College of Behavioral & Social Sciences

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Author: search.filters.author.Redcay, Elizabeth

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    Neural sensitivity to social reward predicts links between social behavior and loneliness in youth during the COVID-19 pandemic
    (Wiley, 2023-08-04) Dziura, Sarah L.; McNaughton, Kathryn A.; Giacobbe, Elizabeth; Yarger, Heather A.; Hickey, Alexandra C.; Shariq, Deena; Redcay, Elizabeth
    Neural reward network sensitivity in youth is proposed to differentially impact the effects of social environments on social outcomes. The COVID-19 pandemic provided an opportunity to test this hypothesis within a context of diminished in-person social interaction. We examined whether neural sensitivity to interactive social reward moderates the relationship between a frequency of interactive or passive social activity and social satisfaction. Survey reports of frequency of interactions with friends, passive social media use, and loneliness and social satisfaction were gathered in 2020 during mandated precautions limiting in-person contact. A subset of participants (age = 10–17) previously participated in a functional magnetic resonance imaging (fMRI) study examining social-interactive reward during a simulated peer interaction (survey n = 76; survey + fMRI n = 40). We found evidence of differential response to social context, such that youth with higher neural reward sensitivity showed a negative association between a frequency of interactive connections with friends and a combined loneliness and social dissatisfaction component (LSDC) score, whereas those with lower sensitivity showed the opposite effect. Further, high reward sensitivity was associated with greater LSDC as passive social media use increased, whereas low reward sensitivity showed the opposite. This indicates that youth with greater sensitivity to social-interactive reward may be more susceptible to negative effects of infrequent contact than their low reward-sensitive counterparts, who instead maintain social well-being through passive viewing of social content. These differential outcomes could have implications for supporting youth during times of major social disruption as well as ensuring mental health and well-being more broadly.
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    fMRI Meta-Analysis of Social Interaction via Joint Attention Paradigms
    (2022-04-27) Edakoth, Esha; Glaros, Sophia; Harris, Riley; McGovern, Chelsea; Merchant, Junaid S; Tchangalova, Nedelina; Redcay, Elizabeth
    Joint Attention (JA) is the sharing of attention on a common object or event by two or more people. JA is an important precursor to the development of social cognitive skills needed for more sophisticated forms of social interaction. The brain regions involved in JA during social interactive contexts are not well known because original studies of JA used tasks that are not interactive, such as engaging with the eye gaze of a static image outside of a social interactive context. Recent studies have used fMRI to understand the different brain regions associated with JA in interactive contexts, but there are inconsistent findings across studies. Therefore, this study uses meta-analytic methods to aggregate findings across JA studies using social interactive approaches to identify brain regions that are commonly activated.
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    Read my lips! Perception of speech in noise by preschool children with autism and the impact of watching the speaker’s face
    (Springer Nature, 2021-01-05) Newman, Rochelle S.; Kirby, Laura A.; Von Holzen, Katie; Redcay, Elizabeth
    Adults and adolescents with autism spectrum disorders show greater difficulties comprehending speech in the presence of noise. Moreover, while neurotypical adults use visual cues on the mouth to help them understand speech in background noise, differences in attention to human faces in autism may affect use of these visual cues. No work has yet examined these skills in toddlers with ASD, despite the fact that they are frequently faced with noisy, multitalker environments.