic species show similar socio-cognitive abilities in interacting with humans. We investigated whether horses (n = 46) use human emotional information to adjust their behavior to a novel object and whether the behavior of horses differed depending on breed type. Horses were randomly assigned to one of two groups: an experimenter positioned in the middle of a test arena directed gaze and voice towards the novel object with either (a) a positive or (b) a negative emotional expression. The duration of subjects’ position to the experimenter and the object in the arena, frequency of gazing behavior, and physical interactions (with either object or experimenter) were analyzed. Horses in the positive condition spent more time between the experimenter and object compared to horses in the negative condition, indicating less avoidance behavior towards the object. Horses in the negative condition gazed more often towards the object than horses in the positive condition, indicating increased vigilance behavior. Breed types differed in their behavior: thoroughbreds showed less human-directed behavior than warmbloods and ponies. Our results provide evidence that horses use emotional cues from humans to guide their behavior towards novel objects.

Dogs have been claimed to engage in social referencing by responding in a way that corresponded with their owners' reaction in some contexts. We aimed to assess how owners’ actions affect family dogs’ behaviour in two ambiguous lifelike situations. In Experiment 1, two groups were tested; in the suspicious owner (SO) group, owners behaved suspiciously (N = 25), in the reassuring owner (RO) group, owners behaved in a reassuring manner (N = 28) facing a ‘threatening stranger’. The sitting owners provided voice intonation and body posture changes as cues for the dogs when the stranger entered the room. Dogs looked longer at the owners and stayed longer near them in the SO group but their tendency to approach the stranger did not differ between the groups. Although the owners’ behaviours seemed to have relevant effects on dogs’ responses, we note that these looking and proximity seeking behaviours might also be explained by reactions to the owners’ behaviour alone. In Experiment 2, all dogs (N = 19) were tested in both the SO and RO conditions in a slightly different procedure. Depending on the condition, owners took one step forward/backward and spoke happily/worryingly. The procedural differences and the larger distance between the stranger and the owner allowed the dog more time to perceive the behaviour of both the stranger and the owner, which made the distinction between alternative explanations for the dogs’ behaviour easier to interpret. Dogs spent more time behind their owners in the SO condition and more dogs approached the stranger in the RO condition. Dogs’ avoidance of the stranger when the owner behaved suspiciously and their tendency to approach the stranger only when the owner displayed positive emotions, can be best explained by social referencing.

&#x0D; &#x0D; Despite the ubiquity of smartphone ownership and the increasing integration of social engagement features in smoking cessation apps to engage users, thesocial engagement features that exist in current smoking cessation apps and how effective these social features are in engaging users remain unclear. To fill the gap in the literature, a content analysis of free and paid smoking cessation mobile apps isconducted to examine a) the presence of socialengagement features(e.g., social support, social announcement, social referencing) and non-social engagement features (e.g., personal environmental changes, goal setting), and b) their relationship with user ratingsand engagement scores (e.g., Mobile App rating scale [MARS]). The findings will not only extend the mobile health apps engagement typology,but also inform smoking cessation mobile apps design.

ABSTRACTJoint attention and social referencing involve behavior patterns that are typically learned during infancy. Deficits in both skills are more common in children with autism spectrum disorder thus, early intervention on the acquisition of these critical social skills may mitigate later developmental delays. We discuss the learning of behavior chains that result from operant contingencies in natural social environments. We offer a behavior analytic interpretation of both joint attention and social referencing and identify the research that has already set the foundation for establishing how we can teach young children with autism initiating and responding to joint attending and social referencing.

Joint attention related behaviors (JARBs) are some of the most important and basic cognitive functions for establishing successful communication in human interaction. It is learned gradually during the infant's developmental process, and enables the infant to purposefully improve his/her interaction with the others. To adopt such a developmental process for building an adaptive and social robot, previous studies proposed several contingency evaluation methods, by which an infant robot becomes able to sequentially learn some primary social skills. These skills included gaze following and social referencing, and could be acquired through interacting with a human caregiver model in a computer simulation. However, to implement such methods to a real-world robot, two major problems, that were not addressed in the previous research, have remained unresearched: (1) dependency of histogram of the observed events by the robot to each other, which increases the error of the internal calculation and consequently decreases the accuracy of contingency evaluation; and (2) unsynchronized teaching/learning phase of the teaching-caregiver and the learning-robot, which leads the robot and the caregiver not to understand the suitable timing for the learning and the teaching, respectively. In this paper, we address these two problems, and propose two algorithms in order to solve them: (1) exclusive evaluation of policies (XEP) for the former, and (2) ostensive-cue sensitive learning (OsL) for the latter. To show the effect of the proposed algorithms, we conducted a real-world human-robot interaction experiment with 48 subjects, and compared the performance of the learning robot with/without proposed algorithms. Our results show that adopting proposed algorithms improves the robot's performance in terms of learning efficiency, complexity of the learned behaviors, predictability of the robot, and even the result of the subjective evaluation of the participants about the intelligence of the robot as well as the quality of the interaction.