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PubMed2000

Pavlovian feed-forward mechanisms in the control of social behavior.

The conceptual and investigative tools for the analysis of social behavior can be expanded by integrating biological theory, control systems theory, and Pavlovian conditioning. Biological theory has focused on the costs and benefits of social behavior from ecological and evolutionary perspectives. In contrast, control systems theory is concerned with how machines achieve a particular goal or purpose. The accurate operation of a system often requires feed-forward mechanisms that adjust system performance in anticipation of future inputs. Pavlovian conditioning is ideally suited to subserve this function in behavioral systems. Pavlovian mechanisms have been demonstrated in various aspects of sexual behavior, maternal lactation, and infant suckling. Pavlovian conditioning of agonistic behavior has been also reported, and Pavlovian processes may likewise be involved in social play and social grooming. Several further lines of evidence indicate that Pavlovian conditioning can increase the efficiency and effectiveness of social interactions, thereby improving their cost/benefit ratio. We extend Pavlovian concepts beyond the traditional domain of discrete secretory and other physiological reflexes to complex real-world behavioral interactions and apply abstract laboratory analyses of the mechanisms of associative learning to the daily challenges animals face as they interact with one another in their natural environments.

Aggression↗
PubMed1979

An ethological perspective on social behavior in long stay hospitalized psychiatric patients.

Ethological methods were employed to gather normative data on social behavior in long stay male inpatients in the ward environment. Most were diagnosed schizophrenic. Social bheavior was categorized into four main types: altruistic, assertive, cigarette, and verbal. Patients (N = 24) were divided into three groups on the basis of the amount of social interaction (top, middle, and bottom thirds of the interactional scale). With the use of these divisions, results indicated: a) marked variability between thirds in the amount of social behavior exhibited; b) differences in the kinds of social behavior utlized by each third--the top was predominantly verbal whereas the middle and bottom were predominantly nonverbal; c) differences in the modes of interaction between thirds--verbal behavior characterized interactions between the top and top, and top and bottom, whereas assertive behavior characterized interactions between the top and middle, middle and middle, middle and bottom, and bottom and bottom; and d) correlative relationships between various social and nonsocial parameters, the most noteworthy including the positive relationship between head up, eyes open, and high rate of social interaction, and the positive relationships between altruistic, cigarette, and verbal behavior. Discussion focused on issues of variability between patients, stability of behaviors over time, behaviors indicative of bonding and social attentiveness, profiles of behavior characteristic of each third of the interactional scale, and the ethological constructs of dominance and attention structure.

Adult↗
PubMed2001

Task-related social behavior in children with Down syndrome.

The specificity and stability of task-related social behaviors in children ages 5 to 12 was examined. Social behaviors during solvable and unsolvable puzzles were compared among children with Down syndrome, children with mental retardation, and typically developing children matched on mental age (MA). Compared to children without Down syndrome, those with the disorder looked to an adult and requested help more frequently. They also took longer to complete the tasks. These findings suggest that the overuse of social behaviors observed in young children with Down syndrome remains stable over the early school years and are specific to children with Down syndrome.

Child↗
PubMed2005

Emotion recognition, 'theory of mind,' and social behavior in schizophrenia.

Several studies have demonstrated that patients with schizophrenia are impaired in recognizing emotions from facial expressions and in appreciating other people's mental states--the latter commonly referred to as 'theory of mind.' The question as to how social cognitive skills relate to patients' actual social behavior is, however, largely unanswered. This study examined emotion recognition, 'theory of mind,' and social behavior in schizophrenia. Emotion recognition, 'theory of mind,' executive functioning, 'crystallized' verbal intelligence, psychopathology, and social behavior were assessed in patients with schizophrenia compared with a healthy control group. Patients were significantly impaired on all tasks involving executive functioning, emotion recognition, and 'theory of mind.' Impaired executive functioning did, however, only partially account for the deficits in social perception and social cognition. Social perception and cognition in schizophrenia predicted the odds of being a patient significantly better than nonsocial cognition. Severe social behavioral abnormalities were linked to the duration of the illness, and even more so to 'theory of mind' deficits. Considering impaired social perception and social cognition significantly contributes to the understanding of social behavioral problems in schizophrenia.

Adolescent↗
PubMed2002

Social behavior and comparative genomics: new genes or new gene regulation?

Molecular analyses of social behavior are distinguished by the use of an unusually broad array of animal models. This is advantageous for a number of reasons, including the opportunity for comparative genomic analyses that address fundamental issues in the molecular biology of social behavior. One issue relates to the kinds of changes in genome structure and function that occur to give rise to social behavior. This paper considers one aspect of this issue, whether social evolution involves new genes, new gene regulation, or both. This is accomplished by briefly reviewing findings from studies of the fish Haplochromis burtoni, the vole Microtus ochrogaster, and the honey bee Apis mellifera, with a more detailed and prospective consideration of the honey bee.

