Benefits of social vs. non-social feedback on learning and generosity. Results from the Tipping Game

Colombo, Matteo; Stankevicius, Aistis; Seriès, Peggy

doi:10.3389/fpsyg.2014.01154

Cited by 5 publications

(6 citation statements)

References 43 publications

(57 reference statements)

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“…In contrast to WS, the ID group showed no clear effects of feedback type on behavioral measures or reinforcement learning parameters, demonstrating that the effects seen in WS are not explained by ID per se. Notably, the effects of social feedback seen in WS were also absent in the TD group in line with previous studies 32 , 33 , 35 . In this group, social as compared to non-social feedback reduced the likelihood of repeating a successful choice but did not affect the overall proportion of correct choices or reinforcement learning strategies.…”

Section: Discussionsupporting

confidence: 91%

“…These findings www.nature.com/scientificreports/ again suggest that social feedback has specific effects of reinforcement learning in WS, which are not seen in TD or ID. Previous research in TD has typically shown that social feedback enhances learning to a similar degree as symbolic non-social rewards, although results are somewhat mixed 30,35,36 . For example, one study reported worse probabilistic learning following social than non-social rewards 30 .…”

Section: Social Feedback Affects Loss/reward Balance In Wsmentioning

confidence: 99%

“… 34 . However, social feedback may be more effective than non-social feedback in tasks where the stated goal is to understand other’s preferences or mental state 32 , 35 , 36 .…”

Section: Introductionmentioning

confidence: 99%

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Social feedback enhances learning in Williams syndrome

Kleberg

Willfors

Avdic

et al. 2023

Sci Rep

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Williams syndrome (WS) is a rare genetic condition characterized by high social interest and approach motivation as well as intellectual disability and anxiety. Despite the fact that social stimuli are believed to have an increased intrinsic reward value in WS, it is not known whether this translates to learning and decision making. Genes homozygously deleted in WS are linked to sociability in the general population, making it a potential model condition for understanding the social brain. Probabilistic reinforcement learning was studied with either social or non-social rewards for correct choices. Social feedback improved learning in individuals with Williams syndrome but not in typically developing controls or individuals with other intellectual disabilities. Computational modeling indicated that these effects on social feedback were mediated by a shift towards higher weight given to rewards relative to punishments and increased choice consistency. We conclude that reward learning in WS is characterized by high volatility and a tendency to learn how to avoid punishment rather than how to gain rewards. Social feedback can partly normalize this pattern and promote adaptive reward learning.

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Section: Discussionsupporting

confidence: 91%

Section: Social Feedback Affects Loss/reward Balance In Wsmentioning

confidence: 99%

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Social feedback enhances learning in Williams syndrome

Kleberg

Willfors

Avdic

et al. 2023

Sci Rep

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“…The preferential processing of social over non-social stimuli is commonly observed in healthy adult humans, while it is disrupted in schizophrenia, autism, and the rodent models of these disorders [22, 23, 24]. This bias is thought to result from a difference in reward values between social and non-social stimuli [25, 26]. Additionally, we investigated a simple approach behavior toward a stranger using the social approach test.…”

Section: Discussionmentioning

confidence: 99%

Effects of post-weaning social isolation on social behaviors and oxytocinergic activity in male and female rats

Tanaka

Osako

Takahashi

et al. 2019

Heliyon

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Aims Post-weaning social deprivation is known to induce behavioral and neuronal alterations associated with anxiety and stress responses in adulthood. However, the effects of social deprivation on the development of sociability are poorly understood. We examined the effects of social deprivation on subsequent social behaviors and oxytocinergic activity using socially-isolated (approximately two months post-weaning) male and female rats. Main methods The behaviors were analyzed using a social preference test and a social approach test. Immunohistochemical investigations were conducted in the paraventricular nucleus (PVN) and supraoptic nucleus (SON) to examine the effects of social isolation on oxytocinergic activity in these regions. Oxytocinergic activity was measured by quantifying the number of oxytocin neurons expressing Fos following exposure to a novel conspecific. In all of the experiments of this study, ovariectomized females were used for social stimuli. Key findings The behavioral results show that isolation-reared females, but not males, displayed impaired social preference and decreased social approach towards ovariectomized females, compared with the pair-reared group, suggesting low priority of processing social versus non-social stimuli and low motivation for contact with a stranger, respectively. The immunohistochemical results show that social isolation decreased both the number and the ratio of Fos-positive cells in oxytocin neurons in the PVN in females, but not in males, following exposure to ovariectomized females. In the SON, the Fos-positive ratio was decreased in isolation-reared females, but not in males, compared with the pair-reared group. Significance Post-weaning social isolation changed social behaviors and oxytocinergic activity in female rats, suggesting that in female rats post-weaning social experiences contribute to the development of sociability. These findings could impact the treatment of social dysfunction in humans.

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“…For example, healthy adults identify social stimuli much faster than nonsocial stimuli [1, 2] and have more difficulty disengaging from irrelevant social stimuli than from irrelevant nonsocial stimuli [3, 4]. People also appear to find social stimuli more rewarding; they show faster learning when feedback is social versus nonsocial stimuli [5, 6]. In addition to behavior, social and nonsocial stimuli are processed differently in the brain.…”

Section: Social Preference: the Way Humans Process Social Stimulimentioning

confidence: 99%

Social Preference and Glutamatergic Dysfunction: Underappreciated Prerequisites for Social Dysfunction in Schizophrenia

Lee

Green

2016

Trends in Neurosciences

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Impaired social functioning is pervasive in schizophrenia. Unfortunately, existing treatments have limited efficacy and possible psychological or neurobiological mechanisms underlying social dysfunction in this disorder remain obscure. Here, we evaluate whether social preference, one key aspect of social processing that has been largely overlooked in schizophrenia research, and N-methyl-d-aspartate receptor (NMDAR) dysfunction can provide insights into the mechanism underlying social dysfunction in schizophrenia. Based on evidence from developmental psychology, and behavioral and clinical neuroscience, we propose a heuristic model in which reduced NMDAR function may induce disrupted social preference that can subsequently lead to social cognitive impairment and social disability. We discuss its implications in terms of the pathophysiology of schizophrenia, other disorders with marked social disability, and potential treatments.

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Benefits of social vs. non-social feedback on learning and generosity. Results from the Tipping Game

Cited by 5 publications

References 43 publications

Social feedback enhances learning in Williams syndrome

Social feedback enhances learning in Williams syndrome

Effects of post-weaning social isolation on social behaviors and oxytocinergic activity in male and female rats

Social Preference and Glutamatergic Dysfunction: Underappreciated Prerequisites for Social Dysfunction in Schizophrenia

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