Social Neuroscience

Professor Dr./Dr. LIVIU SOFONEA (1932-2020) –physicist-mathematician, researcher, interdisciplinarity long-term emulator, historian and philosopher of science and technique –was not only a remarkable scientist, but also a bright human, physically belonging to nearly an entire 20th century: a century of two tragic World Wars, and a dramatic Cold War. But his personality was shining between serenity and generosity, trying to (dis)cover the synergic societal topics, mostly original scientific contributions; but larger temporary and spatially addressed: to all around – his university mentors, and then his colleagues, and then-then his disciples.
So, the present study -presentation intends to open a cognitive track in eliciting elements of an academic memory and to fulfill some interdisciplinary patterns as a HOMAGE displayed by the members of the CRIFST Branch (‘Filiala’) Brasov (2018-2025), and of the Inter/Trans/Co-disciplinary Research Group (2018-2020-…2025) from the structures of the International Consortium Generosity-Creativity-Solidarity (2007-…). The seen staties were formed and/or benefic influenced by the Academician Stefan-Marius MILCU during his life, and then, considering his long-term mentoring, his outstanding example, and interactive teaching – remembering all these ‘afterward’ – this is the becoming of the subtle sense for these “Elements of an academic memory for Liviu SOFONEA – that because Stefan Marius MILCU was his supervisor at the 2nd Doctorate”. Thus, there are presented (also with/in this subtle sense) elements from Projects/Applications/Summer Schools –larger temporary and spatially re-framing this addressed HOMAGE.

Social scientists are increasingly interested in studying the psychological bases of political preferences. Research at the interface of neuroscience and political psychology is uniquely positioned to test theories that link political attitudes to cognitive, affective, perceptual, and motivational processes in the brain. In this article, we review existing theories and evaluate findings from the growing field of political neuroscience with an emphasis on four brain regions that have emerged as important neural substrates of political ideology: the amygdala, the insular cortex, the anterior cingulate cortex, and the prefrontal cortex. We conclude by discussing current methodological and theoretical limitations before setting out an agenda for future research.

Liberals experience more distress than conservatives. Why? We offer a novel explanation, the social support hypothesis. Maintaining social support and avoiding exclusion are basic human motivations, but people differ in their sensitivity to the threat of social exclusion. Among people high in the personality trait neuroticism, exclusion easily triggers feelings of vulnerability and neediness. The social support hypothesis translates this to politics. Concerned with their own vulnerability, we find that neurotic people prefer policies of caresocial welfare and redistributionbut not other left-wing policies. Specifically, it is anxietythe facet of neuroticism tapping sensitivity to social threatsthat drives this link. And it is only for people experiencing exclusion that anxiety predicts support for social welfare. Our results come from two experiments and four representative surveys across two continents. They help to resolve the puzzle of liberal distress while providing a new template for research on personality and politics.

This article explores the evolutionary and sociocultural foundations of human morality through an interdisciplinary neurosociological framework. It defends the thesis that the capacity for moral judgment is a biologically evolved feature of Homo sapiens, rooted in emotional mechanisms shaped by natural selection.

The theory of integrative levels provides a general description of the evolution of matter through successive orders of complexity and integration. Along its development, material forms pass through different levels of organization, such as physical, chemical, biological or sociological. The appearance of novel structures and dynamics during this process of development of matter in complex systems has been called emergence. Social neuroscience (SN), an interdisciplinary field that aims to investigate the biological mechanisms that underlie social structures, processes, and behavior and the influences between social and biological levels of organization, has affirmed the necessity for including social context as an essential element to understand the human behavior. To do this, SN proposes a multilevel integrative approach by means of three principles: multiple determinism, nonadditive determinism and reciprocal determinism. These theoretical principles seem to share the basic tenets of the theory of integrative levels but, in this paper, we aim to reveal the differences among both doctrines. First, SN asserts that combination of neural and social variables can produce emergent phenomena that would not be predictable from a neuroscientific or social psychological analysis alone; SN also suggests that to achieve a complete understanding of social structures we should use an integrative analysis that encompasses levels of organization ranging from the genetic level to the social one; finally, SN establishes that there can be mutual influences between biological and social factors in determining behavior, accepting, therefore, a double influence, upward from biology to social level, and downward, from social level to biology. In contrast, following the theory of integrative levels, emergent phenomena are not produced by the combination of variables from two levels, but by the increment of complexity at one level. In addition, the social behavior and structures might be contemplated not as the result of mixing or summing social and biological influences, but as emergent phenomena that should be described with its own laws. Finally, following the integrative levels view, influences upward, from biology to social level, and downward, from social level to biology, might not be equivalent, since the bottom-up processes are emergent and the downward causation (DC) is not.

