Callousness, exploitativeness, and tracking of cooperation incentives in the human default network.

Human cognitive capacities that enable flexible cooperation may have evolved in parallel with the expansion of frontoparietal cortical networks, particularly the default network. Conversely, human antisocial behavior and trait antagonism are broadly associated with reduced activity, impaired connectivity, and altered structure of the default network. Yet, behaviors like interpersonal manipulation and exploitation may require intact or even superior social cognition. Using a reinforcement learning model of decision-making on a modified trust game, we examined how individuals adjusted their cooperation rate based on a counterpart's cooperation and social reputation. We observed that learning signals in the default network updated the predicted utility of cooperation or defection and scaled with reciprocal cooperation. These signals were weaker in callous (vs. compassionate) individuals but stronger in those who were more exploitative (vs. honest and humble). Further, they accounted for associations between exploitativeness, callousness, and reciprocal cooperation. Separately, behavioral sensitivity to prior reputation was reduced in callous but not exploitative individuals and selectively scaled with responses of the medial temporal subsystem of the default network. Overall, callousness was characterized by blunted behavioral and default network sensitivity to cooperation incentives. Exploitativeness predicted heightened sensitivity to others' cooperation but not social reputation. We speculate that both compassion and exploitativeness may reflect cognitive adaptations to social living, enabled by expansion of the default network in anthropogenesis.

Revisiting Perdeck's massive avian migration experiments debunks alternative social interpretations.

Whether avian migrants can adapt to their changing world depends on the relative importance of genetic and environmental variation for the timing and direction of migration. In the classic series of field experiments on avian migration, A. C. Perdeck discovered that translocated juveniles failed to reach goal areas, whereas translocated adults performed 'true-goal navigation'. His translocations of > 14 000 common starlings (Sturnus vulgaris) suggested that genetic mechanisms guide juveniles into a population-specific direction, i.e. 'vector navigation'. However, alternative explanations involving social learning after release in juveniles could not be excluded. By adding historical data from translocation sites, data that was unavailable in Perdeck's days, and by integrated analyses including the original data, we could not explain juvenile migrations from possible social information upon release. Despite their highly social behaviour, our findings are consistent with the idea that juvenile starlings follow inherited information and independently reach their winter quarters. Similar to more solitarily migrating songbirds, starlings would require genetic change to adjust the migration route in response to global change.

A Continuity in Logical Development: Domain-General Disjunctive Inference by Toddlers.

Children grow up surrounded by opportunities to learn (the language of their community, the movements of their body, other people's preferences and mental lives, games, social norms, etc.). Here, we find that toddlers (N = 36; age range 2.3-3.2 years) rely on a logical reasoning strategy, Disjunctive Inference (i.e., A OR B, A is ruled out, THEREFORE, B), across a variety of situations, all before they have any formal education or extensive experience with words for expressing logical meanings. In learning new words, learning new facts about a person, and finding the winner of a race, toddlers systematically consider and reject competitors before deciding who must be the winner. This suggests that toddlers may have a general-purpose logical reasoning tool that they can use in any situation.

Evolution of reciprocity with limited payoff memory.

Direct reciprocity is a mechanism for the evolution of cooperation in repeated social interactions. According to the literature, individuals naturally learn to adopt conditionally cooperative strategies if they have multiple encounters with their partner. Corresponding models have greatly facilitated our understanding of cooperation, yet they often make strong assumptions on how individuals remember and process payoff information. For example, when strategies are updated through social learning, it is commonly assumed that individuals compare their average payoffs. This would require them to compute (or remember) their payoffs against everyone else in the population. To understand how more realistic constraints influence direct reciprocity, we consider the evolution of conditional behaviours when individuals learn based on more recent experiences. Even in the most extreme case that they only take into account their very last interaction, we find that cooperation can still evolve. However, such individuals adopt less generous strategies, and they cooperate less often than in the classical setup with average payoffs. Interestingly, once individuals remember the payoffs of two or three recent interactions, cooperation rates quickly approach the classical limit. These findings contribute to a literature that explores which kind of cognitive capabilities are required for reciprocal cooperation. While our results suggest that some rudimentary form of payoff memory is necessary, it suffices to remember a few interactions.

When is it appropriate to ask a question? The role of age, social context, and personality.

