Cade McCall

The animal and human neuroendocrinology of social cognition, motivation and behavior

Extensive animal and recent human research have helped inform neuroendocrinological models of social cognition, motivation and behavior. In this review, we first summarize important findings regarding oxytocin, arginine vasopressin and testosterone in the domains of affiliation, social cognition, aggression and stress/anxiety. We then suggest ways in which human research can continue to profit from animal research, particularly by exploring the interactive nature of neuromodulatory effects at neurochemical, organismic and contextual levels. We further propose methods inspired by the animal literature for the ecologically valid assessment of affiliative behavior in humans. We conclude with suggestions for how human research could advance by directly assessing specific social cognitive and motivational mechanisms as intermediate variables. We advocate a more comprehensive look at the distinct networks identified by social neuroscience and the importance of a motivational state, in addition to approach and avoidance, associated with quiescence and homeostatic regulation.

Virtual Humans and Persuasion: The Effects of Agency and Behavioral Realism

Two studies examined whether participant attitudes would change toward positions advocated by an ingroup member even if the latter was known to be an embodied agent; that is, a human-like representation of a computer algorithm. While immersed in a virtual environment, participants listened to a persuasive communication from a digital representation of another student. The latter was actually an embodied agent (a computer-controlled digital representation of a human). Study 1 examined the extent to which gender of the virtual human, participant gender, and the agents behavior affected attitude change. Results revealed gender-based ingroup favoritism in the form of greater attitude change for same gender virtual humans. Study 2 examined behavioral realism and agency beliefs; that is, whether participants believed the other to be an agent or an avatar (an online representation of an actual person). Results supported Blascovich and colleagues model of social influence within immersive virtual environments. Specifically, the prediction that virtual humans high in behavioral realism would be more influential than those low in behavioral realism was supported, but this effect was moderated by the gender of the virtual human and the research participant. Implications of these findings for the model are discussed.

Effects of a Priori Liking on the Elicitation of Mimicry

Mimicry and prosocial feelings are generally thought to be positively related. However, the conditions under which mimicry and liking are related largely remain unspecified. We advance this specification by examining the relationship between mimicry and liking more thoroughly. In two experiments, we manipulated an individuals a priori liking for another and investigated whether it influenced mimicry of that person. Our experiments demonstrate that in the presence of a reason to like a target, automatic mimicry is increased. However, mimicry did not decrease when disliking a target. These studies provide further evidence of a link between mimicry and liking and extend previous research by showing that a certain level of mimicry even occurs when mimicry behavior is inconsistent with ones goals or motivations.

Presence relates to distinct outcomes in two virtual environments employing different learning modalities.

Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a users ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates. We compared the influence of presence between two types of immersive VLEs (i.e., active versus didactic techniques) on comprehension and engagement-related outcomes. The findings revealed that the active VLE promoted greater presence. Although we found no relationship between presence and learning comprehension outcomes for either virtual environment, presence was related to information engagement variables in the didactic immersive VLE but not the active environment. Results demonstrate that presence is not uniformly elicited or effective across immersive VLEs. Educational delivery mode and environment complexity may influence the impact of presence on engagement.

Does it matter if a computer jokes

The goal here was to determine whether computer interfaces are capable of social influence via humor. Users interacted with a natural language capable virtual agent that told persuasive information, and they were given the option to use information from the dialogue in order to complete a problem-solving task. Individuals interacting with an ostensibly humorous virtual agent were influenced by it such that those who judged the agent unfunny were less likely to be persuaded and departed from the agents suggestions. We discuss the implications of these results for HCI involving natural language systems and virtual agents.

Compassion meditators show less anger, less punishment, and more compensation of victims in response to fairness violations.

Fairness violations elicit powerful behavioral and affective responses. Indeed, people are willing to incur costs to sanction unfair behavior. Here we study the possible impact of long-term mental training in socio-affective capacities such as compassion on altruistic punishment and compensatory behavior in economic games. To this end we recruited a group of long-term meditation practitioners (LTPs) who had engaged in an average of 40 K h of mental training exercises including compassion-related meditation, along with a group of meditation-naïve controls. Participants played several adaptations of the dictator game in which they had the opportunity to punish the dictator both when they were the recipients of the dictators offer and when they were third-party witnesses to the dictators treatment of an anonymous second player. Compared to controls, LTPs were less likely to punish when they were the victims of fairness violations. However, both groups punished equivalently when they witnessed others receiving unfair treatment. In post-task questionnaires, controls reported significantly more anger in response to unfair offers than LTPs, although fairness judgments did not differ between groups. These data suggest that because the LTPs were less angered by unfair treatment of themselves, they punished that behavior less. However, when they witnessed the unfair treatment of others, they engaged in norm-reinforcing punishment. Finally, when participants played an additional game which included the opportunity to recompense victims, LTPs were more likely to do so. Together these data point to differential approaches to justice whereby LTPs engaged less in vengeful, retributive justice and focused more on norm reinforcement and the restoration of equity. These differences suggest that social preferences are plastic and that altruistic responses to unfairness may be shaped by the prolonged cultivation of prosocial motivation, altruism, and compassion.

