Unfamiliar Peers Research Articles

Behavioral inhibition in a translational nonhuman primate model: A pilot study of Kagan's behavioral inhibition paradigm modified for use in infant rhesus macaques (Macaca mulatta).

Behavioral inhibition (BI), a temperamental trait first described by Jerome Kagan, is characterized by wariness to unfamiliar persons and novel situations. BI is a moderately stable trait, with biological and genetic underpinnings. Kagan's methodology for assessing BI is widely used in humans. Although this paradigm could be readily translated for use in nonhuman primates, thereby increasing generalizability from nonhuman primates to humans and fortifying evidence that BI is evolutionarily conserved, researchers have not done so. To address this, this study utilized a modified version of Kagan's paradigm to assess behaviors and biological markers of BI in nonhuman primates. Over the first 5 weeks of life, nursery-reared rhesus monkeys (Macaca mulatta; N = 12) were rated using the standardized Infant Behavior Assessment Scale for nonhuman primates on measures related to BI (consolability, irritability, struggle, and predominant state). Three months later, behavioral assessments were made in relation to a novel playroom, an unfamiliar peer, and a variety of attention-grabbing, unfamiliar stimuli, followed by the introduction of a human stranger. Behaviors from Kagan's studies of BI in toddlers (freezing, exploration, and latency to approach) and physiological measures related to BI (heart rate) were assessed. Random effects models showed that subjects rated high in temperamental BI spent less time exploring the environment and socializing with peers and more time freezing (an indication of anxiety in rhesus monkeys). These findings suggest that Kagan's paradigm is readily adapted for use in nonhuman primates and support the utility of rhesus monkeys as translational models for assessing the causes and consequences of human BI. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Online complementary interventions for the development of social communication in children during the early stage of the COVID-19 pandemic

For elementary school children, engaging in diverse communication experiences with peers of varying ages during free play is crucial for developing social adaptability. However, the COVID-19 pandemic caused an unprecedented interruption to this learning process, as the new school year in Japan, which typically starts in April, began with widespread school closures. A novel intervention was implemented to address the ongoing societal constraints of the “stay-at-home” mandate and the uncertainty surrounding its duration. This intervention aimed to facilitate and promote peer communication while minimizing the risk of COVID-19 infection. It utilized then-unfamiliar Internet-based conferencing systems on Children’s Day, 1 month into the new school year. We explored two main analytical aspects to enhance the efficacy of this communication method: first, the types of play proposed by children that attracted the highest participation from unfamiliar peers; second, the duration of participation and communication, particularly regarding age and gender differences. Remarkably, despite only 2 days’ notice, 15 children aged 4 – 14 from five different, previously unknown communities located 1,000 km apart participated enthusiastically. In the first investigation, 12 types of play were introduced by the children. The most engaging activities included collaborative drawing on a shared online whiteboard and a scavenger hunt for specified objects. Notably, older children participated significantly longer in the online presenter’s activities, while younger children preferred to play within their own community. This study proposes that online conferencing can facilitate social interaction among children during pandemics. The intervention successfully fostered collaborative play among children of varying ages and from distant locations. In addition, the findings indicate the necessity to adjust the quality and focus of interventions based on age-specific psychological development. Further verification with more implementation examples and a larger participant pool is required.

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.

Dynamic coupling of maternal sensitivity and toddlers' responsive/assertive behaviors predicts children's behavior toward peers during the preschool years.

We examined the extent to which dynamic coupling of (a) maternal sensitivity and (b) children's responsive and assertive behaviors toward mothers during a semistructured play session predicts children's responsive and assertive behavior toward an unfamiliar peer at 39 months and a close friend at 58 and 66 months. Maternal and child behaviors were rated in 30-s epochs during play when children were 32 months old (Time 1; N = 128; 66 girls). Children were rated on their responsiveness and assertiveness toward an unfamiliar peer in the early preschool years (Time 2) and toward a friend in the late preschool years (Time 3). Residual dynamic structural equation models showed that stronger positive contemporaneous coupling of maternal sensitivity and children's responsiveness in a given 30-s epoch of the play session predicted greater observed responsiveness toward a friend in the late preschool years, after controlling for mean levels of maternal sensitivity and child responsiveness. On the other hand, positive contemporaneous coupling of maternal sensitivity and child assertiveness predicted children's higher levels of observed assertiveness toward an unfamiliar peer in the early preschool years, after controlling for mean levels of maternal sensitivity and child assertiveness. Results suggest that the dynamic coupling of specific positive behaviors during mother-child interaction may provide children with social scripts to draw on in diverse peer contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Is Mistrust in Early Adolescence Referent-specific? Looking at the Validity of Different Mistrust Referents in Sixth Graders