How do children decide when it is appropriate to ask a question? In Study 1 (preregistered), 50 4- and 5-year-olds, 50 7- and 8-year-olds, and 100 adults watched vignettes featuring a child who had a question, and participants indicated whether they thought the child should ask the question "right now." Both adults and children endorsed more question-asking to a well-known informant than to an acquaintance and to someone doing nothing than to someone busy working or busy socializing. However, younger children endorsed asking questions to someone who was busy more often than older children and adults. In addition, Big Five personality traits predicted endorsement of question-asking. In Study 2 (preregistered, N = 500), mothers' self-reports showed that children's actual question-asking varied with age, informant activity, and informant familiarity in ways that paralleled the results of Study 1. In Study 3 (N = 100), we examined mothers' responses to their children's question-asking and found that mothers' responses to their children's question-asking varied based on the mother's activity. In addition, mothers high in authoritarianism were less likely to answer their children's questions when they were busy than mothers low in authoritarianism. In sum, across three studies, we found evidence that the age-related decline in children's question-asking to their parents reflects a change in children's reasoning about when it is appropriate to ask a question.

Social Learning of Placebo Effects in Pain: A Critical Review of the Literature and a Proposed Revised Model.

Relatively recently, in 2009, experimental studies were undertaken to determine the role of social observational learning in forming hypoalgesic, analgesic and hyperalgesic responses to a placebo. The research findings obtained in studies published before 2018 were integrated and formed the basis of the theoretical model of social learning of placebo effects in pain proposed by Bajcar and Babel. This model considered the involvement of different types of modeling (ie, behavioral modeling, symbolic modeling, and verbal modeling) in shaping placebo hypoalgesia/analgesia and nocebo hyperalgesia. The model assumed that pain expectancies might be involved in observationally induced placebo effects in pain and that the effectiveness of observational learning in shaping placebo effects could be moderated by the observer's dispositions, especially empathy. Based on the latest research data, we propose a modified and significantly extended version of this model. The revised model includes the involvement of particular types of modeling in placebo effects and their role in shaping conscious pain-related expectancies. It explains the role of dispositional empathy in shaping observationally induced placebo effects. Notably, the extended version of the model considers the contribution of the characteristics of the observed person to the magnitude of placebo effects induced by social learning. PERSPECTIVE: The paper proposes a comprehensive theoretical approach to explaining the role of observational learning in shaping placebo effects in pain. The proposed model emphasizes the potential of this form of learning in shaping placebo responses and indicates factors that can modify the effectiveness of observational learning.

Early social-cognitive development as a dynamic developmental system-a lifeworld approach.

Based on developmental systems and dynamic systems theories, we propose the lifeworld approach-a conceptual framework for research and a hypothesis concerning early social-cognitive development. As a framework, the lifeworld approach recognizes the social embeddedness of development and shifts the focus away from individual developmental outcomes toward the reciprocal interplay of processes within and between individuals that co-constitutes early social-cognitive development. As a hypothesis, the lifeworld approach proposes that the changing developmental system-spanning the different individuals as their subsystems-strives toward attractor states through regulation at the behavioral level, which results in both the emergence and further differentiation of developmental attainments. The lifeworld approach-as a framework and a hypothesis, including key methodological approaches to test it-is exemplified by research on infants' self-awareness, prosocial behavior and social learning. Equipped with, first, a conceptual framework grounded in a modern view on development and, second, a growing suite of methodological approaches, developmental science can advance by analyzing the mutually influential relations between intra-individual and interactional processes in order to identify key mechanisms underlying early social-cognitive development.

Similarity or stereotypes? An investigation of how exemplar gender guides children's math learning.

How does the representation of boy and girl exemplars in curricular materials affect students' learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same-gender bias such that they prefer to learn from exemplars that match their gender (H1). Second, consistent with research on children's stereotypes about gender and math (e.g., associating boys with math competence), children might prefer to learn from exemplars who match their stereotypes about who is good at math (H2). We tested these hypotheses with children in middle school (N = 166), a time of development in which stereotypes are well-engrained, but before gender differences in math achievement appear. Children viewed two distinct math strategies, each presented by a boy or girl exemplar. We then examined which strategy children employed on a subsequent math test as well as their perceived similarity to the exemplars and their awareness or endorsement of gender-math stereotypes. Children did not preferentially learn from same-gender exemplars. However, children with stereotypes associating boys with math were more likely to learn the more difficult strategy when it was presented by a boy exemplar than children who did not associate boys with math. The results of this study provide valuable insight into how children's stereotypes impact their real-world learning. RESEARCH HIGHLIGHTS: How does the representation of boy and girl exemplars in children's curricular materials affect their learning? Past research demonstrates that children prefer to learn from same-gender exemplars, but also hold a stereotype that boys are better at math. In the current study, we test whether children preferentially adopt a math strategy presented by a boy or girl exemplar. Children who held the belief that boys are better at math were more likely to learn a difficult strategy from boy exemplars than children who did not endorse this stereotype.