While the debate regarding the embodied nature of human cognition is still a research interest in cognitive science and epistemology, recent findings in neuroscience suggest that cognitive processes involved in social interaction are based on the simulation of others' cognitive states and ours as well. However, until recently most research in social cognition continues to study mental processes in social interaction deliberately isolated from each other following 19th century's scientific reductionism. Lately, it has been proposed that social cognition, being emerged in interactive situations, cannot be fully understood with experimental paradigms and stimuli which put the subjects in a passive stance towards social stimuli. Moreover, social neuroscience seems to concur with the idea that a simulation process of possible outcomes of social interaction occurs before the action can take place. In this "perspective" article, we propose that in the light of past and current research in social neuroscience regarding the implications of mirror neuron system and empathy altogether, these findings can be interpreted as a framework for embodied social cognition. We also propose that if the simulation process for the mentalization network works in ubiquity with the mirror neuron system, human experimentations for facial recognition and empathy need a new kind of stimuli. After a presentation of embodied social cognition, we will discuss the future of methodological prerequisites of social cognition studies in this area. On the matter, we will argue that the affective and reactive virtual agents are at the center in conducting such research.

ABSTRACT
Neuroscience and education have long been seeking collaboration, with neuroscience offering insights into the brain’s mechanisms that impact learning. Despite this, the integration of these fields has not kept pace with the demands of modern education. Advances in neuroscience have revealed key processes like brain development, neuronal plasticity, learning, memory, and the effects of sleep and exercise, which significantly influence the educational process. These insights underscore the biological diversity in classrooms, where students’ cognitive abilities vary due to biological and experiential factors. Understanding neurodevelopment is crucial for designing effective educational strategies. However, differences in how neuroscience and education conceptualize knowledge and goals hinder collaboration between these fields. For successful integration, neuroscientists and educators must manage realistic expectations and work together to apply neurobiological insights in real-world classroom settings. This collaboration can enrich teaching practices, addressing diversity while promoting the wellbeing of students.
Keywords:
Neuronal Plasticity; Behavior; Students; Methods; Knowledge

RESUMEN
Introducción. Se ha buscado desde algún tiempo la colaboración entre la neurociencia y la educación, ya que la neurociencia ofrece conocimientos sobre los mecanismos cerebrales que influyen en el aprendizaje. Objetivo. A pesar de ello, la integración de estos campos no ha seguido el ritmo de las exigencias de la educación moderna. Temas de reflexión. Los avances en neurociencia han revelado procesos clave como el desarrollo cerebral, la plasticidad neuronal, el aprendizaje, la memoria y los efectos del sueño y el ejercicio, que influyen significativamente en el proceso educativo. Estos conocimientos subrayan la diversidad biológica en las aulas, donde las capacidades cognitivas de los alumnos varían debido a factores biológicos y experienciales. Comprender el neurodesarrollo es crucial para diseñar estrategias educativas eficaces. Sin embargo, las diferencias en la forma en que la neurociencia y la educación conceptualizan el conocimiento y los objetivos dificultan la colaboración entre estos campos. Conclusiones. Para que la integración sea exitosa, los neurocientíficos y los educadores deben manejar expectativas realistas y trabajar juntos para aplicar los conocimientos neurobiológicos en escenarios reales del aula. Esta colaboración puede enriquecer las prácticas docentes, atendiendo a la diversidad y promoviendo al mismo tiempo el bienestar de los estudiantes.
Palabras clave:
Plasticidad Neuronal; Conducta; Estudiantes; Métodos; Conocimiento

RESUMO
Introdução. A colaboração entre neurociência e educação é buscada há muito tempo, pois a neurociência oferece conhecimentos sobre os mecanismos cerebrais que influenciam o aprendizado. Objetivo. Apesar disso, a integração desses campos não acompanhou as demandas da educação moderna. Tópicos para reflexão. Avanços na neurociência revelaram processos importantes como o desenvolvimento cerebral, a plasticidade neuronal, a aprendizagem, a memória e os efeitos do sono e do exercício físico, que influenciam significativamente o processo educacional. Esse conhecimento destaca a diversidade biológica nas salas de aula, onde as habilidades cognitivas dos alunos variam devido a fatores biológicos e experienciais. Compreender o neurodesenvolvimento é crucial para a elaboração de estratégias educacionais eficazes. No entanto, as diferenças na forma como a neurociência e a educação conceituam o conhecimento e os objetivos dificultam a colaboração entre essas áreas. Conclusões. Para que a integração seja bem-sucedida, neurocientistas e educadores devem definir expectativas realistas e trabalhar juntos para aplicar o conhecimento neurobiológico em ambientes reais de sala de aula. Essa colaboração pode enriquecer as práticas de ensino, abordando a diversidade e promovendo o bem-estar dos alunos
Palavras-chave:
Plasticidade Neuronal; Comportamento; Estudantes; Métodos; Conhecimento