This study examined whether social mistrust in early adolescence was general or referent-specific. We used a multi-trait multi-method approach to examine the validity of mistrust measures across social referents (mistrust toward people in general, toward peers, and toward teachers), using questionnaires and an online task. Sixth graders ( N = 1243, ca. 11–13 years) in southern China reported about mistrust (i.e., general, teacher and peer), their social anxiety and aggression. Part of the students ( N = 262) played an online trust game against a virtual, unfamiliar peer. Confirmatory factor analyses showed that mistrust was distinguishable across referents. All referents of mistrust were significantly associated with social anxiety and aggression, whereas only peer mistrust was associated with peer-trust behavior in the online game. As such, our findings may underscore the referent-specificity of mistrust in early adolescence. Insights for promoting healthy school adjustment were discussed.

Can behaviorally inhibited preschoolers make friends?

Preschoolers who display extremely inhibited behavior are at risk for the development of anxiety disorders. However, behavioral inhibition (BI) is a multifaceted characteristic. Some children with BI are fearful when confronted by unfamiliar adults, peers, and objects; others are fearful when separated from their parents. In the present study, we examined specific features of BI that predicted observed friendship formation among preschoolers who are behaviorally inhibited. We also examined whether teacher ratings of classroom behaviors predicted friendship formation. Sixty highly inhibited children (35 female, Mage = 52.57 months) were observed during eight weekly free-play sessions with initially unfamiliar inhibited peers. Free-play periods occurred before weekly intervention sessions for children with BI and their parents. An observational protocol was developed to identify children who made a friend during the eight weekly sessions. Before the first session, different subtypes of BI were assessed by parents; preschool teachers assessed the children's classroom behaviors with familiar peers. Twenty-six children met the criteria for having made and kept a friend. Probit regression analyses revealed that parent ratings of BI among unfamiliar peers and teacher ratings of children's social anxiety before the intervention were associated with a decreased probability of making a friend. No evidence was found linking children's responses to the intervention and friendship formation. Results suggest that extremelyinhibited preschoolers are capable of making friends. Implications for future research and intervention efforts that focus on individual differences of children with BI are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Familiarity and social relationships in degus (Octodon degus).

Degus (Octodon degus) are a highly gregarious species of caviomorph rodent native to South America. Kinship does not appear to play a role in degu social structure, and alloparenting is often observed between unrelated females. We hypothesize that female degus readily establish new, cooperative peer relationships. Here we examined changes in dyadic behavior as individuals became more familiar, testing the prediction that interactions between female strangers would quickly resemble those of cagemates. Adult degus underwent a several week series of 20 minute "reunion" social exposures, interleaving reunions with initial strangers and, as a control, familiar cagemates. Males showed initially higher levels of interaction with strangers that converged with cagemate levels over experience. Females could be split into two groups: those that consistently interacted more with strangers (SC-HIGH) and those that did not (SC-LOW); however, unlike males, the higher interaction levels observed between strangers did not change with familiarity. Following 10 reunion sessions female strangers were housed together to create "new cagemates". Even after co-housing, SC-HIGH (but not SC-LOW) females continued to interact more with the relatively unfamiliar peer than their prior cagemate, particularly in face-to-face and rear-sniffing interactions. A final set of reunions with new strangers found that individual differences in female responses to social novelty were preserved. These results reveal sex differences in the rules relating familiarization to social relationships in degus, and that female predispositions toward cooperation may be due to inherent responses to new individuals more than to how they negotiate relationships over time.

A Comparison of Autistic and Non-Autistic College Students' Perceived Challenges and Engagement in Self-Advocacy.

