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Bhise N, Mishra V, Pisulkar S, Nimonkar S, Belkhode V, Dahihandekar C. A Mixed-Method Analytical Cross-Sectional Research of Person-Centered Learning Behaviors Among Adolescent and Adult Learners. Cureus 2024; 16:e61398. [PMID: 38953062 PMCID: PMC11215016 DOI: 10.7759/cureus.61398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 05/30/2024] [Indexed: 07/03/2024] Open
Abstract
Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is to evaluate the person-centered behaviors that influence learning among learners in adolescent and adult age groups by employing a learning behavior questionnaire that has been previously validated. Material and methods A cross-sectional study in which 944 participants were enrolled, including 456 adolescents from English-medium schools (aged 11 to 16 years) and 488 adults from a health professional institute (aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the study's quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp LLC, College Station, USA), all of the responses were tallied and statistically examined. Results The mean scores of person-centered learning behaviors were significantly higher for learners in the adult age group than for learners in the adolescent age group. The findings of the component, which was qualitative in nature, were consistent with the findings of the learning behavior questionnaire analysis. For both adults and adolescents, the difference in mean person-centered learning scores was statistically negligible at a 5% level of significance (p=0.415 and p=0.368, respectively). Conclusion The study's checklist, which is self-monitoring in nature, may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.
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Affiliation(s)
- Nirupama Bhise
- Research, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Vedprakash Mishra
- Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Sweta Pisulkar
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Sharayu Nimonkar
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Vikram Belkhode
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Chinmayee Dahihandekar
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
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2
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Bhise N, Mishra V, Pisulkar S, Nimonkar S, Dahihandekar C, Belkhode V. A Mixed-Method Analytical Cross-Sectional Research on Participation-Centered Learning Behaviors for Adolescent and Adult Learners Utilizing a Validated Learning Behavior Questionnaire. Cureus 2024; 16:e59178. [PMID: 38807810 PMCID: PMC11129953 DOI: 10.7759/cureus.59178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Accepted: 04/27/2024] [Indexed: 05/30/2024] Open
Abstract
Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is the evaluation of the participation-centered learning behaviors among adolescent and adult learners employing a validated learning behavior questionnaire. Material and methods This was a cross-sectional research. A total of 944 participants were in the study, including 456 adolescents from English-medium schools (aged 11 to 16) and 488 adults from a health professional institute ( aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp, College Station, United States), all of the responses were tallied and statistically examined. Results The mean scores of participation-centered learning behaviors were significantly higher in adult learners than in teenage learners. The findings of the qualitative component analyzed were consistent with the findings of the learning behavior questionnaire analysis. Conclusion The study's self-monitoring checklist may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.
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Affiliation(s)
- Nirupama Bhise
- Management, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Vedprakash Mishra
- Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Sweta Pisulkar
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Sharayu Nimonkar
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Chinmayee Dahihandekar
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Vikram Belkhode
- Prosthodontics, Sharad Pawar Dental College and Hospital, Datta Meghe Institute of Higher Education and Research, Wardha, IND
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3
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Mayo O, Shamay-Tsoory S. Dynamic mutual predictions during social learning: A computational and interbrain model. Neurosci Biobehav Rev 2024; 157:105513. [PMID: 38135267 DOI: 10.1016/j.neubiorev.2023.105513] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 10/27/2023] [Accepted: 12/18/2023] [Indexed: 12/24/2023]
Abstract
During social interactions, we constantly learn about the thoughts, feelings, and personality traits of our interaction partners. Learning in social interactions is critical for bond formation and acquiring knowledge. Importantly, this type of learning is typically bi-directional, as both partners learn about each other simultaneously. Here we review the literature on social learning and propose a new computational and neural model characterizing mutual predictions that take place within and between interactions. According to our model, each partner in the interaction attempts to minimize the prediction error of the self and the interaction partner. In most cases, these inferential models become similar over time, thus enabling mutual understanding to develop. At the neural level, this type of social learning may be supported by interbrain plasticity, defined as a change in interbrain coupling over time in neural networks associated with social learning, among them the mentalizing network, the observation-execution system, and the hippocampus. The mutual prediction model constitutes a promising means of providing empirically verifiable accounts of how relationships develop over time.
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Affiliation(s)
- Oded Mayo
- The Department of Psychology, University of Haifa, Haifa, Israel.
