College of Behavioral & Social Sciences

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Subject: search.filters.subject.social interaction

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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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    THE NEURAL CORRELATES OF SOCIAL MOTIVATION IN AUTISM SPECTRUM DISORDER DURING A REAL-TIME PEER INTERACTION
    (2018) Kirby, Laura Anderson; Redcay, Elizabeth; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Autism Spectrum Disorder (ASD) is characterized by difficulties with social motivation and social interaction. However, the neural underpinnings of these processes are poorly understood, and past studies investigating this subject have significant methodological limitations. This study is the first to investigate the neural correlates of social interaction in children and adolescents diagnosed with ASD using a naturalistic “chat” paradigm that mimics real-world reciprocal conversations. Despite core weaknesses in social interaction, participants with ASD showed similar brain activation to their neurotypical counterparts while initiating conversations and receiving replies from peers. Two notable group differences emerged, however. Participants with ASD showed blunted responses in the amygdala while initiating conversations and receiving replies, and they showed hyperactive responses in the temporal parietal junction (TPJ) while initiating conversations with peers. Findings have implications for how we understand social motivational and social cognitive weaknesses in ASD.
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    On the Social Consequences of the Desire for Motion
    (2016) Chernikova, Marina; Kruglanski, Arie; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Three studies investigated the effects of locomotion regulatory mode on individuals’ evaluations of social partners who disrupt the smooth forward motion of a social interaction. Locomotion was expected to increase individuals’ preference for smooth motion in social interactions. In turn, that preference was expected to lead to less positive evaluations of listeners who disrupted the “flow” of a social interaction. The results generally did not confirm the predictions. Theoretical and practical implications of the studies, as well as future directions for the research, are discussed.