Facing off with unfair others: introducing proxemic imaging as an implicit measure of approach and avoidance during social interaction.

Nonverbal behavior expresses many of the dynamics underlying face-to-face social interactions, implicitly revealing one’s attitudes, emotions, and social motives. Although research has often described nonverbal behavior as approach versus avoidant (i.e., through the study of proxemics), psychological responses to many social contexts are a mix of these two. Fairness violations are an ideal example, eliciting strong avoidance-related responses such as negative attitudes, as well as strong approach-related responses such as anger and retaliation. As such, nonverbal behavior toward unfair others is difficult to predict in discrete approach versus avoidance terms. Here we address this problem using proxemic imaging, a new method which creates frequency images of dyadic space by combining motion capture data of interpersonal distance and gaze to provide an objective but nuanced analysis of social interactions. Participants first played an economic game with fair and unfair players and then encountered them in an unrelated task in a virtual environment. Afterwards, they could monetarily punish the other players. Proxemic images of the interactions demonstrate that, overall, participants kept the fair player closer. However, participants who actively punished the unfair players were more likely to stand directly in front of those players and even to turn their backs on them. Together these patterns illustrate that fairness violations influence nonverbal behavior in ways that further predict differences in more overt behavior (i.e., financial punishment). Moreover, they demonstrate that proxemic imaging can detect subtle combinations of approach and avoidance behavior during face-to-face social interactions.

The malleability of men's gender self-concept

The present study tested the influence of social status and gender salience on the malleability of mens gender self-concepts at an automatic versus controlled level. Male participants were placed in a superior or subordinate role relative to a male or female confederate for a joint task; subsequently their automatic and controlled beliefs about themselves were measured. We predicted first, that men placed in a subordinate role would protect against the threat to their self-concept by automatically self-stereotyping more than men placed in a superior role. As a secondary hypothesis, we predicted that the presence of a female interaction partner would increase the situational salience of gender, which in turn would evoke gender stereotypic self-descriptions. Results confirmed these hypotheses. These data suggest that mens gender self-concepts are malleable and that situational cues differentially affect self-conceptions at an automatic and controlled level.

Testing Communication Strategies to Convey Genomic Concepts Using Virtual Reality Technology

Health professionals need to be able to communicate information about genomic susceptibility in understandable and usable ways, but substantial challenges are involved. We developed four learning modules that varied along two factors: (1) learning mode (active learning vs. didactic learning) and (2) metaphor (risk elevator vs. bridge) and tested them using a 2 × 2 between-subjects, repeated measures design. The study used an innovative virtual reality technology experimental platform; four virtual worlds were designed to convey the concept that genetic and behavioral factors interact to affect common disease risk. The primary outcome was comprehension (recall, transfer). Study participants were 42 undergraduates aged 19–23. The results indicated that the elevator metaphor better supported learning of the concept than the bridge metaphor. Mean transfer score was significantly higher for the elevator metaphor (p < 0.05). Mean change in recall was significantly higher for didactic learning than active learning (p < 0.05). Mean ratings for variables posited to be associated with better learning (e.g., motivation), however, were generally higher for the active learning worlds. The results suggested that active learning might not always be more effective than didactic learning in increasing comprehension of health information. The findings also indicated that less complex metaphors might convey abstract concepts more effectively.

Strategies for effective education in a jail setting: the Tuberculosis Prevention Project.

Jails are a unique setting for health education. The Tuberculosis (TB) Prevention Project was designed to improve completion of care for latent TB infection in released inmates. As part of an ongoing clinical trial to improve rates of completion, educators provided TB-focused educational sessions to 1,027 inmates. This article describes the educational sessions and illustrates some of the barriers to working in a jail setting and strategies to overcome them. The nature of the jail itself, inmate characteristics, the characteristics of educators, and the educational sessions themselves interacted in different ways to enhance or impair the interaction. Jail is a setting in which the population is at high risk for a number of health problems and health education is increasingly important.