Autistic students experience lower college graduation rates than their peers, affecting future opportunities. Self-advocacy is crucial for successful adaptation in postsecondary settings and is documented as a challenge for autistic students. The purpose of the study was to examine autistic college students' engagement in self-advocacy and specific college-related challenges as compared to their neurodivergent and neurotypical peers. This study used a cross-sectional survey design to compare perceptions related to self-advocacy and college-related challenges across three groups of students: autistic students, students with a disability other than autism, and nondisabled students. Descriptive and inferential statistics were used to compare survey responses across groups. Differences in the groups' perceptions of their engagement in overall self-advocacy and specific self-advocacy strategies were evident. Autistic students rated themselves significantly lower on self-advocacy than did students with other disabilities. When compared to their nondisabled peers, the autistic students and those with other disabilities were less likely to report comfort interacting in the classroom, including less interest in group work, and more difficulty interacting with unfamiliar peers. In addition, the autistic students were more likely to report difficulty recognizing the need for academic assistance when compared to both peer groups. Autistic students also reported greater social challenges in the college setting than their nondisabled peers, and both neurodivergent groups of students reported significantly more challenges, overall, navigating the college setting than did their nondisabled peers. Findings highlight the need for systematic, individualized self-advocacy supports for autistic and other neurodivergent college students. In addition, findings show the need to educate peers and professors about autism and self-advocacy to foster a welcoming college environment. Finally, findings suggest the need for increased social support and opportunities for social integration within postsecondary settings. Speech-language pathologists play a critical role in implementing these next steps.

The more peers are present, the more adventurous? How peer presence influences adolescent pedestrian safety

ObjectiveAdolescence is a high-risk period for traffic injury. One factor that may impact adolescent safety in traffic is the presence of peers. We conducted a quasi-experimental research study to examine the impact of peer presence, peer familiarity, and peer group size on adolescent pedestrian risk-taking intentions in both sidewalk and street-crossing settings. Methods607 students aged 12–18 years from Nantong city, China, completed a questionnaire that presented 20 traffic scenarios. The scenarios varied based on a 3 (peer group size: no peer vs. one peer vs. multiple peers) x 2 (peer familiarity: familiar vs. unfamiliar) x 2 (traffic setting: crossing the street vs. walking on the roadside) experimental design. Adolescents’ responses indicated safer vs riskier intentions in each situation. Results(1) Adolescents were safer when walking on the sidewalk than when crossing the street; (2) Whether crossing the street or walking on the sidewalk, adolescents’ behavioral intentions were safer when there were peers present than when there were no peers present; (3) Adolescents’ safety tended to be higher overall with unfamiliar peers than with familiar peers; (4) Adolescents were less safe when crossing the street with familiar peer(s) than with unfamiliar peer(s), but no differences emerged when walking on the sidewalk. ConclusionsAdolescents report safer behavior when walking with a peer or peers compared with walking alone. Familiar peers reduce adolescents’ safety of behavior intentions in traffic, especially when crossing the street.

Long‐term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood

AbstractPeer status is associated with social functioning throughout childhood and adolescence, but little is known about its’ long‐term implications. This study examined longitudinal associations of childhood and adolescent popularity with social behavior and status in emerging adulthood. In line with concurrent associations of popularity with social behavior, we hypothesized that childhood popularity would be associated with a positive, prosocial profile, and adolescent popularity would be associated with a powerful and forceful profile. As research has shown curvilinear associations of popularity with aggression in childhood and adolescence, we also examined whether longitudinal associations were curvilinear. Peer‐nominated popularity was measured at 9 and 16 years of age for 118 longitudinal participants. At age 24, they participated in a survey and an online video call session together with three unfamiliar peers, after which everyone in the session rated each other's social behavior. Results showed significant curvilinear associations of childhood and adolescent popularity with emerging adult social behavior and status. Childhood popularity was associated with positive, prosocial behavior and status indicators, showing that in addition to high childhood popularity, also low childhood popularity was associated with higher peer‐reported positive, prosocial behavior. High adolescent popularity was associated with both positive, prosocial, and powerful and forceful behavior and status indicators, with especially low adolescent popularity associated with lower levels of these behaviors and status in emerging adulthood. Childhood and adolescent popularity were thus uniquely and differentially associated with social behavior and status in emerging adulthood.