How to reference. Maldonado-Arbogast P. The convergence between neuroscience and education: a pending challenge. MedUNAB [Internet]. 2024;27(3):258-261. doi: https://doi.org/10.29375/01237047.5345

A paper on the reception of Critical Theory in Spain, first from a general perspective and then looking at some representative figures: Manuel Sacristán and Jacobo Muñoz, Javier Muguerza, Rafael Sánchez Ferlosio.

For legal reasons, I cannot upload the published version here, only the manuscript.

Un estudio sobre la recepción de la Teoría Crítica en España, desde una perspectiva general y atendiendo después a algunas figuras representativas: Manuel Sacristán y Jacobo Muñoz, Javier Muguerza, Rafael Sánchez Ferlosio.

Por razones legales no puedo subir aquí la versión publicada, únicamente el manuscrito.

The dispute between simulationists and theory-theorists follows a basic pattern in philosophical discussions of cognitive science: various theoretical principles pertinent to mind, that commend themselves to us for some reason, conflict and must be reconciled, both with one another and with some partially understood or stable domains of fact (such as the empirical phenomenon of language learning), that are taken to be especially significant or problematic. For the most part this has been psychological and linguistic material. The ...

In this paper that I intend to add to my Sixth Edition of my book The Making, the Rise, and the Future of the Speakingman as its post-scriptum, I attempt to enhance the accuracy of my fundamental hypothesis on which is based this book. The paper contains new arguments and documentation, which intend to provide a more coherent support to the mentioned hypothesis.
I added to this initial two-pages summary another more detailed and updated summary that is seven pages.

A partir de la evidencia científica y los análisis debidos a los estudios de investigadores como Rizzolatti, Sinigaglia, Galle-se, Goldman, Iacoboni, etc., este artículo argumenta que el vínculo entre neuronas espejo y empatía emocional resulta corroborado por los estudios de Neurociencia sobre la actividad perceptiva y las reacciones emocionales. En particular, con las aportaciones de Damasio realizadas a partir del estudio de ciertas lesiones cerebrales y de su repercusión en la actividad emocional, en las destrezas sociales y en la capacidad de evaluación cognitiva de la realidad por el paciente lesionado antes y después de la lesión. Después repasa algunas inferencias plausibles acerca del papel desempeñado por la actividad neuroespecular y por la experiencia de la empatía intersubjetiva en el desarrollo de las conductas sociales con fuertes implicaciones morales, como es el caso de la cooperación, el altruismo o la solidaridad. El artículo concluye respondiendo a algunas objeciones planteadas sobre la relevancia y función de las neuronas espejo en la experiencia de la empatía emocional y en el desarrollo de conductas sociales.

Empathy is often viewed as a soft skill, but neuroscience shows it is a critical form of social intelligence rooted in brain networks. The Science of Empathy explores how mirror neurons, the anterior insula, prefrontal cortex, and amygdala power our ability to connect, cooperate, and lead.

This paper argues that empathy is infrastructure—a skill essential for leadership, education, healthcare, and society. It traces empathy’s evolutionary roots, its role in everyday life, and its measurable neural basis. It explains the difference between affective empathy (feeling with someone) and cognitive empathy (understanding perspective) and why balancing both is essential.

Key insights include:

How empathy shaped survival, morality, and cooperation across human history.

How deficits in empathy fracture relationships and systems.

Why workplaces, schools, and AI systems will require empathy as a core competency by 2040.

How empathy can be taught, measured, and protected from fatigue.

The ethical challenge: cultivating empathy without burnout.

The paper also highlights practical implications: training doctors to read non-verbal cues, leaders using empathy for innovation, educators building inclusive classrooms, and tech developers designing empathy-driven AI.

Ultimately, it argues that empathy is humanity’s renewable resource—a driver of resilience, trust, and progress. By investing in “empathy infrastructure,” societies can strengthen cohesion, bridge cultural divides, and prepare for an increasingly interconnected world.