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4
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Sahi RS, Eisenberger NI, Silvers JA. Peer facilitation of emotion regulation in adolescence. Dev Cogn Neurosci 2023; 62:101262. [PMID: 37302349 PMCID: PMC10276262 DOI: 10.1016/j.dcn.2023.101262] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 06/02/2023] [Accepted: 06/04/2023] [Indexed: 06/13/2023] Open
Abstract
Emotion regulation is particularly important for adolescents as they undergo normative developmental changes in affective systems and experience heightened risk for psychopathology. Despite a high need for emotion regulation during adolescence, commonly studied emotion regulation strategies like cognitive reappraisal are less beneficial for adolescents than adults because they rely on neural regions that are still developing during this period (i.e., lateral prefrontal cortex). However, adolescence is also marked by increased valuation of peer relationships and sensitivity to social information and cues. In the present review, we synthesize research examining emotion regulation and peer influence across development to suggest that sensitivity to peers during adolescence could be leveraged to improve emotion regulation for this population. We first discuss developmental trends related to emotion regulation at the level of behavior and brain in adolescents, using cognitive reappraisal as an exemplar emotion regulation strategy. Next, we discuss social influences on adolescent brain development, describing caregiver influence and increasing susceptibility to peer influence, to describe how adolescent sensitivity to social inputs represents both a window of vulnerability and opportunity. Finally, we conclude by describing the promise of social (i.e., peer-based) interventions for enhancing emotion regulation in adolescence.
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Affiliation(s)
- Razia S Sahi
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA
| | - Naomi I Eisenberger
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA
| | - Jennifer A Silvers
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA.
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5
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Topel S, Ma I, Sleutels J, van Steenbergen H, de Bruijn ERA, van Duijvenvoorde ACK. Expecting the unexpected: a review of learning under uncertainty across development. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2023:10.3758/s13415-023-01098-0. [PMID: 37237092 PMCID: PMC10390612 DOI: 10.3758/s13415-023-01098-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/28/2023] [Indexed: 05/28/2023]
Abstract
Many of our decisions take place under uncertainty. To successfully navigate the environment, individuals need to estimate the degree of uncertainty and adapt their behaviors accordingly by learning from experiences. However, uncertainty is a broad construct and distinct types of uncertainty may differentially influence our learning. We provide a semi-systematic review to illustrate cognitive and neurobiological processes involved in learning under two types of uncertainty: learning in environments with stochastic outcomes, and with volatile outcomes. We specifically reviewed studies (N = 26 studies) that included an adolescent population, because adolescence is a period in life characterized by heightened exploration and learning, as well as heightened uncertainty due to experiencing many new, often social, environments. Until now, reviews have not comprehensively compared learning under distinct types of uncertainties in this age range. Our main findings show that although the overall developmental patterns were mixed, most studies indicate that learning from stochastic outcomes, as indicated by increased accuracy in performance, improved with age. We also found that adolescents tended to have an advantage compared with adults and children when learning from volatile outcomes. We discuss potential mechanisms explaining these age-related differences and conclude by outlining future research directions.
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Affiliation(s)
- Selin Topel
- Leiden University, Institute of Psychology, Wassenaarseweg 52, 2333, AK, Leiden, The Netherlands.
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands.
| | - Ili Ma
- Leiden University, Institute of Psychology, Wassenaarseweg 52, 2333, AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Jan Sleutels
- Leiden University, Institute of Psychology, Wassenaarseweg 52, 2333, AK, Leiden, The Netherlands
- Leiden University, Institute for Philosophy, Leiden, The Netherlands
| | - Henk van Steenbergen
- Leiden University, Institute of Psychology, Wassenaarseweg 52, 2333, AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Ellen R A de Bruijn
- Leiden University, Institute of Psychology, Wassenaarseweg 52, 2333, AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Anna C K van Duijvenvoorde
- Leiden University, Institute of Psychology, Wassenaarseweg 52, 2333, AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
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6
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Towner E, Chierchia G, Blakemore SJ. Sensitivity and specificity in affective and social learning in adolescence. Trends Cogn Sci 2023:S1364-6613(23)00092-X. [PMID: 37198089 DOI: 10.1016/j.tics.2023.04.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 03/23/2023] [Accepted: 04/05/2023] [Indexed: 05/19/2023]
Abstract
Adolescence is a period of heightened affective and social sensitivity. In this review we address how this increased sensitivity influences associative learning. Based on recent evidence from human and rodent studies, as well as advances in computational biology, we suggest that, compared to other age groups, adolescents show features of heightened Pavlovian learning but tend to perform worse than adults at instrumental learning. Because Pavlovian learning does not involve decision-making, whereas instrumental learning does, we propose that these developmental differences might be due to heightened sensitivity to rewards and threats in adolescence, coupled with a lower specificity of responding. We discuss the implications of these findings for adolescent mental health and education.