Animals↗
PubMed1995

Increasing complex social behaviors in children with autism: effects of peer-implemented pivotal response training.

Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.

Autistic Disorder↗
PubMed2005

Schools and homes in partnership (SHIP): long-term effects of a preventive intervention focused on social behavior and reading skill in early elementary school.

This paper reports a randomized controlled trial of the effects of behavioral parenting skills training, social skills training, and supplemental reading instruction on the social behavior of early elementary school children (K through 3). We selected children based on teacher-rated aggressive behavior or reading-skill deficits, delivered the intervention over a 2-year period, and obtained follow-up data for two additional years. The intervention affected only two of eight measures of child functioning--parent daily reports of antisocial behavior and parent ratings of coercive behavior. There was evidence that parents of boys in the intervention condition displayed significantly greater declines in their rated use of coercive discipline than did parents of boys in the control condition.

Aggression↗
PubMed1997

Effects of the selective serotonin reuptake inhibitor fluoxetine on social behaviors in male and female prairie voles (Microtus ochrogaster).

The selective serotonin reuptake inhibitor fluoxetine modifies social behavior in a number of species, including humans. Because the neural substrates for social behavior in prairie voles are sexually dimorphic, we tested whether the effects of fluoxetine on these behaviors differ by sex. Parental and pair-bonded voles were chronically treated with fluoxetine or saline and subsequently tested for parental responsiveness. Fluoxetine-treated animals displayed a longer latency to exhibit parental responsiveness than did saline-treated controls (p < 0.02), but they did not differ in other aspects of parental care. There were no sex differences in the effects of fluoxetine on parental behavior. After completion of the tests for parental behavior, the subjects were tested for aggressive behavior using the resident-intruder paradigm. Fluoxetine-treated males displayed less aggressive behavior than their saline-treated counterparts (p < 0.02). Although we did not find any effects of fluoxetine on aggressive behavior in females, no significant interaction was found between sex and treatment. Fluoxetine did not alter nonsocial behaviors. The findings suggest that serotonin influences social behavior in prairie voles.

Aggression↗
PubMed2004

Reflective and impulsive determinants of social behavior.

This article describes a 2-systems model that explains social behavior as a joint function of reflective and impulsive processes. In particular, it is assumed that social behavior is controlled by 2 interacting systems that follow different operating principles. The reflective system generates behavioral decisions that are based on knowledge about facts and values, whereas the impulsive system elicits behavior through associative links and motivational orientations. The proposed model describes how the 2 systems interact at various stages of processing, and how their outputs may determine behavior in a synergistic or antagonistic fashion. It extends previous models by integrating motivational components that allow more precise predictions of behavior. The implications of this reflective-impulsive model are applied to various phenomena from social psychology and beyond. Extending previous dual-process accounts, this model is not limited to specific domains of mental functioning and attempts to integrate cognitive, motivational, and behavioral mechanisms.

Affect↗
PubMed2001

On the relative importance of haplodiploidy, assortative mating and social synergy on the evolutionary emergence of social behavior.

Advances in multiagent simulation techniques make it possible to study more realistic dynamics of complex systems and allow evolutionary theories to be tested. Here I use simulations to assess the relative importance of reproductive systems (haplodiploidy vs. diploidy), mate selection (assortative mating vs. random mating) and social economics (pay-off matrices of evolutionary games) in the evolutionary dynamics leading to the emergence of social cooperation in the provision of parental care. The simulations confirm that haplo-diploid organisms and organisms mating assortatively have a higher probability for fixing alleles and require less favorable conditions for their fixation, than diploids or organisms mating randomly. The simulations showed that social behavior was most likely to emerge a) when the cost for parental investment was much lower than the benefits to the offspring, b) when cooperation improved synergistically the fitness of offspring compared to the corresponding egoistic behavior and c) when alleles coding for altruistic or social behavior could be rapidly fixed in the population, thanks to mechanisms such as haplo-diploidy and/or assortative mating. Cooperative social behavior always appeared if sociality conferred much higher fitness gains compared to non cooperative alternatives suggesting that the most important factors for the emergence and maintenance of social behavior are those based on energetic or efficiency considerations. The simulations, in congruence with the scant experimental evidence available, suggest that economic considerations rather than genetic ones are critical in explaining the emergence and maintenance of sociality.

Animals↗
PubMed2003

Ontogeny of social behavior in the megapode Australian brush-turkey (Alectura lathami).

Megapodes meet conspecifics at an unpredictable age, and it is unknown how their social behavior develops under such conditions. The authors induced encounters between 2-day-old socially naive hatchlings and up to 49-day-old chicks of the Australian brush-turkey (Alectura lathami) in a large outdoor aviary. All social behavior patterns found in older chicks were present in hatchlings and did not change in form or the frequency in which they occurred thereafer; the frequency of calling was the only feature that changed significantly with age. Chicks stayed only 0.3-2.0 m (medians) apart and synchronized their feeding activity from the age of 20 days. These results indicate that megapode chicks show social behavior without social experience and that this requires no postnatal leaning.