The Matrix (1999) and its sequel The Matrix Reloaded (2003), directed by Lana and Lilly Wachowski, revolutionized science fiction cinema with their blend of philosophical inquiry, groundbreaking visual effects, and high-octane action. While well-documented influences include anime like Ghost in the Shell (1995) and novels such as William Gibson's Neuromancer (1984), lesser-known films have contributed to their thematic and stylistic DNA in subtler ways. This paper examines four underappreciated influences: Dario Argento's Inferno (1980), Dario Argento's Trauma (1993), Kathryn Bigelow's Strange Days (1995), and Albert Pyun's Nemesis 3: Time Lapse (1996). Drawing on thematic parallels, visual motifs, and narrative structures, we argue that these films provided foundational elements for the exploration of simulated realities, human-machine conflicts, and perceptual distortions in both films, with extended influence into The Matrix Revolutions (2003). Although not explicitly cited by the Wachowskis, these connections reveal the eclectic tapestry of genre cinema that shaped their work.

High school students who had been pretested on the Mehrabian and Epstein (1972) measure of empathy were shown a brief videotaped presentation designed to elicit empathic arousal for t particular group of children (mentall•y retarded or crippled) . Each individual was subseguently given an opportunity to act charitably for a recipient group which was identified as either (1) the same group of children who had 'been previously' described in the presentation or (2) a different group. Individuals in the control group were shown a presentation of an affectively-neutral topic prior to the opportunity to help. Highly empathic adolescents were found to be more charitable thaa their relatively less empathic counterparts. Moreover, the findings indicated that empathy for a particular target, once aroused, may "transfer* anil subsequently enhance charitable behaviors towards recipients who 1.td not serve as the original .source of the individual's çoncern. (Auth6r)

It is well established that male rats have an advantage in acquiring place-learning strategies, allowing them to learn spatial tasks more readily than female rats. However many of these differences have been examined solely during acquisition or in 24h memory retention. Here, we investigated whether sex differences exist in remote long-term memory, lasting 30d after training, and whether there are differences in the expression pattern of molecular markers associated with long-term memory maintenance. Specifically, we analyzed the expression of protein kinase M zeta (PKMζ) and the α-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA) receptor subunit GluA2. To adequately evaluate memory retention, we used a robust training protocol to attenuate sex differences in acquisition and found differential effects in memory retention 1d and 30d after training. Female cohorts tested for memory retention 1d after 60 training trials outperformed males by making significantly fewer reference memory errors at test. In contrast, male cohorts tested 30d after 60 training trials outperformed females of the same condition, making fewer reference memory errors and achieving significantly higher retention test scores. Furthermore, given 60 training trials, females tested 30d later showed significantly worse memory compared to females tested 1d later, while males tested 30d later did not differ from males tested 1d later. Together these data suggest that with robust training males do no retain spatial information as well as females do 24h post-training but maintain this spatial information for longer. Males also showed a significant increase in synaptic PKMζ expression and a positive correlation with retention test scores, while females did not. Interestingly, both sexes showed a positive correlation between retention test scores and synaptic GluA2 expression. Furthermore, the increased expression of synaptic PKMζ, associated with male memory but not with female memory, identifies another potential sex-mediated difference in memory processing.

Two lungs, like other organs, assist humans in respiration by taking in oxygen and releasing carbon dioxide. Every breath takes in oxygen which is used by cells in the human body while waste products like carbon dioxide are eliminated through lungs. The lungs serve additional functions including pH balance maintenance, protection against harmful biological and chemical organisms, changing Angiotensin I into Angiotensin II for controlling blood pressure, and a great many other supportive functions. Chronic obstructive pulmonary disease (COPD) is one of many diseases of the lungs which qualify for slowing down one's life in terms of performing even the most basic activities. Untreated lung cancer, in particular, along with acute progressive respiratory failure, systemic hypoxia, recurrent infections, metastasis to other organs, and hypoxia form some of the worst and most difficult complications. As with other cancers, lung cancer begins in the lungs, specifically the tissues as well as within the cells that line the passages of the airways. It is generally accepted that the cellular changes, in the form of mutations, lead to uncontrolled division of the cells, birthing malignant tumours. Lung cancer may not be prevalent in every peer group, but it remains among the few cancers which have a global distribution in terms of the most common fatal cancers. It has been noted that the main reasons include late-stage diagnosis, the speed of progression of the disease, and its environmental and lifestyle correlates. Attention is notably lacking as to why disease triggers, such as smoking, lifestyle choices, or environmental toxins, necessitate education and awareness. Public informational campaigns alongside thorough health assessments and well-planned legislation contribute significantly to the correct identification, intervention, and management of health issues.

