背景:共享和公平是重要的亲社会行为,可帮助我们在社交世界中导航。然而,关于威廉姆斯综合症(WS)的个体如何以及是否参与这些行为知之甚少。具有WS的个体的独特表型,由高社会动机和有限的社会认知组成,与典型的发展(TD)个人相比,还可以深入了解社会动机在共享和公平中的作用。当前的研究使用既定的实验范式来检查具有WS和TD个体的个体的共享和公平性。
方法:我们在两个实验任务中比较了WS患者与TD儿童(6岁)的样本,这些样本与智力年龄(MA)相匹配:独裁者游戏(DG,实验1,N=17WS,20TD),成年人建模给出用于测试共享和不平等游戏的行为(IG,实验2,N=14WS,17TD)用于测试公平性。
结果:结果表明,在DG和IG的基线给予方面,WS组的行为与TD组相似,拒绝不利的提议,但接受有利的提议。然而,在观看成人模型给出行为后,WS组给出的比基线更多,许多人付出了一半以上,而TD组给予较少。综合这些结果,表明社会动机足以分享,特别是,慷慨的分享,以及以自我为中心的公平形式。Further,患有WS的人似乎既能学会更慷慨,又能预防不利的结果,比以前已知的更复杂的轮廓。
结论:结论:本研究提供了WS中共享和公平相关行为的快照,有助于我们理解与这种发育障碍相关的有趣的社会行为表型。
BACKGROUND: Sharing and fairness are important prosocial behaviors that help us navigate the social world. However, little is known about how and whether individuals with Williams Syndrome (WS) engage in these behaviors. The unique phenotype of individuals with WS, consisting of high social motivation and limited social cognition, can also offer insight into the role of social motivation in sharing and fairness when compared to typically developing (TD) individuals. The current study used established experimental paradigms to examine sharing and fairness in individuals with WS and TD individuals.
METHODS: We compared a sample of patients with WS to TD children (6-year-olds) matched by mental age (MA) on two experimental tasks: the Dictator Game (DG, Experiment 1, N = 17 WS, 20 TD) with adults modeling giving behaviors used to test sharing and the Inequity Game (IG, Experiment 2, N = 14 WS, 17 TD) used to test fairness.
RESULTS: Results showed that the WS group behaved similarly to the TD group for baseline giving in the DG and in the IG, rejecting disadvantageous offers but accepting advantageous ones. However, after viewing an adult model giving behavior, the WS group gave more than their baseline, with many individuals giving more than half, while the TD group gave less. Combined these results suggest that social motivation is sufficient for sharing and, in particular, generous sharing, as well as the self-focused form of fairness. Further, individuals with WS appear capable of both learning to be more generous and preventing disadvantageous outcomes, a more complex profile than previously known.
CONCLUSIONS: In conclusion, the present study provides a snapshot into sharing and fairness-related behaviors in WS, contributing to our understanding of the intriguing social-behavioral phenotype associated with this developmental disorder.