Neural responses to social rejection reflect dissociable learning about relational value and reward.

Social rejection hurts, but it can also be informative: Through experiences of acceptance and rejection, people identify partners interested in connecting with them and choose which ties to cement or to sever. What is it that people actually learn from rejection? In social interactions, people can learn from two kinds of information. First, people generally learn from rewarding outcomes, which may include concrete opportunities for interaction.

Transmission of societal stereotypes to individual-level prejudice through instrumental learning.

How are societal stereotypes transmitted to individual-level group preferences? We propose that exposure to a stereotype, regardless of whether one agrees with it, can shape how one experiences and learns from interactions with members of the stereotyped group, such that it induces individual-level prejudice-a process involving the interplay of semantic knowledge and instrumental learning. In a series of experiments, participants interacted with players from two groups, described with either positive or negative stereotypes, in a reinforcement learning (RL) task presented as a money-sharing game. Although players' actual sharing rates were equated between groups, participants formed more positive reward associations with players from positively stereotyped than negatively stereotyped groups.

Simplifying social learning.

Social learning is complex, but people often seem to navigate social environments with ease. This ability creates a puzzle for traditional accounts of reinforcement learning (RL) that assume people negotiate a tradeoff between easy-but-simple behavior (model-free learning) and complex-but-difficult behavior (e.g.

Social Concepts Simplify Complex Reinforcement Learning.

Humans often generalize rewarding experiences across abstract social roles. Theories of reward learning suggest that people generalize through model-based learning, but such learning is cognitively costly. Why do people seem to generalize across social roles with ease? Humans are social experts who easily recognize social roles that reflect familiar semantic concepts (e.

Two modes of social impressions and their effects on choice.

Our memories of other people shape how we interact with them. Yet, even when we forget exactly what others said or did, we often remember impressions that capture a general gist of their behavior-whether they were forthright, friendly, or funny. Drawing on fuzzy trace theory, we propose two modes of social impression formation: impressions formed based on ordinal gist ("more competent," "less competent") or categorical gist ("competent," "incompetent").

Instrumental learning of social affiliation through outcome and intention.

To build social ties, humans need to find others who want to interact with them. How do people learn, over time, to interact with partners who want to affiliate with them? Theories of social cognition suggest that people try to infer whether others value them, but theories of instrumental learning suggest that rewarding outcomes reinforce choices. In three studies, we provide evidence that both social acceptance outcomes and cues to a partner's acceptance intentions reinforce social partner choices.

Context-dependent learning in social interaction: Trait impressions support flexible social choices.

[Correction Notice: An Erratum for this article was reported in Vol 123(4) of (see record 2023-02979-001). In the error, the Study 2 heading Computational Mode of Learning should instead appear as Computational Model of Learning. All versions of this article have been corrected.

Shifting prosocial intuitions: neurocognitive evidence for a value-based account of group-based cooperation.

Cooperation is necessary for solving numerous social issues, including climate change, effective governance and economic stability. Value-based decision models contend that prosocial tendencies and social context shape people's preferences for cooperative or selfish behavior. Using functional neuroimaging and computational modeling, we tested these predictions by comparing activity in brain regions previously linked to valuation and executive function during decision-making-the ventromedial prefrontal cortex (vmPFC) and dorsolateral prefrontal cortex (dlPFC), respectively.

Model-Based and Model-Free Social Cognition: Investigating the Role of Habit in Social Attitude Formation and Choice.

Do habits play a role in our social impressions? To investigate the contribution of habits to the formation of social attitudes, we examined the roles of model-free and model-based reinforcement learning in social interactions - computations linked in past work to habit and planning, respectively. Participants in this study learned about novel individuals in a sequential reinforcement learning paradigm, choosing financial advisors who led them to high- or low-paying stocks. Results indicated that participants relied on both model-based and model-free learning, such that each type of learning was expressed in both advisor choices and post-task self-reported liking of advisors.

Computational neuroscience approaches to social cognition.

How do we form impressions of people and groups and use these representations to guide our actions? From its inception, social neuroscience has sought to illuminate such complex forms of social cognition, and recently these efforts have been invigorated by the use of computational modeling. Computational modeling provides a framework for delineating specific processes underlying social cognition and relating them to neural activity and behavior. We provide a primer on the computational modeling approach and describe how it has been used to elucidate psychological and neural mechanisms of impression formation, social learning, moral decision making, and intergroup bias.

Propagation of Economic Inequality Through Reciprocity and Reputation.

Reciprocity and reputation are powerful tools for encouraging cooperation on a broad scale. Here, we highlight a potential side effect of these social phenomena: exacerbating economic inequality. In two novel economic games, we manipulated the amount of money with which participants were endowed and then gave them the opportunity to share resources with others.

Frontal cortical effects on feedback processing and reinforcement learning: Relation of EEG asymmetry with the feedback-related negativity and behavior.

Reinforcement learning refers to the acquisition of approach or avoidance action tendencies through repeated reward/nonreward feedback. Although much research on reinforcement learning has focused on the striatum, the prefrontal cortex likely modulates this process. Given prior research demonstrating a consistent pattern of lateralized frontal cortical activity in affective responses and approach/avoidance tendencies in the EEG literature, we aimed to elucidate the role of frontal EEG asymmetry in reinforcement learning.

The Influence of Emotional State on Learning From Reward and Punishment in Borderline Personality Disorder.

Despite preliminary evidence that individuals with borderline personality disorder (BPD) demonstrate deficits in learning from corrective feedback, no studies have examined the influence of emotional state on these learning deficits in BPD. This laboratory study examined the influence of negative emotions on learning among participants with BPD (n = 17), compared with clinical (past-year mood/anxiety disorder; n = 20) and healthy (n = 23) controls. Participants completed a reinforcement learning task before and after a negative emotion induction.

Social identity shapes social valuation: evidence from prosocial behavior and vicarious reward.

People frequently engage in more prosocial behavior toward members of their own groups, as compared to other groups. Such group-based prosociality may reflect either strategic considerations concerning one's own future outcomes or intrinsic value placed on the outcomes of in-group members. In a functional magnetic resonance imaging experiment, we examined vicarious reward responses to witnessing the monetary gains of in-group and out-group members, as well as prosocial behavior towards both types of individuals.

On the neural implausibility of the modular mind: Evidence for distributed construction dissolves boundaries between perception, cognition, and emotion.

Firestone & Scholl (F&S) rely on three problematic assumptions about the mind (modularity, reflexiveness, and context-insensitivity) to argue cognition does not fundamentally influence perception. We highlight evidence indicating that perception, cognition, and emotion are constructed through overlapping, distributed brain networks characterized by top-down activity and context-sensitivity. This evidence undermines F&S's ability to generalize from case studies to the nature of perception.

Instrumental learning of traits versus rewards: dissociable neural correlates and effects on choice.

Humans learn about people and objects through positive and negative experiences, yet they can also look beyond the immediate reward of an interaction to encode trait-level attributes. We found that perceivers encoded both reward and trait-level information through feedback in an instrumental learning task, but relied more heavily on trait representations in cross-context decisions. Both learning types implicated ventral striatum, but trait learning also recruited a network associated with social impression formation.