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"Dukes, Daniel"
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Foundations of affective social learning : conceptualizing the social transmission of value
\"Written by experts in comparative, developmental, social, cognitive and cultural psychology, this book introduces the novel concept of affective social learning to help explain why what matters to us, matters to us. In the same way that social learning describes how we observe other people's behaviour to learn how to use a particular object, affective social learning describes how we observe other people's emotions to learn how to value a particular object, person or event. As such, affective social learning conceptualises the transmission of value from a given culture to a given person and reveals why the things that are so important to us can be of no consequence at all to others\"-- Provided by publisher.
Book
Comparing competing characterizations suggests there might be more than one type of interest
Although there is general consensus concerning the importance and function of interest in our daily lives, there is little agreement about its nature. Four studies of increasing ecological validity (total N = 993) were carried out to compare two different characterizations of interest in terms of the key appraisals involved. The findings indicate that while a two-appraisal model is suitable to explain the interest we can feel towards simple stimuli, a more complex model may better capture the nature of interest in the real world. Further analysis suggested the contrasting previous results could be resolved by arguing that previous models of interest capture different types of interest. This novel finding represents a promising first step towards a more definitive definition of interest, and suggests that while interest may always be related to motivating exploration, learning and general well-being, researchers should be more precise about the type of interest to which they refer.
Journal Article
The impact of COVID-19 on individuals with ASD in the US: Parent perspectives on social and support concerns
The COVID-19 pandemic’s disruptions to daily routines and services have proven especially challenging for children with autism spectrum disorder (ASD) and their families. The current retrospective study aimed to determine the impact of the COVID-19 pandemic’s social environmental changes on parental ratings of personal and child concerns about family conflict, opportunities for social interaction, and loss of institutional support (school and therapy services). Analyses of responses from families with ASD in the US determined differences in concerns across three time points which were measured simultaneously: prior to COVID-19, at the start of COVID-19, and at the time of survey completion. From our sample of 246 school-aged children, parents retrospectively reported significantly increasing levels of concern for both themselves and their children over time, with parents’ personal concern levels rated consistently higher than their ratings of their child’s level of concern. Concerns about loss of institutional support were higher for parents of children reported as having co-occurring intellectual disability. Further, parents of younger children also reported more concerns about loss of services, as well as more social concerns. For parent ratings of child concerns, children who were reportedly aware of COVID-19 were determined to have higher levels of social concerns and concerns about loss of institutional support. Meanwhile, the child’s age and gender did not impact their parent ratings of child concerns. The increased level of parental and child-perceived concerns over the course of the pandemic suggests a need for improved service delivery and support for these families. The high levels of concerns observed in the current study provide support for the need to assess families’ priorities and tailor services to best meet families’ needs. This will potentially increase the quality of life of family members, and improve ASD services across the lifespan, and improve outcomes.
Journal Article
Efficacy of coping mechanisms used during COVID-19 as reported by parents of children with autism
The COVID-19 pandemic’s alterations to daily life have been especially challenging for families with Autism Spectrum Disorder (ASD), worsening the core features of ASD and overall mental health. With the increased need for effective coping, the current retrospective study used data from a survey regarding parent reports of how often their child with ASD used certain coping strategies (frequency), as well as the extent to which they felt their child benefitted from their use (efficacy) in mitigating stress during the pandemic. This retrospective study Repeated measures ANOVAs were conducted to evaluate whether there were significant differences in both frequency and efficacy ratings for each coping strategy, for the entire sample as well as for three children’s age groups. Using Spearman’s rank-order correlations, correlation coefficients between the frequency and efficacy of each coping strategy were explored. Results revealed that maladaptive strategies were used more frequently than adaptive strategies, while parent routine as the most frequently used and efficacious for all age groups. Additionally, for adaptive strategies, humor and focusing on the positive had the strongest correlations between frequency and efficacy ratings amongst all age groups. Of the maladaptive strategies, repetitive behaviors, rumination, and isolation had the strongest correlations for the youngest, middle, and oldest age groups, respectively. Further, for each age group, the adaptive coping strategies had stronger correlations between frequency and efficacy than the maladaptive ones. It is our hope that the results of this study will lay the foundation for developing adaptive coping strategies to alleviate stress in children with ASD. Further investigations using a larger cohort are warranted to determine effective coping strategies for individuals with ASD across a range of situations, including acute stressors (such as future public health emergencies and natural disasters), as well as common daily stressors.