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Affiliation(s)
- Emily Towner
- Department of Psychology, University of Cambridge, Downing Street, Cambridge, UK.
| | - Gabriele Chierchia
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy; Department of Psychology, University of Cambridge, Downing Street, Cambridge, UK
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7
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Wittmann MK, Scheuplein M, Gibbons SG, Noonan MP. Local and global reward learning in the lateral frontal cortex show differential development during human adolescence. PLoS Biol 2023; 21:e3002010. [PMID: 36862726 PMCID: PMC10013901 DOI: 10.1371/journal.pbio.3002010] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 03/14/2023] [Accepted: 01/20/2023] [Indexed: 03/03/2023] Open
Abstract
Reward-guided choice is fundamental for adaptive behaviour and depends on several component processes supported by prefrontal cortex. Here, across three studies, we show that two such component processes, linking reward to specific choices and estimating the global reward state, develop during human adolescence and are linked to the lateral portions of the prefrontal cortex. These processes reflect the assignment of rewards contingently to local choices, or noncontingently, to choices that make up the global reward history. Using matched experimental tasks and analysis platforms, we show the influence of both mechanisms increase during adolescence (study 1) and that lesions to lateral frontal cortex (that included and/or disconnected both orbitofrontal and insula cortex) in human adult patients (study 2) and macaque monkeys (study 3) impair both local and global reward learning. Developmental effects were distinguishable from the influence of a decision bias on choice behaviour, known to depend on medial prefrontal cortex. Differences in local and global assignments of reward to choices across adolescence, in the context of delayed grey matter maturation of the lateral orbitofrontal and anterior insula cortex, may underlie changes in adaptive behaviour.
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Affiliation(s)
- Marco K. Wittmann
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- Wellcome Centre for Integrative Neuroimaging, University of Oxford, John Radcliffe Hospital, Headington, Oxford, United Kingdom
- Department of Experimental Psychology, University College London, London, United Kingdom
- Max Planck UCL Centre for Computational Psychiatry and Ageing Research, University College London, United Kingdom
| | - Maximilian Scheuplein
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- Institute of Education and Child Studies, Leiden University, Leiden, the Netherlands
| | - Sophie G. Gibbons
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, United Kingdom
| | - MaryAnn P. Noonan
- Department of Experimental Psychology, University of Oxford, Radcliffe Observatory, Oxford, United Kingdom
- Department of Psychology, University of York, York, United Kingdom
- * E-mail:
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8
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Flechsenhar A, Kanske P, Krach S, Korn C, Bertsch K. The (un)learning of social functions and its significance for mental health. Clin Psychol Rev 2022; 98:102204. [PMID: 36216722 DOI: 10.1016/j.cpr.2022.102204] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 08/11/2022] [Accepted: 09/23/2022] [Indexed: 01/27/2023]
Abstract
Social interactions are dynamic, context-dependent, and reciprocal events that influence prospective strategies and require constant practice and adaptation. This complexity of social interactions creates several research challenges. We propose a new framework encouraging future research to investigate not only individual differences in capacities relevant for social functioning and their underlying mechanisms, but also the flexibility to adapt or update one's social abilities. We suggest three key capacities relevant for social functioning: (1) social perception, (2) sharing emotions or empathizing, and (3) mentalizing. We elaborate on how adaptations in these capacities may be investigated on behavioral and neural levels. Research on these flexible adaptations of one's social behavior is needed to specify how humans actually "learn to be social". Learning to adapt implies plasticity of the relevant brain networks involved in the underlying social processes, indicating that social abilities are malleable for different contexts. To quantify such measures, researchers need to find ways to investigate learning through dynamic changes in adaptable social paradigms and examine several factors influencing social functioning within the three aformentioned social key capacities. This framework furthers insight concerning individual differences, provides a holistic approach to social functioning, and may improve interventions for ameliorating social abilities in patients.