The acquired dyad inclination and decreased interpersonal brain communication in the pursuit of collective benefit.

People perform better collectively than individually, a phenomenon known as the collective benefit. To pursue the benefit, they may learn from previous behaviors, come to know whose initial opinion should be valued, and develop the inclination to take it as the collective one. Such learning may affect interpersonal brain communication. To test these hypotheses, this study recruited participant dyads to conduct a perceptual task on which they made individual decisions first and then the collective one. The enhanced interpersonal brain synchronization (IBS) between participants was explored when individual decisions were in disagreement vs. agreement. Computational modeling revealed that participant dyads developed the dyad inclination of taking the higher-able participants', not the lower-able ones' decisions as their collective ones. Brain analyses unveiled the enhanced IBS at frontopolar areas, premotor areas, supramarginal gyri, and right temporal-parietal junctions. The premotor IBS correlated negatively with dyad inclination and collective benefit in the absence of correction. The Granger causality analyses further supported the negative relation of dyad inclination with inter-brain communication. This study highlights that dyads learn to weigh individuals' decisions, resulting in dyad inclinations, and explores associated inter-brain communication, offering insights into the dynamics of collective decision-making.

How culture shapes choices related to fertility and mortality: Causal evidence at the Swiss language border.

Results from cultural evolutionary theory often suggest that social learning can lead cultural groups to differ markedly in the same environment. Put differently, cultural evolutionary processes can in principle stabilise behavioural differences between groups, which in turn could lead selection pressures to vary across cultural groups. Separating the effects of culture from other confounds, however, is often a daunting and sometimes intractable challenge for the working empiricist. To meet this challenge, we exploit a cultural border dividing Switzerland in ways that are independent of institutional, environmental and genetic variation. Using a regression discontinuity design, we estimate discontinuities at the border in terms of preferences related to fertility and mortality, the two basic components of genetic fitness. We specifically select six referenda related to health and fertility and analyse differences in the proportion of yes votes across municipalities on the two sides of the border. Our results show multiple discontinuities and thus indicate a potential role of culture in shaping stable differences between groups in preferences and choices related to individual health and fertility. These findings further suggest that at least one of the two groups, in order to uphold its cultural values, has supported policies that could impose fitness costs on individuals relative to the alternative policy under consideration.

Interpersonal communication and perceived norms as social influence mechanisms of e-cigarette use among adults: a systematic review.

Background: Given the increasing popularity of e-cigarette use among adults and the ongoing debate about the benefits and the potential adverse health risks associated with e-cigarette use, it is critical to identify the correlates of e-cigarette use. Prior research has found associations between interpersonal communication, perceived norms, and adults' e-cigarette use, but the evidence has yet to be summarized and synthesized.Objectives: This paper reviewed empirical studies examining the relationship between interpersonal communication, perceived norms, and e-cigarette use among adults.Methods: Following PRISMA guidelines, articles were searched on DOAJ, EMBASE, Europe PubMed Central, Google Scholar, PsychINFO, PubMed, Web of Science, and the reference list of the retrieved studies for studies that examined social influence on e-cigarette use. Three reviewers independently screened 1,713 non-duplicate papers and further screened the full text of 195 articles for inclusion.Results: Thirty studies (30), consisting of quantitative (n = 25) and qualitative (n = 5) data, were included in this review. The twenty-five (25) quantitative studies consisted of both cross-sectional (n = 20) and longitudinal (n = 5) studies. Interpersonal communication portraying e-cigarettes as beneficial or harmful was found to increase e-cigarette use and quit attempts, respectively. Across study designs, greater perceptions of others' e-cigarette use or approval were related to more frequent e-cigarette use.Conclusions: The findings highlight that e-cigarette-related interpersonal communication and perceived norms are associated with e-cigarette use. These factors may be useful targets in brief interventions. However, most of the included studies were cross-sectional, limiting the ability to establish clear cause-and-effect relationships; therefore, more longitudinal studies are needed.

Heterogeneous Thresholds, Social Ranking, and the Emergence of Vague Categories.