Neural and affective responses to prolonged eye contact with parents in depressed and nondepressed adolescents.

Eye contact improves mood, facilitates connectedness, and is assumed to strengthen the parent-child bond. Adolescent depression is linked to difficulties in social interactions, the parent-child bond included. Our goal was to elucidate adolescents' affective and neural responses to prolonged eye contact with one's parent in nondepressed adolescents (HC) and how these responses are affected in depressed adolescents. While in the scanner, 59 nondepressed and 19 depressed adolescents were asked to make eye contact with their parent, an unfamiliar peer, an unfamiliar adult, and themselves by using videos of prolonged direct and averted gaze, as an approximation of eye contact. After each trial, adolescents reported on their mood and feelings of connectedness, and eye movements and BOLD-responses were assessed. In HCs, eye contact boosted mood and feelings of connectedness and increased activity in inferior frontal gyrus (IFG), temporal pole, and superior frontal gyrus. Unlike HCs, eye contact did not boost the mood of depressed adolescents. While HCs reported increased mood and feelings of connectedness to the sight oftheir parent versus others, depressed adolescents did not. Depressed adolescents exhibited blunted overall IFG activity. These findings show that adolescents are particularly sensitive to eye contact and respond strongly to the sight of their parents. This sensitivity seems to be blunted in depressed adolescents. For clinical purposes, it is important to gain a better understanding of how the responsivity to eye contact in general and with their parents in particular, can be restored in adolescents with depression.

Shyness, social engagement, and conversational response times in children's dyadic interactions with an unfamiliar peer

AbstractTo be a desirable social partner and develop healthy relationships with peers, a child must be able to engage with peers across a variety of contexts. Understanding the factors supporting high levels of social engagement with peers is thereby essential, requiring the development of nuanced and ecologically valid indices of social engagement. Building on recent adult work, the current study explores conversational response time as a novel index of children's social engagement with peers in a dyadic context. This study further explores relationship between conversational response time and children's shyness. Fifty‐six 9‐ to 11‐year‐old children interacted with an unfamiliar peer in an unstructured setting and completed a self‐report measure of shyness. Children's behaviour was coded for their conversational RTs and overall social engagement. Faster conversational RTs were significantly related to children's own social engagement and marginally related to their partners' engagement. Moreover, higher shyness in children's partners predicted faster conversational RTs in children themselves. New directions for using conversational RT as an index of children's social engagement and implications for accounts children's social development are discussed.

SOCIAL ANXIETY SCALE FOR ADOLESCENTS (SAS-A): RELIABILITY TEST

Background: Adolescents often experience social anxiety caused by acts of body shaming carried out by their friends. This condition causes adolescents to feel that they are not accepted by their surrounding environment. Objectives: This study aimed to analyze the reliability of the Social Anxiety Scale for Adolescents (SAS-A). Design: This research uses descriptive analysis research with a cross-sectional approach. Methods: This research was conducted on May 15, 2023 at Madrasah Aliyah Raden Rahmat, Mojowarno, Jombang. The research instrument used was the Social Anxiety Scale for Adolescents which was adopted from Firdausi (2018) which consists of 18 favorable questions. The research instrument consists of three components, including Fear of Negative Evaluation (FNE), Social Avoidance and Distress with New Social Situation and Unfamiliar Peers (SAD-New), and Social Avoidance and Distance General (SAD-G). Data analysis carried out was Mean, Standard Deviation (SD), and reliability test (Cronbach Alpha) using SPSS 21. Results: Based on the research results, it was found that the Social Anxiety Scale for Adolescents had high reliability test results marked by a Cronbach's Alpha value of .855 (Min = 40.0; Max = 77.0; Mean = 57.94; SD = 10.216). Conclusion: The results of this study indicate that the Social Anxiety Scale for Adolescents is very suitable for use in assessing social anxiety in adolescents at Madrasah Aliyah.