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Affiliation(s)
- Aleya Flechsenhar
- Department Clinical Psychology and Psychotherapy, Ludwig-Maximilians-University Munich, Germany.
| | - Philipp Kanske
- Institute of Clinical Psychology and Psychotherapy, Technische Universität Dresden, Germany
| | - Sören Krach
- Department of Psychiatry and Psychotherapy, University of Lübeck, Germany
| | - Christoph Korn
- Section Social Neuroscience, Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
| | - Katja Bertsch
- Department Clinical Psychology and Psychotherapy, Ludwig-Maximilians-University Munich, Germany; NeuroImaging Core Unit Munich (NICUM), University Hospital LMU, Munich, Germany; Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg University, Heidelberg, Germany
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9
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Incorporating social knowledge structures into computational models. Nat Commun 2022; 13:6205. [PMID: 36266284 PMCID: PMC9584930 DOI: 10.1038/s41467-022-33418-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 09/16/2022] [Indexed: 12/24/2022] Open
Abstract
To navigate social interactions successfully, humans need to continuously learn about the personality traits of other people (e.g., how helpful or aggressive is the other person?). However, formal models that capture the complexities of social learning processes are currently lacking. In this study, we specify and test potential strategies that humans can employ for learning about others. Standard Rescorla-Wagner (RW) learning models only capture parts of the learning process because they neglect inherent knowledge structures and omit previously acquired knowledge. We therefore formalize two social knowledge structures and implement them in hybrid RW models to test their usefulness across multiple social learning tasks. We name these concepts granularity (knowledge structures about personality traits that can be utilized at different levels of detail during learning) and reference points (previous knowledge formalized into representations of average people within a social group). In five behavioural experiments, results from model comparisons and statistical analyses indicate that participants efficiently combine the concepts of granularity and reference points-with the specific combinations in models depending on the people and traits that participants learned about. Overall, our experiments demonstrate that variants of RW algorithms, which incorporate social knowledge structures, describe crucial aspects of the dynamics at play when people interact with each other.
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10
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Bhise N, Mishra V, Pisulkar S, Nimonkar S, Srivastava T, Belkhode V. Evaluation of a Product-Centered Learning Behaviors for Adolescent and Adult Learners Using a Validated Learning Behavior Questionnaire: A Mixed-Method Analytical Cross-Sectional Study. Cureus 2022; 14:e26954. [PMID: 35989775 PMCID: PMC9381853 DOI: 10.7759/cureus.26954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 07/17/2022] [Indexed: 11/08/2022] Open
Abstract
Background: A learner transitions from being a primary learner to an adolescent learner and further to an adult learner in his/her academic life. The learners exhibit specific learning behaviors at all stages of learning, the mapping of which is required for optimization of learning. Primary Objective: To assess the product-centered learning behaviors in adolescent and adult learners using a validated learning behavior questionnaire. Secondary Objectives: To develop a self-monitoring checklist and a Set, Train Your Mind, Apply, and Reinforce (STAR) matrix from the learning behavior questionnaire. Material and Methods: It was a mixed-method analytical cross-sectional study. A total of 944 learners participated in the study, out of which 456 were adolescent learners (11-16 years) from an English-medium school (Central Board of Secondary Education (CBSE)) and 488 were adult learners (18-23 years) from a health professional institute. The quantitative component of the study was the validated learning behavior questionnaire, in which the study participants had to rate listed items on a scale of 0, 1, and 2. The qualitative component of the study was the focus group discussions (FGDs), which were conducted each for group of adolescent and adult learners. All the responses were tabulated and statistically analyzed using STATA-14 software. Results: The mean scores of product-centered learning behaviors was significantly higher in adult learners as compared to adolescent learners. The findings of the qualitative component evaluated were in tune with the findings of the analysis of the learning behavior questionnaire. The self-monitoring checklist and STAR matrix were generated from the validated learning behavior questionnaire. Conclusion: The evolved self-monitoring checklist and STAR matrix may aid in the assessment of learning behaviors and facilitate the inculcation of learning behaviors amongst adolescent and adult learners.
