In this talk, I will explore how social affective biases arise even in the absence of motivational factors as an emergent outcome of the basic structure of social learning. In several studies, we found that initial negative interactions with some members of a group can cause subsequent avoidance of the entire group, and that this avoidance perpetuates stereotypes. Additional cognitive modeling discovered that approach and avoidance behavior based on biased beliefs not only influences the evaluative (positive or negative) impressions of group members, but also shapes the depth of the cognitive representations available to learn about individuals. In other words, people have richer cognitive representations of members of groups that are not avoided, akin to individualized vs group level categories. I will end presenting a series of multi-agent reinforcement learning simulations that demonstrate the emergence of these social-structural feedback loops in the development and maintenance of affective biases.

The last decade has seen a burgeoning interest in studying the neural and computational mechanisms that underpin social learning (learning from others). Many findings support the view that learning from other people is underpinned by the same, ‘domain-general’, mechanisms underpinning learning from non-social stimuli. Despite this, the idea that humans possess social-specific learning mechanisms - adaptive specializations moulded by natural selection to cope with the pressures of group living - persists. In this talk I explore the persistence of this idea. First, I present dissociations between social and non-social learning - patterns of data which are difficult to explain under the domain-general thesis and which therefore support the idea that we have evolved special mechanisms for social learning. Subsequently, I argue that most studies that have dissociated social and non-social learning have employed paradigms in which social information comprises a secondary, additional, source of information that can be used to supplement learning from non-social stimuli. Thus, in most extant paradigms, social and non-social learning differ both in terms of social nature (social or non-social) and status (primary or secondary). I conclude that status is an important driver of apparent differences between social and non-social learning. When we account for differences in status, we see that social and non-social learning share common (dopamine-mediated) mechanisms.

Many animals live in complex social groups. To survive, it is essential to know who to avoid and who to interact. Although naïve mice are naturally attracted to any adult conspecifics, a single defeat experience could elicit social avoidance towards the aggressor for days. The neural mechanisms underlying the behavior switch from social approach to social avoidance remains incompletely understood. Here, we identify oxytocin neurons in the retrochiasmatic supraoptic nucleus (SOROXT) and oxytocin receptor (OXTR) expressing cells in the anterior subdivision of ventromedial hypothalamus, ventrolateral part (aVMHvlOXTR) as a key circuit motif for defeat-induced social avoidance learning. After defeat, aVMHvlOXTR cells drastically increase their responses to aggressor cues. This response change is functionally important as optogenetic activation of aVMHvlOXTR cells elicits time-locked social avoidance towards a benign social target whereas inactivating the cells suppresses defeat-induced social avoidance. Furthermore, OXTR in the aVMHvl is itself essential for the behavior change. Knocking out OXTR in the aVMHvl or antagonizing the receptor during defeat, but not during post-defeat social interaction, impairs defeat-induced social avoidance. aVMHvlOXTR receives its private supply of oxytocin from SOROXT cells. SOROXT is highly activated by the noxious somatosensory inputs associated with defeat. Oxytocin released from SOROXT depolarizes aVMHvlOXTR cells and facilitates their synaptic potentiation, and hence, increases aVMHvlOXTR cell responses to aggressor cues. Ablating SOROXT cells impairs defeat-induced social avoidance learning whereas activating the cells promotes social avoidance after a subthreshold defeat experience. Altogether, our study reveals an essential role of SOROXT-aVMHvlOXTR circuit in defeat-induced social learning and highlights the importance of hypothalamic oxytocin system in social ranking and its plasticity.

In this lecture, I would like to share with the broad audience the empirical results gathered and the theoretical advancements made in the framework of the Lendület project entitled ’The cognitive basis of human sociality’. The main objective of this project was to understand the mechanisms that enable the unique sociality of humans, from the angle of cognitive science. In my talk,  I will focus on recent empirical evidence in the study of three fundamental social cognitive functions (social categorization, theory of mind and social learning; mainly from the empirical lenses of developmental psychology) in order to outline a theory that emphasizes the need to consider their interconnectedness. The proposal is that the ability to represent the social world along categories and the capacity to read others’ minds are used in an integrated way to efficiently assess the epistemic states of fellow humans by creating a shared representational space. The emergence of this shared representational space is both the result of and a prerequisite to efficient learning about the physical and social environment.

Learning does not occur in isolation. From parent-child interactions to formal classroom environments, humans explore, learn, and communicate in rich, diverse social contexts. Rather than simply observing and copying their conspecifics, humans engage in a range of epistemic practices that actively recruit those around them. What makes human social learning so distinctive, powerful, and smart? In this talk, I will present a series of studies that reveal the remarkably sophisticated inferential abilities that young children show not only in how they learn from others but also in how they help others learn. Children interact with others as learners and as teachers to learn and communicate about the world, about others, and even about the self. The results collectively paint a picture of human social learning that is far more than copying and imitation: It is active, bidirectional, and cooperative. I will end by discussing ongoing work that extends this picture beyond what we typically call “social learning”, with implications for building better machines that learn from and interact with humans.

Social learning and analogical reasoning both provide exponential opportunities for learning. These skills have largely been studied independently, but my future research asks how combining skills across previously independent domains could add up to more than the sum of their parts. Analogical reasoning allows individuals to transfer learning between contexts and opens up infinite opportunities for innovation and knowledge creation. Its origins and development, so far, have largely been studied in purely cognitive domains. Constraining analogical development to non-social domains may mistakenly lead researchers to overlook its early roots and limit ideas about its potential scope. Building a bridge between social learning and analogy could facilitate identification of the origins of analogical reasoning and broaden its far-reaching potential. In this talk, I propose that the early emergence of social learning, its saliency, and its meaningful context for young children provides a springboard for learning. In addition to providing a strong foundation for early analogical reasoning, the social domain provides an avenue for scaling up analogies in order to learn to learn from others via increasingly complex and broad routes.

I will present field experiments on vervet monkeys testing physical and social cognition, with a focus on social learning. The understanding of the emergence of cultural behaviours in animals has advanced significantly with contributions from complementary approaches: natural observations and controlled field experiments. Experiments with wild vervet monkeys highlight that monkeys are selective about ‘who’ they learn from socially and that they will abandon personal foraging preferences in favour of group norms new to them. The reported findings highlight the feasibility to study cognition under field conditions.