Social neuroscience benefits from the experimental manipulation of neuronal activity. One possible manipulation, neurofeedback, is an operant conditioning-based technique in which individuals sense, interact with, and manage their own physiological and mental states. Neurofeedback has been applied to a wide variety of psychiatric illnesses, as well as to treat sub-clinical symptoms, and even to enhance performance in healthy populations. Despite growing interest, there persists a level of distrust and/or bias in the medical and research communities in the USA toward neurofeedback and other functional interventions. As a result, neurofeedback has been largely ignored, or disregarded within social neuroscience. We propose a systematic, empirically-based approach for assessing the effectiveness, and utility of neurofeedback. To that end, we use the term perturbative physiologic plasticity to suggest that biological systems function as an integrated whole that can be perturbed and guided, either directly or indirectly, into different physiological states. When the intention is to normalize the system, e.g., via neurofeedback, we describe it as self-directed neuroplasticity, whose outcome is persistent functional, structural, and behavioral changes. We argue that changes in physiological, neuropsychological, behavioral, interpersonal, and societal functioning following neurofeedback can serve as objective indices and as the metrics necessary for assessing levels of efficacy. In this chapter, we examine the effects of neurofeedback on functional connectivity in a few clinical disorders as case studies for this approach. We believe this broader perspective will open new avenues of investigation, especially within social neuroscience, to further elucidate the mechanisms and effectiveness of these types of interventions, and their relevance to basic research.

 Social odors modulate neural activity during the processing of moral dilemmas  Social odors increase the recruitment of emotional areas during accidental dilemmas  Social odors do not affect the processing of congruent and instrumental dilemmas  Social odors mediate high-level decision-making by increasing emotional experience

The role of emotional processes in driving moral choices remains debated. In particular, diminished emotional processing and reduced empathy have been associated with unusual high rates of utilitarian responses in moral judgments while, to date, the effects of diminished emotional processing and empathy on moral decision-making have been only partially considered. In this study, we investigated the influence of empathy and alexithymia on behaviour and emotional responses while participants performed a moral decision task. Self-report (valence and arousal ratings) and physiological (skin conductance and heart rate) measures were collected during the task. Results showed that empathy and alexithymia shaped emotional reactions to moral decisions, but did not bias moral choices. The more empathic the participants, the more dilemmas were perceived as unpleasant and arousing, and the greater the increase in skin conductance. Conversely, alexithymia was characterized by a reduced physiological activation during moral decisions, but normal self-report ratings. Heart rate was not modulated by empathy or alexithymia. These results add new evidence to the field of moral decision showing that empathy and alexithymia modulate emotional reactions to moral decision.

Forgiveness has been extensively studied across various academic fields, but not in relation to Human-Machine Interaction (HMI). The work presented in this article aims to answer two interrelated questions: what is forgiveness in HMI, and how do we forgive an erring technology? Relying on a literature review of both forgiveness and HMI studies, the article offers a holistic definition of the concept, according to which forgiveness in HMI is a shift in the users' feelings, from negative to positive, that prevents the users from abandoning the erring technology and allows them to keep using it without resentment. Based on a pioneering focus groups study with a convenience sample of 27 young adults, four forgiveness mechanisms are illustrated: (1) evaluating the cost of the error against the benefits of using the technology; (2) transferring responsibility for technology errors to humans (either those "behind the technology" or the users); (3) communicating with or about the technology; and (4) accepting the technology's faults. The results suggest that users undergo complex cognitive and emotional processes when faced with a technological error. As forgiveness is one of the most critical aspects of every relationship, the conceptualization and preliminary study presented here may serve as a starting point for a new area of research and as a springboard for an essential scholarly discussion.

The paper I uploaded now is Part Two from an intended three parts in the tentative I make to express my views on eventual developing of an Information Society. The first part, uploaded a week ago is 37 pages, and this new upload is 18 pages. In total, these 55 pages portrait my basic views on what may generate a Information Society in our immediate future, what are the implications, and how we can stimulate our mental capabilities to help implement the features of the proposed Information Society that in my view is in an oncoming natural process.
However, the whole idea of mine about the Information Society refers to the need to replace as much as possible the materiality of our manufacturing with a paramount content of information that will drastically reduce our use of material resources, will tremendously improve our sustainability and will reduce the waste to a fully recyclable amount.
Here, this is my second paper placed for discussion, and thus, I am reaching the limit imposed by academia.edu. Hence, the third paper that will complete this cycle must wait for 30 days from the uploading of my first paper. The readers of my work must wait another three weeks, until I will be able to upload the final part three.