Threshold models in which an individual's response to a particular state of the world depends on whether an associated measured value exceeds a given threshold are common in a variety of social learning and collective decision-making scenarios in both natural and artificial systems. If thresholds are heterogeneous across a population of agents, then graded population level responses can emerge in a context in which individual responses are discrete and limited. In this article, I propose a threshold-based model for social learning of shared quality categories. This is then combined with the voting model of fuzzy categories to allow individuals to learn membership functions from their peers, which can then be used for decision-making, including ranking a set of available options. I use agent-based simulation experiments to investigate variants of this model and compare them to an individual learning benchmark when applied to the ranking problem. These results show that a threshold-based approach combined with category-based voting across a social network provides an effective social mechanism for ranking that exploits emergent vagueness.

Emotional Invalidation and Relationship Quality: A Mediational Model Through a Social Learning Lens.

While we know childhood experiences are influential on a child's later socioemotional awareness and behavior, we are still searching for specific mechanisms that influence the transferability of childhood experiences and adult relationship functioning. In this study, we seek to further this area of investigation by examining the interpretation of ambiguous social interactions and perceptions of emotional invalidation as potential mediators of the relationship between perceptions of childhood emotional invalidation and current relationship quality. Participants completed online measures of hostile intent attributions, perceptions of childhood emotional invalidation, and current relationship quality with a significant other. They read emotionally provocative interpersonal scenarios and then reported likely emotionally invalidating reactions from their significant other to measure current perceptions of emotional invalidation. Results supported our hypotheses that perceptions of current emotional invalidation in a close, personal relationship would mediate the relationship between perceptions of childhood maternal emotional invalidation and both current relationship support and relationship conflict. Furthermore, the strength of this mediational pathway outweighed the influence of a more general hostile attribution bias. These findings have implications for prevention and intervention strategies designed to enhance interpersonal functioning.

Exploring new technologies for the future generation: exploration-exploitation trade-off in an intergenerational framework.

Decision making on exploring or exploiting technology was studied by means of a laboratory experiment with a two-generation framework. In this framework, the design of a virtual tool is transmitted from the first to second generation, and hence, the former can help the latter by frequently exploring better tool designs but at the cost of reduced opportunities to exploit the existing tool to increase its own benefits. We set two experimental conditions ('repaid' and 'unrepaid') as well as a control condition (asocial), in which the second generation is absent. In the 'repaid' experimental condition, participants received an extra payment proportional to the score gained by the second generation, such that they were monetarily incentivized to help the second generation. Such an incentive was not given in the 'unrepaid' condition. An analysis of a formal model and computer simulations predicted that rational participants should increase investment in exploration only in the repaid condition when compared with the asocial control. The prediction was confirmed by the results of the experiment. These findings together suggest that humans may not have a propensity to invest in costly exploration of new technologies solely to help future generations.

The effect of a peer's teen pregnancy on sexual behavior.

We examine whether a friend or older sibling's teen pregnancy impacts one's own sexual behavior. Employing an event study design and rich retrospective data on sexual activity, we find that those who observe a peer's teen pregnancy change sexual behavior after the pregnancy ends to put themselves at lower risk of their own teen pregnancy; specifically, they are less likely to have unprotected sex and have fewer sexual partners in the year following the end of the teen pregnancy. We find that females are more likely to change their sexual behavior compared to males, and the effects are primarily driven by peer live births, as opposed to other pregnancies. Ultimately, we find a slight decline in the likelihood of one's own teen pregnancy, though estimates are noisy. Our work suggests that education campaigns that provide a realistic portrayal of teen parenthood may be an effective tool for impacting teen behavior.

A threat from within: Learning to fear by observing aversive bodily symptoms in others.

Although observational fear learning has been implicated in the development of phobic-related fears, studies investigating observational learning of fear of bodily symptoms remain scarce. Therefore, the aim of the present study was to investigate whether fear in response to bodily symptoms can be acquired simply by observing a fearful reaction to provocation of aversive bodily symptoms in others. Forty healthy participants underwent an observational fear conditioning paradigm consisting of two phases. In the first phase, participants observed a demonstrator reacting to an aversive bodily symptom provocation (unconditioned stimulus or US, i.e., labored breathing) paired with one conditioned stimulus (CS+) but not with the other one (CS-, both CSs were geometric symbols presented on a screen the demonstrator was watching). In the second phase, participants were directly presented with the same conditioned stimuli, but in the absence of the US. Our results revealed enhanced conditioned fear responses in the beginning of the second phase to the CS + as compared to CS-, as indexed by greater skin conductance and subjective fear responses, as well as greater potentiation of startle eyeblink responses to the CS + as compared to the ITI. Taken together, these findings implicate that fear of bodily symptoms can be learned through observation of others, that is, without first-hand experience of bodily threat.

Translocated wild birds are predisposed to learn songs of their ancestral population.