Age Factors↗
PubMed1990

Parental report of social behaviors in autistic preschoolers.

The aim of this study was to identify specific social behaviors that differentiate autistic preschoolers from other children at comparable developmental levels. A parent report measure, the Preschool Social Behavior Checklist (PSBC), was developed for this purpose. The PSBC consists of 22 items representing social milestones usually achieved within the first 4 to 5 years of life. Results obtained from a sample of 20 parents of children with autism and 14 parents of children with mental retardation revealed group differences in specific aspects of imaginative play, peer play, and imitation skills. The importance of examining the specific manifestations of social deficits and implications for the diagnosis of autism are discussed.

Autistic Disorder↗
PubMed2006

Self-efficacy and social behavior.

Data regarding the relationship between self-efficacy and social behavior are limited, and questions remain about how to interpret the relationship of self-efficacy to phobic behavior in general. The current study includes data regarding the relationship between self-efficacy ratings and social behavior. The data also allow tests of an alternative hypothesis that self-efficacy ratings represent a general prediction regarding the likely outcome regarding a task. If this hypothesis is correct, the relationship of self-efficacy to behavior should be moderated by task familiarity. The study involved 124 socially anxious participants who gave at least partial data on a variety of measures, including three speaking tasks. In accordance with the alternative hypothesis, self-efficacy ratings best predicted behavior in reference to a familiar speaking task. Overall, self-efficacy showed only a moderate tendency to predict behavior.

Adolescent↗
PubMed1995

Home environment and adaptive social behavior among premature, low birth weight children: alternative models of environmental action.

Used data from 465 premature, low birth weight children representing three major sociocultural groups (Caucasian, African American, Hispanic) to examine the relation between children's home environments and their adaptive social behavior. Results showed low to moderate associations between scores on the HOME Inventory at 1 and 3 years and scores on two measures of adaptive social behavior at 30 to 36 months, the Adaptive Social Behavior Inventory, and observations of mother-child interaction in a structured laboratory situation. Results indicated that responsive, nurturant care at both 1 and 3 years are related to child adaptive social behavior, as are cognitively stimulating experiences and materials. However, canonical correlational analysis indicated that only Acceptance and Variety of Experience, measured at age 3, and Variety of Experience measured at age 1 accounted for independent amounts of variance in adaptive social behavior as perceived by mothers. Also, only sociocultural group status and Learning Materials at 36 months contributed to the prediction of persistence and enthusiasm as observed in the laboratory setting.

Adult↗
PubMed2004

Emotional understanding, cooperation, and social behavior in high-functioning children with autism.

In contrast to typically developing children, children with autism rarely exhibit cooperative social behavior. To examine whether this problem reflects global developmental delays or autism-specific deficits, the present study compared cooperation, emotional understanding, personality characteristics, and social behavior of 10 children with autism who had average IQ to those of 16 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) and 10 typically developing children. In cooperative behavior, level of emotional understanding, and aloof behavior, the autism group outperformed the ADHD/ODD group and did not differ significantly from typically developing children. However, the autism group showed worse emotion recognition and more active-but-odd behavior than the other groups. The results indicate that high-functioning children with autism can develop cooperative social behavior and advanced theory of mind abilities, but continue to show deficits in identifying emotions and displaying socially appropriate behavior.

Affect↗
PubMed1983

Impairment of social behavior in amygdalar cats.

Social dominance in predatory animals was tested before and after amygdala lesions. Cats after damage of dorsal part of amygdala did not show predatory behavior in group and lost their social rank in hierarchy, but in the same animals predatory attack remained unchanged in nonsocial situations. In the cat with medial amygdala lesions total abolishment of mouse-killing behavior was observed in both social and nonsocial situations. It has been concluded that amygdala plays an essential role in emotional-motivational mechanisms of predatory competitions as one of the forms of social behavior.

Amygdala↗
PubMed2006

Behavioral phenotyping of mouse models of neurodevelopmental disorders: relevant social behavior patterns across the life span.

Social responses are a key element for behavioral phenotyping of mouse models of neurodevelopmental disorders associated with social deficits. Here we describe selected behavioral responses that can be measured in developing and adult mice, with special emphasis on ultrasonic vocalizations, a behavioral response not yet systematically characterized in most of the genetic mouse models of social abnormalities. A recently developed task to measure social approach relevant to the first core symptom of autism is highlighted. We also focus on those developmental factors, including litter size, litter composition, and early social milieu, that are often underestimated when measuring adult social behavior in mouse models of neurodevelopmental disorders. We present a summary of available data concerning social behavioral responses in mice with targeted gene mutations. We conclude by suggesting that assessment of early behavioral traits, and corresponding relationships with adult behavioral profiles, could be a useful strategy to investigate mouse models of neurodevelopmental disorders associated with social deficits.

Animal Communication↗