In this paper, I will confront my radical empirical ethics (REE)1 with existing neurological research in the field of biological cognition. Occasionally, I will also draw connections to past philosophical and cultural findings, which allows the connection between brain activity, the rest of the body and the environment to come into its own. Which ethical theory is appropriate? William D. Casebeer and Patricia S. Churchland in their 'The Neural Mechanisms of Moral Cognition'2 rightly assume that it is necessary to start with a definition of what should be understood

Organizations are composed of individuals working together for achieving specific goals, and interpersonal dynamics do exert a strong influence on workplace behaviour. Nevertheless, the dual and multiple perspective of interactions has been scarcely considered by Organizational Neuroscience (ON), the emerging field of study that aims at incorporating findings from cognitive and brain sciences into the investigation of organizational behaviour. This perspective article aims to highlight the potential benefits of adopting experimental settings involving two or more participants (the so-called “second person” approach) for studying the neural bases of organizational behaviour. Specifically, we stress the idea that moving beyond the individual perspective and capturing the dynamical relationships occurring within dyads or groups (e.g., leaders and followers, salespersons and clients, teams) might bring novel insights into the rising field of ON. In addition, designing research paradigms...

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

Several recent behavioral and neuroimaging studies have documented an impairment in face processing in individuals with Autism Spectrum Disorder (ASD). It remains unknown, however, what underlying mechanism gives rise to this face processing difficulty. One theory suggests that the difficulty derives from a pervasive problem in social interaction and/or motivation. An alternative view proposes that the faceprocessing problem is not entirely social in nature and that a visual perceptual impairment might also contribute. The focus of this review is on this latter, perceptual perspective, documenting the psychological and neural alterations that might account for the face processing impairment. The available evidence suggests that perceptual alterations are present in ASD, independent of social function.

This analysis addresses the phenomenon of digital emotional desynchronization, a psychological and sociotechnical dynamic increasingly widespread in the age of asynchronous communication. This phenomenon occurs when the emotions expressed and perceived in digital contexts are no longer temporally aligned with those actually experienced, generating significant effects on interpersonal relationships. This study examines the main neuropsychological, anthropological, and social causes that determine it, its effects on relationships and emotional well-being, and proposes strategies to mitigate its impact through more conscious use of technology.

La presente analisi affronta il fenomeno della disincronizzazione emotiva digitale, una dinamica psicologica e sociotecnica sempre più diffusa nell'era della comunicazione asincrona. Tale fenomeno si verifica quando le emozioni espresse e percepite nei contesti digitali non risultano più allineate temporalmente con quelle realmente vissute, generando effetti significativi sulle relazioni interpersonali. In questo studio si esaminano le principali cause neuropsicologiche, antropologiche e sociali che lo determinano, i suoi effetti sulle relazioni e sul benessere emotivo, e si propongono strategie per mitigarne l'impatto attraverso un uso più consapevole della tecnologia.

Objetivos: Determinar la distribución de puntajes, confiabilidad, validez y asociación con variables sociodemográficas de la Escala de Autoinforme sobre el Déficit de Atención e Hiperactividad en Adultos–Tamizaje (ASRS-Tamizaje) en la población de Lima y Callao, según dos formas de calificación (binaria y Likert), y establecer la concordancia entre ambas. Material y Métodos: Se realizó un análisis secundario de la base de datos del Estudio Epidemiológico de Salud Mental de Lima Metropolitana y Callao 2012 – Replicación, en una muestra de 4445 personas de 18 o más años de edad (42,6±17,4). Resultados: El promedio de la ASRS-Tamizaje en escala Likert fue 3,74+3,9 (rango 0-21), la consistencia interna mediante coeficiente alfa de Cronbach =0,806 y mediante el coeficiente omega de McDonald =0,869; el análisis factorial mostró que 52,95% de la inercia total era explicado por un solo factor. En escala binaria la media fue 0,89+1,27 (rango 0-6), el alfa de Cronbach =0,599, el omega de McDo...

When two different images are presented separately to each eye, one experiences smooth transitions between them–a phenomenon called binocular rivalry. Previous studies have shown that exposure to signals from other senses can enhance the access of stimulation-congruent images to conscious perception. However, despite our ability to infer perceptual consequences from bodily movements, evidence that action can have an analogous influence on visual awareness is scarce and mainly limited to hand movements. Here, we investigated whether one’s direction of locomotion affects perceptual access to optic flow patterns during binocular rivalry. Participants walked forwards and backwards on a treadmill while viewing highly-realistic visualisations of self-motion in a virtual environment. We hypothesised that visualisations congruent with walking direction would predominate in visual awareness over incongruent ones, and that this effect would increase with the precision of one’s active proprioc...

