Social orienting predicts implicit false belief understanding in preschoolers

Impaired social reward processing in individuals with Internet gaming disorder and its relationship with early face perception

Previous research has found that individuals with Internet gaming disorder (IGD) show different patterns of social function impairments in game-related and real-life social contexts. Impaired social reward processing may be the underlying mechanism according to the Social Motivation Theory. Thus, in this study, event-related potentials were recorded from 24 individuals with IGD and 24 healthy gamers during a social judgement task. We focused on reward positivity (RewP) elicited by game-related and real-life social rewards, and N170 elicited by game avatar faces and real faces. These indicators were used to explore the neurocognitive mechanism of impaired social reward processing in individuals with IGD and its relationship with early face perception. Results showed that (1) the RewP elicited by real-life social reward was considerably reduced in individuals with IGD relative to healthy gamers. (2) The N170 elicited by game avatar faces in individuals with IGD was larger than that elicited by real faces. However, the N170 was not associated with RewP in either group. (3) The score for IGD severity was correlated with the RewP elicited by real-life social reward and the N170 elicited by game avatar face. In conclusion, the present study suggests that the impaired social reward processing in individuals with IGD is mainly manifested in a decreased neural sensitivity to real-life social reward. Meanwhile, the reduced RewP elicited by real-life social reward and the enhanced N170 elicited by game avatar face might serve as potential biomarkers for IGD.

The Relationship between Giftedness and Sex and Children's Theory of Mind Skills and Social Behavior

BACKGROUND

Theory of mind (ToM), the ability to recognize the mental states and emotions of others, is central to effective social relationships. Measuring higher-order ToM skills in gifted children may be a useful way to identify the tendency to experience difficulties in social behavior. The aim of this study was to investigate the relationship between intelligence and sex in children using ToM and social behavior measures.

METHODS

Children aged 10-12 years constituted both the gifted (n = 45) and non-gifted (n = 45) groups. The participants were assessed for prosocial behaviors and peer problems using the subscales of the Strength and Difficulties Questionnaire and in terms of ToM using the Reading the Mind in the Eyes Test-Child Version (RMET-C) and the Faux Pas Recognition Test-Child Version (FPRT-C).

RESULTS

ToM test results were higher in gifted children and girls. Peer problems were lower in gifted children. Prosocial behavior was higher in girls. No relationship was determined between ToM tests and peer problems or prosocial behavior in gifted children, but such a relationship was observed in the non-gifted group.

CONCLUSIONS

This study shows that gifted children with high cognitive skills also possess superior social cognition skills. Advanced ToM skills in gifted children may be important to supporting their social and cognitive development. The differences between boys and girls should be considered in educational interventions applied to children in the social sphere.

The Bidirectional Social-Cognitive Mechanisms of the Social-Attention Symptoms of Autism

Differences in social attention development begin to be apparent in the 6th to 12th month of development in children with Autism Spectrum Disorder (ASD) and theoretically reflect important elements of its neurodevelopmental endophenotype. This paper examines alternative conceptual views of these early social attention symptoms and hypotheses about the mechanisms involved in their development. One model emphasizes mechanism involved in the spontaneous allocation of attention to faces, or social orienting. Alternatively, another model emphasizes mechanisms involved in the coordination of attention with other people, or joint attention, and the socially bi-directional nature of its development. This model raises the possibility that atypical responses of children to the attention or the gaze of a social partner directed toward themselves may be as important in the development of social attention symptoms as differences in the development of social orienting. Another model holds that symptoms of social attention may be important to early development, but may not impact older individuals with ASD. The alterative model is that the social attention symptoms in infancy (social orienting and joint attention), and social cognitive symptoms in childhood and adulthood share common neurodevelopmental substrates. Therefore, differences in early social attention and later social cognition constitute a developmentally continuous axis of symptom presentation in ASD. However, symptoms in older individuals may be best measured with in vivo measures of efficiency of social attention and social cognition in social interactions rather than the accuracy of response on analog tests used in measures with younger children. Finally, a third model suggests that the social attention symptoms may not truly be a symptom of ASD. Rather, they may be best conceptualized as stemming from differences domain general attention and motivation mechanisms. The alternative argued for here that infant social attention symptoms meet all the criteria of a unique dimension of the phenotype of ASD and the bi-directional phenomena involved in social attention cannot be fully explained in terms of domain general aspects of attention development.

Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence

This study investigated the links between theory of mind, social motivation, and children's social competence in middle childhood and early adolescence. Two hundred and sixty four children (136 girls, 128 boys) aged between 8 and 13 years (M Age = 10.88 years, SD = 1.45) completed theory-of-mind tests and self-report questionnaires measuring social motivation. Teachers rated children's social competence at school. Teacher-rated social competence was associated with individual differences in both theory of mind and children's motivation to develop and maintain social relationships. Results suggest that while individual differences in social motivation and theory of mind are partially overlapping, both theory of mind ability and social motivation contribute to successful social interaction at school.

Cultural variation in young children's social motivation for peer collaboration and its relation to the ontogeny of Theory of Mind

Children seek and like to engage in collaborative activities with their peers. This social motivation is hypothesized to facilitate their emerging social-cognitive skills and vice versa. Current evidence on the ontogeny of social motivation and its’ links to social cognition, however, is subject to a sampling bias toward participants from urban Western populations. Here, we show both cross-cultural variation and homogeneity in three- to eight-year-old children’s expressed positive emotions during and explicit preferences for peer collaboration across three diverse populations (urban German, rural Hai||om/Namibia, rural Ovambo/Namibia; n = 240). Children expressed more positive emotions during collaboration as compared to individual activity, but the extent varied across populations. Children’s preferences for collaboration differed markedly between populations and across ages: While German children across all ages sought collaboration, Hai||om children preferred to act individually throughout childhood. Ovambo children preferred individual play increasingly with age. Across populations, positive emotions expressed selectively during collaboration, predicted children’s social-cognitive skills. These findings provide evidence that culture shapes young children’s social motivation for dyadic peer collaboration. At the same time, the positive relation of social motivation and social cognition in early ontogeny appears cross-culturally constant.

The Influence of Self-Relevance and Cultural Values on Moral Orientation

Moral orientation refers to moral values that have a consistent guiding orientation toward an individual's moral cognition and behavior. Gilligan (1982) proposed that individuals have two moral orientations, namely “justice” and “care.” In the current study, we investigated the influence of self-relevance and cultural values on justice and care by using Single Attribute Implicit Association Test (SA-IAT). In Experiments 1 and 2, we adopted cultural icon prime paradigm to examine the effects of different self-referential stimuli (self, friend, and stranger) on implicit moral justice and care orientation under two cultural value conditions: traditionality, modernity, and neutral cultural values. Participants exhibited more difference toward different self-referential stimuli in the traditionality condition than in the modernity condition; the priming of traditional culture aggravated the differential order, whereas the priming of modernity weakened the differential order regarding implicitly just moral orientation. In the implicit care orientation, participants in the modern culture group exhibited the least difference to different self-referential stimuli compared with the other two groups, and the traditional group and the control group did not differ significantly. These findings indicate that psychological modernity weakens the degree of self-related effect in implicit justice and care orientation, whereas traditional culture aggravates the differential order in justice orientation. The current studies provide empirical support for theories relating moral orientation, also informing the literature on the role of self-relevance information and cultural values in moral decision making.