A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures

Synchronous online learning via technology has become a major trend in institutions of higher education, allowing students to learn from video lectures alongside their peers online. However, relatively little research has focused on the influence of these peers on students’ learning during video lectures and even less on the effect of peer familiarity. The present study aimed to test the various effects of peer presence and peer familiarity on learning from video lectures. There were three experimental conditions: individual-learning, paired-learning with an unfamiliar peer, and paired-learning with a familiar peer. ANCOVA results found that students paired with a familiar peer reported higher motivation in learning and more self-monitoring behaviors than those paired with an unfamiliar peer or who learned alone. Furthermore, students paired with both unfamiliar or familiar peers demonstrated better learning transfer than those who learned alone. Together, these results confirm the benefits of and support learning alongside a familiar peer during video lectures.

Temperamental shyness and children's communicative behaviours in a goal-oriented task: A dyadic perspective

Communicative abilities play a crucial role in children's social success and, for shyer children, protect against socio-emotional maladjustment. Despite communication being highly reciprocal, research on the dyadic influences of children's shyness on their own and their partner's communicative behaviours is limited. Addressing this gap, children (Mage = 10.07 years; N = 338) were paired with a same-sex and same-age, unfamiliar peer and completed two puzzle tasks wherein one child (“instructor”) could only see the puzzle, while the other child (“listener”) could only move the pieces. Children's communicative behaviours were observed, with children switching roles between trials. Shyer instructors verbalized fewer instructions and received less encouragement from listeners during puzzle one. During puzzle two, shyer instructors verbalized fewer instructions and received more responses from listeners, while shyer listeners verbalized less encouragement. Findings provide insight into how temperamental shyness influences interactions within a structured communicative setting.

Neural processing of observed performance-based errors and rewards in the context of friends and unfamiliar peers across adolescence

Adolescence is characterized by changes in performance monitoring, whereby action outcomes are monitored to subsequently adapt behavior and optimize performance. Observation of performance-based outcomes (i.e., errors and rewards) received by others forms the basis of observational learning. Adolescence is also a period of increasing importance of peers, especially friends, and observing peers forms a crucial aspect of learning in the social context of the classroom. However, to our knowledge, no developmental fMRI studies have examined the neural mechanisms underlying observed performance monitoring of errors and rewards in the context of peers. The current fMRI study investigated the neural correlates of observing performance-based errors and rewards of peers in adolescents aged 9–16 years (N = 80). In the scanner, participants observed either their best friend or an unfamiliar peer play a shooting game resulting in performance-dependent rewards (based on hits) or losses (based on misses, i. e, errors), where outcomes affected both the player and the observing participant. Findings showed higher activation in the bilateral striatum and bilateral anterior insula when adolescents observed peers (i.e., best friend and unfamiliar peer) receive performance-based rewards compared to losses. This might reflect the heightened salience of observed reward processing in the peer context in adolescence. Our results further revealed lower activation in the left temporoparietal junction (TPJ) while adolescents observed the performance-based outcomes (rewards and losses) for their best friend than for an unfamiliar peer. Considering that observation of others’ performance-based errors and rewards forms the basis of observational learning, this study provides a crucial first step in understanding and potentially improving adolescent observational learning in the peer context.

The Proposed Specifiers for Conduct Disorder - Parent (PSCD-P): Convergent Validity, Incremental Validity, and Reactions to Unfamiliar Peer Confederates.

Youth who experience psychopathy display multiple impairments across interpersonal (grandiose-manipulative [GM]), affective (callous-unemotional [CU]), lifestyle (daring-impulsive [DI]), and potentially antisocial and behavioral features. Recently, it has been acknowledged that the inclusion of psychopathic features can offer valuable information in relation to the etiology of Conduct Disorder (CD). Yet, prior work largely focuses on the affective component of psychopathy, namely CU. This focus creates uncertainty in the literature on the incremental value of a multicomponent approach to understanding CD-linked domains. Consequently, researchers developed the Proposed Specifiers for Conduct Disorder (PSCD; Salekin & Hare, 2016) as a multicomponent approach to assess GM, CU, and DI features in combination with CD symptoms. The notion of considering the wider set of psychopathic features for CD specification requires testing whether multiple personality dimensions predict domain-relevant criterion outcomes above-and-beyond a CU-based approach. Thus, we tested the psychometric properties of parents' reports on the PSCD (PSCD-P) in a mixed clinical/community sample of 134 adolescents (Mage = 14.49, 66.4% female). Confirmatory factor analyses resulted in a 19-item PSCD-P displaying acceptable reliability estimates and a bifactor solution consisting of GM, CU, DI, and CD factors. Findings supported the incremental validity of scores taken from the PSCD-P across multiple criterion variables, including (a) an established survey measure of parent-adolescent conflict; and (b) trained independent observers' ratings of adolescents' behavioral reactions to laboratory controlled tasks designed to simulate social interactions with unfamiliar peers. These findings have important implications for future research on the PSCD and links to adolescents' interpersonal functioning.