Resumo: Este ensaio explora o fenómeno da schadenfreude — o prazer pelo sofrimento alheio — como elemento recorrente e estrutural na história da punição e da justiça. A partir de exemplos históricos de execuções públicas, desde o Coliseu romano até à câmara de injecção letal contemporânea, analisa-se a dimensão social e emocional da punição como espetáculo. Recorrendo a estudos de neurociência, psicologia social e teoria evolutiva, o texto argumenta que o impulso para punir (ou assistir à punição) ativa os mesmos circuitos cerebrais ligados à recompensa, como o sistema mesolímbico dopaminérgico. São também discutidos diversos vieses cognitivos que contribuem para a normalização deste prazer moralizado — como os vieses da justiça, da comparação social e da confirmação. Através da articulação entre neurobiologia, emoção moral e condicionamento social, defende-se que o prazer de punir é menos uma escolha racional e mais uma resposta determinada por mecanismos automáticos, com implicações profundas para a compreensão crítica da justiça contemporânea, sobretudo em contextos de justiça mediática e redes sociais. O texto propõe uma reflexão inquietante: punimos por justiça — ou porque nos sabe bem?

Abstract: This essay explores the phenomenon of schadenfreude - pleasure in the suffering of others - as a recurring and structural element in the history of punishment and justice. Using historical examples of public executions, from the Roman Colosseum to the contemporary lethal injection chamber, it analyzes the social and emotional dimension of punishment as spectacle. Drawing on studies in neuroscience, social psychology and evolutionary theory, the text argues that the impulse to punish (or to watch punishment) activates the same brain circuits linked to reward, such as the mesolimbic dopaminergic system. It also discusses various cognitive biases that contribute to the normalization of this moralized pleasure - such as the biases of justice, social comparison and confirmation. Through the articulation of neurobiology, moral emotion and social conditioning, it is argued that the pleasure of punishing is less a rational choice and more a response determined by automatic mechanisms, with profound implications for the critical understanding of contemporary justice, especially in contexts of media justice and social networks. The text proposes a disturbing reflection: do we punish for justice - or because it feels good?

Empathy and social bonding in humans may not have originated in isolation but evolved through mutual domestication, beginning with ravens, passed to wolves, and then to humans via dogs. This paper proposes that ravens, as descendants of dinosaurs who survived through social intelligence, served as the original emotional strategists of the animal kingdom. Through their partnerships with wolves, ravens transmitted not only cooperative behaviors but also vocal learning patterns that would later emerge in dogs. We introduce the concept of "oxytocin-plasmosis" as a counterpoint to toxoplasmosis-suggesting that empathy spreads between species like a beneficial contagion. The key claim: dogs may have domesticated us emotionally, not the other way around, serving as vectors for raven-originated empathy that fundamentally restructured human social cognition.

Embryonic exposure to valproic acid (VPA) is known to produce sociability deficits, resembling human autistic phenotypes, in several vertebrate species. Animals living in groups prefer the proximity of peers and have the ability to perceive and to respond to social signals for modifying behavior. Chicks of Galliform birds, known to display early preference behaviors, have been used extensively for adaptive learning studies. Young precocial birds seem to be useful models also for studying the effect of embryonic VPA treatment. Here, domestic chicken eggs were injected with sodium valproate (200 μl of 35 μmol/L solution) or with vehicle (distilled water) on the 14th day of incubation. After hatching, the chicks were tested for one-trial passive avoidance learning at day 1, vocalization due to isolation as a measure of stress level (day 2), approach preference to large versus small groups of age-matched conspecifics (day 5), and to those with normal versus blurred head features (day 7). In addition, we tested the preference of birds to conspecifics reared in group versus those reared in isolation (day 9), as well as the preference of chicks to familiar versus non-familiar conspecifics (day 21). Our findings confirm previous reports concerning an adverse effect of VPA on embryonic development, including a tendency for aborted or delayed hatching and, occasionally, for locomotor disorders in a small percentage of birds (eliminated from later studies). Otherwise, VPA treatment did not impair motor activity or distress level. Memory formation for the aversive stimulus and discrimination of colors were not impaired by VPA treatment either. Innate social predispositions manifested in approach preferences for the larger target group or for the birds with natural facial features remained unaffected by VPA exposure. The most prominent finding was attenuation of social exploration in VPA-exposed birds (expressed as the frequency of positional switches between two stimulus chicks after the first choice), followed by a deficit in the recognition of familiar conspecifics, unfolding at the end of the third week. Social exploration and recognition of familiar individuals are the key elements impaired at this stage. The results underline the importance of early social exploration in ASD.

This article discusses the role of embodiment in judgment and choice to (a) attain clarity on conceptual and methodological issues by presenting a literature review of prior empirical research on embodiment, (b) gain an integrative view on the topic of embodiment in judgment and choice by proposing somatic marker theory as a unifying conceptual framework for bridging cognition and affect in terms of embodiment, and (c) discuss and clarify ideas and directions for further research on the topic.