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11
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Lee H, Chung D. Characterization of the Core Determinants of Social Influence From a Computational and Cognitive Perspective. Front Psychiatry 2022; 13:846535. [PMID: 35509882 PMCID: PMC9059935 DOI: 10.3389/fpsyt.2022.846535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 03/22/2022] [Indexed: 01/10/2023] Open
Abstract
Most human decisions are made among social others, and in what social context the choices are made is known to influence individuals' decisions. Social influence has been noted as an important factor that may nudge individuals to take more risks (e.g., initiation of substance use), but ironically also help individuals to take safer actions (e.g., successful abstinence). Such bi-directional impacts of social influence hint at the complexity of social information processing. Here, we first review the recent computational approaches that shed light on neural and behavioral mechanisms underlying social influence following basic computations involved in decision-making: valuation, action selection, and learning. We next review the studies on social influence from various fields including neuroeconomics, developmental psychology, social psychology, and cognitive neuroscience, and highlight three dimensions of determinants-who are the recipients, how the social contexts are presented, and to what domains and processes of decisions the influence is applied-that modulate the extent to which individuals are influenced by others. Throughout the review, we also introduce the brain regions that were suggested as neural instantiations of social influence from a large body of functional neuroimaging studies. Finally, we outline the remaining questions to be addressed in the translational application of computational and cognitive theories of social influence to psychopathology and health.
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Affiliation(s)
- Hyeji Lee
- Department of Biomedical Engineering, Ulsan National Institute of Science and Technology (UNIST), Ulsan, South Korea.,Department of Psychology, The University of Edinburgh, Edinburgh, United Kingdom
| | - Dongil Chung
- Department of Biomedical Engineering, Ulsan National Institute of Science and Technology (UNIST), Ulsan, South Korea
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12
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Developmental asymmetries in learning to adjust to cooperative and uncooperative environments. Sci Rep 2020; 10:21761. [PMID: 33303840 PMCID: PMC7729944 DOI: 10.1038/s41598-020-78546-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Accepted: 11/20/2020] [Indexed: 11/28/2022] Open
Abstract
Learning to successfully navigate social environments is a critical developmental goal, predictive of long-term wellbeing. However, little is known about how people learn to adjust to different social environments, and how this behaviour emerges across development. Here, we use a series of economic games to assess how children, adolescents, and young adults learn to adjust to social environments that differ in their level of cooperation (i.e., trust and coordination). Our results show an asymmetric developmental pattern: adjustment requiring uncooperative behaviour remains constant across adolescence, but adjustment requiring cooperative behaviour improves markedly across adolescence. Behavioural and computational analyses reveal that age-related differences in this social learning are shaped by age-related differences in the degree of inequality aversion and in the updating of beliefs about others. Our findings point to early adolescence as a phase of rapid change in cooperative behaviours, and highlight this as a key developmental window for interventions promoting well-adjusted social behaviour.
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13
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Rosenblau G, O'Connell G, Heekeren HR, Dziobek I. Neurobiological mechanisms of social cognition treatment in high-functioning adults with autism spectrum disorder. Psychol Med 2020; 50:2374-2384. [PMID: 31551097 DOI: 10.1017/s0033291719002472] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
BACKGROUND The promise of precision medicine for autism spectrum disorder (ASD) hinges on developing neuroscience-informed individualized interventions. Taking an important step in this direction, we investigated neuroplasticity in response to an ecologically-valid, computer-based social-cognitive training (SCOTT). METHODS In an active control group design, 48 adults with ASD were randomly assigned to a 3-month SCOTT or non-social computer training. Participants completed behavioral tasks, a functional and structural magnetic resonance imaging session before and after the training period. RESULTS The SCOTT group showed social-cognitive improvements on close and distant generalization tasks. The improvements scaled with reductions in functional activity and increases in cortical thickness in prefrontal regions. CONCLUSION In sum, we provide evidence for the sensitivity of neuroscientific methods to reflect training-induced social-cognitive improvements in adults with ASD. These results encourage the use of neuroimaging data to describe and quantify treatment-related changes more broadly.