Population differences in socially learned mating signals like oscine birdsong are particularly vulnerable to breakdown through dispersal.1 Despite this challenge, geographic variation in learned signals is ubiquitous.2 A proposed explanation for this pattern is that birds express predispositions to selectively learn and produce population-typical songs.3,4,5 While experimental studies on lab-reared birds have shown the existence of within-species learning predispositions,6,7,8,9,10 it remains unclear whether and how learning predispositions influence song acquisition in the wild. Here, we investigated innate song learning predispositions in wild pied flycatchers (Ficedula hypoleuca) by measuring the songs of individuals translocated as eggs from a Dutch population to a breeding population in Sweden. We compared the songs of the adult males hatched from these translocated eggs with those from the ancestral and receiving populations. Songs of translocated males closely resemble the local Swedish songs to which they were exposed during development, supporting the importance of social learning. However, translocated males selectively learned those local Swedish song elements that sound the most "Dutch-like." As a result, their songs are significantly shifted toward those of the ancestral Dutch population. This suggests that innate learning predispositions track ongoing song evolution in wild populations of pied flycatchers. We propose that as songs continue to diverge over time, this coevolutionary relationship between song and learning predispositions may contribute to the emergence of incipient pre-mating barriers.

Traditional social learning predicts cyber deviance? Exploring the offending versatility thesis in social learning theory.

Social learning theory has been widely implemented to understand cyber deviance. Nevertheless, the antecedent scholarship homogenously nested in the perspective of offending specification, leaving the offending versatility thesis unattained. The lack of such studies may undermine the capability of comprehensively understanding the social learning patterns of online offending. Using a sample of 3741 Chinese college students, this study estimated an array of binary logistic regressions to compare the effects of traditional and online social learning in four types of online offending (online sexual harassment, cyberbullying, hacking, and digital piracy). The results suggest that offending versatility and offending specification co-exist in the social learning process of cyber deviance, while offending specification explains a marginally greater variance. Besides, online learning variables act as potential mediators in the relationships between traditional learning and cyber deviance. Furthermore, traditional social learning shows greater predictive power in cyber-enabled crimes than in cyber-dependent crimes. Our study provides fresh empirical evidence for the non-exclusive association between offending versatility and offending specification in the social learning process of cyber deviance.

Human musical capacity and products should have been induced by the hominin-specific combination of several biosocial features: A three-phase scheme on socio-ecological, cognitive, and cultural evolution.

Various selection pressures have shaped human uniqueness, for instance, music. When and why did musical universality and diversity emerge? Our hypothesis is that "music" initially originated from manipulative calls with limited musical elements. Thereafter, vocalizations became more complex and flexible along with a greater degree of social learning. Finally, constructed musical instruments and the language faculty resulted in diverse and context-specific music. Music precursors correspond to vocal communication among nonhuman primates, songbirds, and cetaceans. To place this scenario in hominin history, a three-phase scheme for music evolution is presented herein. We emphasize (1) the evolution of sociality and life history in australopithecines, (2) the evolution of cognitive and learning abilities in early/middle Homo, and (3) cultural evolution, primarily in Homo sapiens. Human musical capacity and products should be due to the hominin-specific combination of several biosocial features, including bipedalism, stable pair bonding, alloparenting, expanded brain size, and sexual selection.

Understanding the Role of Naive Learners in Cultural Change.

AbstractA change to a population's social network is a change to the substrate of cultural transmission, affecting behavioral diversity and adaptive cultural evolution. While features of network structure such as population size and density have been well studied, less is understood about the influence of social processes such as population turnover-or the repeated replacement of individuals by naive individuals. Experimental data have led to the hypothesis that naive learners can drive cultural evolution by better assessing the relative value of behaviors, although this hypothesis has been expressed only verbally. We conducted a formal exploration of this hypothesis using a generative model that concurrently simulated its two key ingredients: social transmission and reinforcement learning. We simulated competition between high- and low-reward behaviors while varying turnover magnitude and tempo. Variation in turnover influenced changes in the distributions of cultural behaviors, irrespective of initial knowledge-state conditions. We found optimal turnover regimes that amplified the production of higher reward behaviors through two key mechanisms: repertoire composition and enhanced valuation by agents that knew both behaviors. These effects depended on network and learning parameters. Our model provides formal theoretical support for, and predictions about, the hypothesis that naive learners can shape cultural change through their enhanced sampling ability. By moving from experimental data to theory, we illuminate an underdiscussed generative process that can lead to changes in cultural behavior, arising from an interaction between social dynamics and learning.