Thesis advisor: John P. Christianson / The perception of others as safe or threatening informs how we respond to others in a social setting. These social affective behaviors require the detection of sensory stimuli and the appraisal of others’ affective states to orchestrate adaptive behavioral responses. This process is also informed by one’s own internal state and environment. The neural circuitry underlying this behavior consists of a wide network of brain regions that communicate to execute social behaviors. However, the neural mechanisms mediating social affective behavior require further investigation. Therefore, the objective of this dissertation is to add detail to our understanding of the specific brain circuits involved in social affective behavior. The insula is a key node within this circuitry, necessary for approach and avoidance behaviors in a social affective preference (SAP) test where adult rats prefer interactions with stressed juveniles but avoid interactions with stressed adults. Here, I investigated the roles of a basolateral amygdala projections to the insula and insular projections to the PL in SAP testing and present evidence indicating the necessity of both these tracts to social affective behaviors. The results described here along with the reviewed literature support a potential amygdalar-insular-prefrontal circuit responsible for detecting social valence, integrating external stimuli with internal states, and selecting and executing context-appropriate social affective behaviors. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology and Neuroscience.

Many studies have documented adverse affects to inequitable situations in non-human primates. The behaviors that have predominantly been examined include food taking, collecting, giving, and refusals between the primate subjects and the experimenters. However, no studies had looked at the affective responses to inequity in primates. In a recent study, four-year old children who were rewarded inequitably accepted the reward, however they showed affective signs of dissatisfaction. For this study, we looked for affective displays in capuchins during inequitable exchange tasks. We predicted that the capuchins that were experiencing inequity would show more signs of agitation and aggression than those in equitable situations. We saw no increase in agitation or aggression when subjects were treated inequitably. There was higher aggression towards partners who received the lower reward in inequitable situations and less agitation seen by partners during frustration controls. Future studies may find our hypothesized results using different methodologies.

Many studies have documented adverse affects to inequitable situations in non-human primates. The behaviors that have predominantly been examined include food taking, collecting, giving, and refusals between the primate subjects and the experimenters. However, no studies had looked at the affective responses to inequity in primates. In a recent study, four-year old children who were rewarded inequitably accepted the reward, however they showed affective signs of dissatisfaction. For this study, we looked for affective displays in capuchins during inequitable exchange tasks. We predicted that the capuchins that were experiencing inequity would show more signs of agitation and aggression than those in equitable situations. We saw no increase in agitation or aggression when subjects were treated inequitably. There was higher aggression towards partners who received the lower reward in inequitable situations and less agitation seen by partners during frustration controls. Future studies may find our hypothesized results using different methodologies.

This study investigated the information seeking process of the networked generation youth. Specifically, I examined the cognitive, affective, and physical information seeking behaviors and problem solving techniques adolescent student users of the networked environment utilize to solve information needs. Grounded in the theoretical context of the information seeking process in the networked environment, the research extended the user-centered approach to modeling the information seeking process of networked generation youth. A mixed model research design was used to address the research questions. Phase 1 used an online questionnaire to solicit information from 125 students in Grades 7-12 regarding their understanding and use of networked environments, information seeking skills, and problem solving techniques. Phase 2 observed 12 students, two from each grade level, to gain an understanding into the information seeking process of networked generation youth. Participants completed information seeking scenarios of varying levels of complexity. As the participants completed the scenario, they engaged in talk-aloud verbal protocol to describe and explain their behaviors and techniques as they advanced through their information seeking process. Semi-structured interviews were conducted which provided an opportunity for the participants to clarify their information seeking experience. A profile of students' networked environment knowledge and use in relationship to their information seeking process was created. Findings suggested that knowledge and experience influence networked generation youth's information seeking process in the networked environment. A subset of students were found to be experienced information seekers who applied various cognitive, affective, and physical information seeking behaviors and behavioral actions that guide them through their information seeking process. The study presented a preliminary model of the networked generation youth's information seeking process. The model provides a detailed map to networked generation youth's information seeking and problem solving. I bring to light experienced users successful behaviors, as well as areas where all students need assistance in understanding networked environments and their own information seeking. The study suggests ways in which educators can evaluate students and integrate the successful behaviors as well as assist students with the behaviors that hinder their process.