Adaptive Social learning in Typical and Atypical Developing Adolescents

有行为问题的青少年的社会学习有行为问题的青少年表现出严重的行为问题，难以适应社会规范。患有CP的儿童和青少年似乎以一种非典型的方式处理社交信息。在这一人群中观察到了敌意归因偏见、缺乏同理心以及对情绪面部表情的反应不足和过度反应。尽管与同龄同龄人相比，患有CP的儿童和青少年的社会信息处理特征可能显得不典型，但可以想象的是，他们的认知/情感特征与具有强大先天记录的生活史相匹配，这阻碍了适应性社会学习。换句话说，与主流人群相比，患有CP的儿童和青少年可能已经适应了不同的社会环境(更混乱和不可预测，成年人不值得信任)，虽然他们的社会学习似乎不适应整个社会，但它可能与他们成长的环境相匹配。同样值得注意的是，患有CP的儿童和青少年是一个不同的群体，有些似乎无所畏惧，缺乏同理心(那些具有高冷酷无情特征的人；高CU)，而另一些人情绪非常不稳定(那些低冷酷无情特征的人；低CU)。这些特征可能会进一步限制个体在发展过程中的社交学习。简而言之，目前尚不清楚这种看似对社会规范的漠视如何会限制患有CP的个人进一步的社会学习。童年环境和儿童特有的特征在多大程度上解释了CP青少年的社会学习模式也是不清楚的。目前的研究就是为了调查这些问题而设立的。

Summary - Social learning in adolescents with conduct problemsAdolescents with conduct problems (CP) present severe behavioural problems and have difficulties in adjusting to social norms. Children and adolescents with CP appear to process social information in an atypical way. Hostile attribution biases, lack of empathy, and both under- and over-reactivity to emotional facial expressions have been observed in this population. Although the social information processing profiles of children and adolescents with CP may appear atypical when compared with peers of the same age, it is conceivable that their cognitive/affective profiles match life histories that have set strong priors, which hamper adaptive social learning. In other words, compared with the mainstream population, children and adolescents with CP may have adapted to different social environments (more chaotic and unpredictable, with untrustworthy adults) and whilst their social learning appears maladaptive to the society at large, it may match the environment in which they grew up. It is also of note that children and adolescents with CP are a heterogeneous population, with some seemingly fearless and lacking in empathy (those with high callous-unemotional traits; high-CU) and others very emotionally labile (those with low callous-unemotional traits; low-CU). Such traits may further constrain individual social learning during development. In short, it is not clear how the seeming disregard for social norms may constrain further social learning in individuals with CP. It is also unclear to what extent childhood environment and child specific traits account for social learning patterns of CP adolescents. The current study has been set up to investigate these questions.