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Affiliation(s)
- Gabriela Rosenblau
- Cluster of Excellence 'Languages of Emotion', Freie Universität Berlin, Berlin14195, Germany
- Department of Education and Psychology, Freie Universität Berlin, Berlin14195, Germany
- Autism and Neurodevelopmental Disorders Institute, The George Washington University and Children's National Health System, 2115 G St NW, Washington, DC20052, USA
| | - Garret O'Connell
- Berlin School of Mind and Brain, Institute of Psychology, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
| | - Hauke R Heekeren
- Cluster of Excellence 'Languages of Emotion', Freie Universität Berlin, Berlin14195, Germany
- Department of Education and Psychology, Freie Universität Berlin, Berlin14195, Germany
- Center for Cognitive Neuroscience Berlin, Freie Universität Berlin, Berlin, Germany
| | - Isabel Dziobek
- Cluster of Excellence 'Languages of Emotion', Freie Universität Berlin, Berlin14195, Germany
- Department of Education and Psychology, Freie Universität Berlin, Berlin14195, Germany
- Berlin School of Mind and Brain, Institute of Psychology, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
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14
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Rosenblau G, Korn CW, Dutton A, Lee D, Pelphrey KA. Neurocognitive Mechanisms of Social Inferences in Typical and Autistic Adolescents. BIOLOGICAL PSYCHIATRY: COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2020; 6:782-791. [PMID: 32952091 DOI: 10.1016/j.bpsc.2020.07.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 06/01/2020] [Accepted: 06/06/2020] [Indexed: 01/11/2023]
Abstract
BACKGROUND Many of our efforts in social interactions are dedicated to learning about others. Adolescents with autism have core deficits in social learning, but a mechanistic understanding of these deficits and how they relate to neural development is lacking. The present study aimed to specify how adolescents with and without autism represent and acquire social knowledge and how these processes are implemented in neural activity. METHODS Typically developing adolescents (n = 26) and adolescents with autism spectrum disorder (ASD) (n = 20) rated in the magnetic resonance scanner how much 3 peers liked a variety of items and received trial-by-trial feedback about the peers' actual preference ratings. In a separate study, we established the preferences of a new sample of adolescents (N = 99), used to examine population preference structures. Using computational models, we tested whether participants in the magnetic resonance study relied on preference structures during learning and how model predictions were implemented in brain activity. RESULTS Typically developing adolescents relied on average population preferences and prediction error updating. Importantly, prediction error updating was scaled by the similarity between items. In contrast, preferences of adolescents with ASD were best described by a No-Learning model that relied only on the participant's own preferences for each item. Model predictions were encoded in neural activity. Typically developing adolescents encoded prediction errors in the putamen, and adolescents with ASD showed greater encoding of own preferences in the angular gyrus. CONCLUSIONS We specified how adolescents represent and update social knowledge during learning. Our findings indicate that adolescents with ASD rely only on their own preferences when making social inferences.
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Affiliation(s)
- Gabriela Rosenblau
- Center for Translational Developmental Neuroscience, Yale Child Study Center, Yale University, New Haven, Connecticut; Autism and Neurodevelopmental Disorders Institute, George Washington University, Washington, DC; Department of Psychological and Brain Sciences, George Washington University, Washington DC.
| | - Christoph W Korn
- Institute for Systems Neuroscience, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Abigail Dutton
- Center for Translational Developmental Neuroscience, Yale Child Study Center, Yale University, New Haven, Connecticut
| | - Daeyeol Lee
- Zanvyl Krieger Mind/Brain Institute, Department of Neuroscience, Department of Psychological and Brain Sciences, Johns Hopkins University, Maryland
| | - Kevin A Pelphrey
- Center for Translational Developmental Neuroscience, Yale Child Study Center, Yale University, New Haven, Connecticut; Department of Neurology, University of Virginia, Charlottesville, Virginia
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15
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Martin RE, Villanueva Y, Stephano T, Franz PJ, Ochsner KN. Social influence shifts valuation of appetitive cues in early adolescence and adulthood. J Exp Psychol Gen 2018; 147:1521-1530. [PMID: 30272465 DOI: 10.1037/xge0000469] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Other people can profoundly affect one's opinions and decisions. In the current study, we compared the effects of peer influence on responses to a primary reward-food-in both young adolescents and adults. Food is critical for survival, and in addition to its rewarding properties, habits and practices surrounding eating are heavily influenced by social and cultural norms. To address the impact of peer influence on food valuations, young adolescents ages 10-14 and young adults ages 18-22 rated the desirability of foods before and after seeing peer opinions about those foods. We then compared the degree to which participants changed their ratings of food desirability as a function of the type of social information received (e.g., peers liking a food more or less than did the participant). We found that all participants' ratings conformed to the peer ratings and that adolescents had less stable valuations across all conditions over time. These results provide evidence for the effectiveness of peer influence in shifting valuations of appetitive stimuli and can inform interventions aimed at improving healthy eating choices. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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