Journal Article
Science convergence in affective research is associated with impactful multidisciplinary appeal rather than multidisciplinary content
Affectivism is a research trend dedicated to the study of emotions and their role in cognition and human behavior. Affectivism both complements and competes with cognitivism, which typically neglects affect in explaining behavior. By the nature of their subject, both affectivism and cognitivism constitute fertile grounds for studying the confluence of conceptual knowledge from diverse disciplines, which is often credited with major breakthroughs and is known as convergence science. Analyzing over half a million relevant publications from PubMed, selected according to psychologist chosen MeSH terms, we find that affectivism yields higher impact than cognitivism, as measured through normalized citations. Importantly, this higher impact is strongly associated with higher multidisciplinarity in the citations of affectivism publications but lower multidisciplinarity in the papers themselves. Hence, the case of affectivism suggests that research content of low topical diversity but broad value can generate strong and wide-ranging scholarly impact, feeding downstream convergence.Affective research generates more diverse citations that cover a higher variety of research fields when compared to cognitive research. This occurs despite a more narrow focus of topics included in the original affective articles themselves
Journal Article
The added value of affective processes for models of human cognition and learning
Building on the affectivism approach, we expand on Binz et al.'s meta-learning research program by highlighting that emotion and other affective phenomena should be key to the modeling of human learning. We illustrate the added value of affective processes for models of learning across multiple domains with a focus on reinforcement learning, knowledge acquisition, and social learning.
Journal Article
Affective Social Learning serves as a quick and flexible complement to TTOM
Although we applaud the general aims of the target article, we argue that Affective Social Learning completes TTOM by pointing out how emotions can provide another route to acquiring culture, a route which may be quicker, more flexible, and even closer to an axiological definition of culture (less about what is , and more about what should be ) than TTOM itself.
Journal Article
The rise of affectivism
Research over the past decades has demonstrated the explanatory power of emotions, feelings, motivations, moods, and other affective processes when trying to understand and predict how we think and behave. In this consensus article, we ask: has the increasingly recognized impact of affective phenomena ushered in a new era, the era of affectivism?
Journal Article
Decreased frontal gyrification correlates with altered connectivity in children with autism
The structural correlates of functional dysconnectivity in autism spectrum disorders (ASD) have been seldom explored, despite the fact that altered functional connectivity is one of the most frequent neuropathological observations in the disorder. We analyzed cerebral morphometry and structural connectivity using multi-modal imaging for 11 children/adolescents with ASD and 11 matched controls. We estimated regional cortical and white matter volumes, as well as vertex-wise measures of cortical thickness and local Gyrification Index (lGI). Diffusion Tensor Images (DTI) were used to measure Fractional Anisotropy (FA) and tractography estimates of short- and long-range connectivity. We observed four clusters of lGI reduction in patients with ASD, three were located in the right inferior frontal region extending to the inferior parietal lobe, and one was in the right medial parieto-occipital region. Reduced volume was found in the anterior corpus callosum, along with fewer inter-hemispheric frontal streamlines. Despite the spatial correspondence of decreased gyrification and reduced long connectivity, we did not observe any significant relationship between the two. However, a positive correlation between lGI and local connectivity was present in all four clusters in patients with ASD. Reduced gyrification in the inferior fronto-parietal and posterior medial cortical regions lends support for early-disrupted cortical growth in both the mirror neuron system and midline structures responsible for social cognition. Early impaired neurodevelopment in these regions may represent an initial substrate for altered maturation in the cerebral networks that support complex social skills. We also demonstrate that gyrification changes are related to connectivity. This supports the idea that an imbalance between short- and long-range white matter tracts not only impairs the integration of information from multiple neural systems, but also alters the shape of the brain early on in autism.
Journal Article
Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach
In order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported measures twice with a 9-month interval. Additionally, parents reported on their child’s communication problems and emotion communication at Time 1. Most importantly, since we found that increasing levels of emotion awareness related to decreases in social anxiety and somatic complaints in children with and without DLD, we conclude that children with DLD are likely to benefit from interventions aimed at improving their emotion awareness in addition to language interventions.
Journal Article