Children's shyness and physiological arousal to a peer's social stress.

Previous work has shown that children's shyness is related to personal anxiety during social stress, but we know little about how shyness is related to anxiety during a peer's social stress. Children (Mage =10.22 years, SD=0.81, N=62) were paired with an unfamiliar peer and engaged in a speech task while electrocardiography was recorded. We modeled changes in children's heart rate, a physiological correlate of anxiety, while they observed their peer prepare and deliver a speech. Results revealed that the observing child's shyness related to increases in their heart rate during their peer's preparation period, but modulation of this arousal was sensitive to the presenting peer's anxious behavior while delivering their speech. Specifically, if the presenting child displayed high levels of anxious behavior, the observing child's shyness was related to further increases in heart rate, but if the presenting child displayed low levels of anxious behavior, the observing child's shyness was related to decreases in heart rate from the preparation period. Shy children may experience physiological arousal to a peer's social stress but can regulate this arousal based on social cues from the peer, which may be due to heightened social threat detection and/or empathic anxiety.

Children's social wariness toward a different-race stranger relates to individual differences in temperament.

When children first meet a stranger, there is great variation in how much they will approach and engage with the stranger. While individual differences in this type of behavior-called social wariness-are well-documented in temperament research, surprisingly little attention has been paid to the social groups (such as race) of the stranger and how these characteristics might influence children's social wariness. In contrast, research on children's social bias and interracial friendships rarely examines individual differences in temperament and how temperament might influence cross-group interactions. The current study bridges the gap across these different fields of research by examining whether the racial group of an unfamiliar peer or adult moderates the association between temperament and the social wariness that children display. Utilizing a longitudinal dataset that collected multiple measurements of children's temperament and behaviors (including parent-reported shyness and social wariness toward unfamiliar adults and peers) across early childhood, we found that 2- to 7-year-old children with high parent-reported shyness showed greater social wariness toward a different-race stranger compared to a same-race stranger, whereas children with low parent-reported shyness did not. These results point to the importance of considering racial group membership in temperament research and the potential role that temperament might play in children's cross-race interactions. RESEARCH HIGHLIGHTS: Previous research on temperament has not considered how the race of strangers could influence children's social wariness. We find evidence that 2- to 7-year-old children with high parent-reported shyness show greater social wariness toward a different-race stranger compared to a same-race stranger. These results point to the importance of considering racial group membership in temperament research. Our findings also suggest temperament may play a role in children's cross-race interactions.

Exogenous testosterone administration is associated with differential neural response to unfamiliar peer’s and own caregiver’s voice in transgender adolescents

Changes in gonadal hormones during puberty are thought to potentiate adolescents’ social re-orientation away from caregivers and towards peers. This study investigated the effect of testosterone on neural processing of emotional (vocal) stimuli by unfamiliar peers vs. parents, in transgender boys receiving exogenous testosterone as a gender-affirming hormone (GAH+) or not (GAH-). During fMRI, youth heard angry and happy vocal expressions spoken by their caregiver and an unfamiliar teenager. Youth also self-reported on closeness with friends and parents. Whole-brain analyses (controlling for age) revealed that GAH+ youth showed blunted neural response to caregivers’ angry voices—and heightened response to unfamiliar teenage angry voices—in the anterior cingulate cortex. This pattern was reversed in GAH- youth, who also showed greater response to happy unfamiliar teenager vs. happy caregiver voices in this region. Blunted ACC response to angry caregiver voices—a pattern characteristic of GAH+ youth—was associated with greater relative closeness with friends over parents, which could index more “advanced” social re-orientation. Consistent with models of adolescent neurodevelopment, increases in testosterone during adolescence may shift the valuation of caregiver vs. peer emotional cues in a brain region associated with processing affective information.