The role of aversive learning in social interactions
Author: Molapour, Tanaz
Date: 2016-10-21
Location: Hillarpsalen, Retzius väg 8, Karolinska Institutet, Solna
Time: 13.00
Department: Inst för klinisk neurovetenskap / Dept of Clinical Neuroscience
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Thesis (2.906Mb)
Abstract
It could be argued that our survival as humans hinges on our ability to interact socially with
others. Our social interactions are influenced by evaluations of each other: we cooperate
with those we like and avoid or are aggressive towards those we dislike or are afraid of.
The aim of this thesis was to investigate how we come to learn to fear or dislike other
individuals based on who they are; and how such learned evaluations influence actual social
interactive behaviors. One elegant way to study how humans respond and react to threats in
the environment is classical fear conditioning, where we can study how emotional values are
created, upheld and changed. Research using classical fear conditioning has found that
people are predisposed to develop stronger associations between threatening events and
certain categories of stimuli (e.g., snakes, angry faces, and faces of individuals belonging to
social out-groups). These biased aversions tend to persist even when circumstances change
and the threat is no longer present. Though the fear system underlying this type of learning
may be useful under some circumstances, it may also be at the root of some persistent social
problems affecting modern societies (e.g., xenophobia). To address these questions
experimentally, this thesis aimed to identify how we learn to associate threats to different
social groups (e.g., racial and hierarchical) (Study I & Study II); whether learned aversions
influence anti-social interactive behaviors (Study III); and to study the mechanisms of
maladaptive reciprocal punishments in dyadic interactions (Study IV).
In Study I, we found that activity linked to both conditioned fear and perception of racial out-group members jointly contributed to the expression of race-based biases in learning and behavior. Importantly, we showed that brain activity in the fear-learning-bias network was related to participants' discriminatory interactions with new out-group members at a later time. In Study II, we investigated the interaction between learned social dominance and social out-group (i.e., ethnicity) threats to understand if dominance hierarchy knowledge (i.e., observation of threats) can change direct experience with out-group members. We found a dissociation between implicit and explicit measures of out-group biases, such that implicit measures (i.e., Implicit Association Task and skin-conductance responses) of the participants revealed out-group biases, whereas their explicit measures (i.e., modern racial prejudice scale and a social interactive task; the modified ‘Cyberball’ game) did not. In Study III, we found that learned aversions influenced future retaliation in a social context. Our results suggest that aggressive traits, when paired with aversive learning experiences, enhance the likelihood to act anti-socially toward others. In Study IV, we demonstrate that participants punish co-players, despite the cost of receiving punishment back. These findings describe a form of self-punitive behavior previously documented in animals. Participants’ tendencies to administer shocks were exacerbated when the co-player initiated punishment, indicating that a small initial offense motivated punishing behavior over time. This finding suggests a simple experimental model of a vicious cycle of punishments. Together these findings highlight the role of aversive learning in social interactions.
In Study I, we found that activity linked to both conditioned fear and perception of racial out-group members jointly contributed to the expression of race-based biases in learning and behavior. Importantly, we showed that brain activity in the fear-learning-bias network was related to participants' discriminatory interactions with new out-group members at a later time. In Study II, we investigated the interaction between learned social dominance and social out-group (i.e., ethnicity) threats to understand if dominance hierarchy knowledge (i.e., observation of threats) can change direct experience with out-group members. We found a dissociation between implicit and explicit measures of out-group biases, such that implicit measures (i.e., Implicit Association Task and skin-conductance responses) of the participants revealed out-group biases, whereas their explicit measures (i.e., modern racial prejudice scale and a social interactive task; the modified ‘Cyberball’ game) did not. In Study III, we found that learned aversions influenced future retaliation in a social context. Our results suggest that aggressive traits, when paired with aversive learning experiences, enhance the likelihood to act anti-socially toward others. In Study IV, we demonstrate that participants punish co-players, despite the cost of receiving punishment back. These findings describe a form of self-punitive behavior previously documented in animals. Participants’ tendencies to administer shocks were exacerbated when the co-player initiated punishment, indicating that a small initial offense motivated punishing behavior over time. This finding suggests a simple experimental model of a vicious cycle of punishments. Together these findings highlight the role of aversive learning in social interactions.
List of papers:
I. Molapour, T., Golkar, A., Navarrete, C.D., Haaker, J., Olsson, A. (2015) Neural correlates of biased social fear learning and interaction in an intergroup context. NeuroImage, 121, 171-183.
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II. Molapour, T., Haaker, J., Olsson, A. The relationship between social dominance threat and racial biases. [Manuscript]
III. Molapour, T., Lindström, B., & Olsson, A. (2016) Aversive learning influences anti-social behavior. Frontiers in Psychology, 7:833.
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IV. Molapour,T., Lindström, B., Bellander, M., Haaker, J., & Olsson, A. Reciprocal punishment in social dyadic interactions. [Manuscript]
I. Molapour, T., Golkar, A., Navarrete, C.D., Haaker, J., Olsson, A. (2015) Neural correlates of biased social fear learning and interaction in an intergroup context. NeuroImage, 121, 171-183.
Fulltext (DOI)
Pubmed
View record in Web of Science®
II. Molapour, T., Haaker, J., Olsson, A. The relationship between social dominance threat and racial biases. [Manuscript]
III. Molapour, T., Lindström, B., & Olsson, A. (2016) Aversive learning influences anti-social behavior. Frontiers in Psychology, 7:833.
Fulltext (DOI)
Pubmed
View record in Web of Science®
IV. Molapour,T., Lindström, B., Bellander, M., Haaker, J., & Olsson, A. Reciprocal punishment in social dyadic interactions. [Manuscript]
Institution: Karolinska Institutet
Supervisor: Olsson, Andreas
Issue date: 2016-09-30
Rights:
Publication year: 2016
ISBN: 978-91-7676-410-7
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