Abstract Convergent processing of the world may be a factor that contributes to social connectedness. We use neuroimaging and network analysis to investigate the association between the social-network position (as measured by in-degree centrality) of first-year university students and their neural similarity while watching naturalistic audio-visual stimuli (specifically, videos). There were 119 students in the social-network study; 63 of them participated in the neuroimaging study. We show that more central individuals had similar neural responses to their peers and to each other in brain regions that are associated with high-level interpretations and social cognition (e.g., in the default mode network), whereas less-central individuals exhibited more variable responses. Self-reported enjoyment of and interest in stimuli followed a similar pattern, but accounting for these data did not change our main results. These findings show that neural processing of external stimuli is similar in highly-central individuals but is idiosyncratic in less-central individuals.
more »
« less
Are conspecific social videos rewarding to chimpanzees (Pan troglodytes)? A test of the social motivation theory
Many claim that social stimuli are rewarding to primates, but few, if any, studies have explicitly demonstrated their reward value. Here, we examined whether chimpanzees would produce overt responses for the opportunity to view conspecific social, compared to dynamic (video: Experiment 1) and static (picture: Experiment 2) control content. We also explored the relationships between variation in social reward and social behavior and cognition. We provided captive chimpanzees with access to a touchscreen during four, one-hour sessions (two ‘conspecific social’ and two ‘control’). The sessions consisted of ten, 15-second videos (or pictures in Experiment 2) of either chimpanzees engaging in a variety of behaviors (social condition) or vehicles, humans, or other animals engaged in some activity (control condition). For each chimpanzee, we recorded the number of responses to the touchscreen and the frequency of watching the stimuli. Independentt-tests revealed no sex or rearing differences in touching and watching the social or control videos (p>0.05). Repeated measures ANOVAs showed chimpanzees touched and watched the screen significantly more often during the social compared to control video sessions. Furthermore, although chimpanzees did not touch the screen more often during social than control picture sessions in Experiment 2, they did watch the screen more often. Additionally, chimpanzees that previously performed better on a task of social cognition and engaged in more affiliative behavior watched a higher percentage of social videos during the touchscreen task. These results are consistent with the social motivation theory, and indicate social stimuli are intrinsically rewarding, as chimpanzees made more overt responses for the opportunity to view conspecific social, compared to control, content.
more »
« less
- Award ID(s):
- 2021711
- PAR ID:
- 10657952
- Editor(s):
- Chaline, Nicolas
- Publisher / Repository:
- Public Library of Science
- Date Published:
- Journal Name:
- PLOS ONE
- Volume:
- 16
- Issue:
- 11
- ISSN:
- 1932-6203
- Page Range / eLocation ID:
- e0259941
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Abstract Characterizing individual differences in cognition is crucial for understanding the evolution of cognition as well as to test the biological consequences of different cognitive traits. Here, we harnessed the strengths of a uniquely large, naturally‐living primate population at the Cayo Santiago Biological Field Station to characterized individual differences in rhesus monkey performance across two social cognitive tasks. A total ofn = 204 semi‐free‐ranging adult rhesus monkeys participated in a data collection procedure, where we aimed to test individuals on both tasks at two time‐points that were one year apart. In thesocioemotional responses task,we assessed monkeys' attention to conspecific photographs with neutral versus negative emotional expressions. We found that monkeys showed overall declines in interest in conspecific photographs with age, but relative increases in attention to threat stimuli specifically, and further that these responses exhibited long‐term stability across repeated testing. In thegaze following taskwe assessed monkeys' propensity to co‐orient with an experimenter. Here, we found no evidence for age‐related change in responses, and responses showed only limited repeatability over time. Finally, we found some evidence for common individual variation for performance across the tasks: monkeys that showed greater interest in conspecific photographs were more likely to follow a human's gaze. These results show how studies of comparative cognitive development and aging can provide insights into the evolution of cognition, and identify core primate social cognitive traits that may be related across and within individuals.more » « less
-
Video programs are important, accessible educational resources for young children, especially those from an under-resourced backgrounds. These programs’ potential can be amplified if children are allowed to socially interact with media characters during their video watching. This paper presents the design and empirical investigation of interactive science-focused videos in which the main character, powered by a conversational agent, engaged in contingent conversation with children by asking children questions and providing responsive feedback. We found that children actively interacted with the media character in the conversational videos and their parents spontaneously provided support in the process. We also found that the children who watched the conversational video performed better in the immediate, episode-specific science assessment compared to their peers who watched the broadcast, non-interactive version of the same episode. Several design implications are discussed for using conversational technologies to better support child active learning and parent involvement in video watching.more » « less
-
The medial prefrontal cortex (mPFC) is thought to play a central role in human social perception, cognition, and behavior. In adults, the mPFC is involved in representing and interpreting the mental states in self and others. Developmental research using neuroimaging techniques like functional near-infrared spectroscopy and functional magnetic resonance imaging has begun to extend these findings into infancy. Novel evidence reviewed in this opinion demonstrates that infant mPFC (1) plays a specialized, proactive, and evaluative role in social perception, (2) is involved in connecting with other minds while interacting and when watching other minds interact, and (3) predicts overt social behavior beyond infancy. These findings suggest that, from early in human ontogeny, the mPFC plays a multifaceted role in social perception, cognition, and behavior.more » « less
-
COVID‐19 greatly increased the online delivery of higher education. But one limitation of online learning is that students often struggle to stay engaged while watching online lectures. We examined whether including an instructor's face in lecture videos (instructor visibility) enhances student engagement or learning. In two preregistered experiments, we found that instructor visibility in lecture videos did not affect either engagement or learning overall. However, participants reported higher engagement when they watched a video that aligned with their preference for instructor visibility. For example, participants who favored videos with the instructor visible reported greater engagement with such videos compared to those without the instructor, and vice versa. Additionally, we examined the effects of playback speed on engagement and learning. Our results suggest that speeded playing did not impact engagement but resulted in better learning efficiency. Lastly, using GPT, we explored participants' open‐ended responses to understand their preference for video lectures.more » « less
An official website of the United States government