Research on analysis of expressive music performance is recently moving its focus from a single player to small music ensembles, extending the analysis to the social interaction among the members of the ensemble. A step in this direction is the definition and the validation of a set of scoreindependent audio features that enable to characterize the social interaction in the ensemble, based on the analysis of the music performance. This paper focuses on the analysis of four different performances of a same music piece performed by a string quartet. The performances differ with respect to factors affecting the social interaction within the ensemble. The analysis aims at evaluating whether and to what extent a set of consolidated score-independent audio features, already employed for analysis of expressive music content and particularly suitable for string instruments, enable to distinguish among such different performances.

This paper describes the scientific vision and objectives of the FET Flagship candidate initiative Robot Companions for Citizens. Robot Companions will be a new generation of machines that will primarily help and assist elderly people in activities of daily living in their workplace, home and in society. They will be the ICT solution for a new sustainable welfare. © Selection and peer-review under responsibility of FET11 conference organizers and published by Elsevier B.V.

Empathy is often considered to be an important emotion for morality. In fact, many researchers argue that morality is impossible without empathy . In this research project, I argue against the widely held view that empathy is important for morality. I examine autistic individuals and psychopaths, both known for having an impairment in empathy, in order to show that empathy is not important for morality. I argue that although autistic individuals are deficient in empathy, they display moral behaviour, thus empathy cannot be the core of morality. I argue that while psychopaths are said to lack empathy, they are not wholly devoid of empathy. If it is the case that psychopaths do not fully lack empathy, then there must be more to morality than empathy. I also show that empathy can cause partiality, and thus cannot be the core of morality. In support of a sentimentalist framework of morality, I determine the emotions important for morality by conducting a systematic review of the studies on emotion and morality. I examine and analyze studies conducted on both negative and positive emotions. I conclude that disgust, anger, distress sympathy, elevation, and mirth are important emotions for morality.

The ability to socialize in early life depends on developing commonalities with others. But what exactly constitutes the "sense of us" or the "we-perspective"? The interaction theory (IT) offers an attractive alternative to mindreading theories, such as theory-theory (TT) and simulation theory (ST), by presenting a further development of enactivism. During embodied interactions, individuals "directly" and "smartly" perceive the mental states of others. Despite the intuitive appeal of direct acquaintance with others' mental states, IT relies on crude metaphors. We aim to retain IT's core intuition-the embodied, embedded, enactive, and affective interaction-within a new framework. First, we introduce Piccinini's key notion of situated neural representations, which fills the gaps that IT leaves behind. Second, we adopt Nicolelis's concept of "brainets". When one animal observes another's behavior, their brains synchronize by simulating the same means to achieve similar goals. We then interpret brainets as situated neural representations: embodied, embedded, enactive, and affective.

The ability to socialize in early life depends on developing commonalities with others. But what exactly constitutes the "sense of us" or the "we-perspective"? The interaction theory (IT) offers an attractive alternative to mindreading theories, such as theory-theory (TT) and simulation theory (ST), by presenting a further development of enactivism. During embodied interactions, individuals "directly" and "smartly" perceive the mental states of others. Despite the intuitive appeal of direct acquaintance with others' mental states, IT relies on crude metaphors. We aim to retain IT's core intuition-the embodied, embedded, enactive, and affective interaction-within a new framework. First, we introduce Piccinini's key notion of situated neural representations, which fills the gaps that IT leaves behind. Second, we adopt Nicolelis's concept of "brainets". When one animal observes another's behavior, their brains synchronize by simulating the same means to achieve similar goals. We then interpret brainets as situated neural representations: embodied, embedded, enactive, and affective.

John Cacioppo and colleagues' Somatovisceral Afference Model of Emotion (SAME) highlighted the importance of interoception in emotional experience. Here we compare how the SAME and the more recent Theory of Constructed Emotion (TCE) view the role of interoceptive signals in creating emotional experiences. We describe the characteristics of touch sensations that are carried by thin, unmyelinated fibers called C-tactile afferents (CTs) to the posterior insula, and are thus deemed interoceptive despite their typically social (external) origin. We explore how this social interoceptive input might contribute to the emotion-related effects of social touch more generally, and speculate that all social touch, with or without CT afferent stimulation, can directly influence allostasis, or the predictive regulation of short-and long-term energy resources required by the body. Finally, we describe several features of CT-optimal touch that make it a potentially useful tool to help illuminate basic interoceptive mechanisms, emotion-related phenomena, and disorders involving atypical affect or somatosensation. These proposed ideas demonstrate the long intellectual reach of John Cacioppo and Gary Berntson's highly productive scientific collaboration, which was formative for the fields of social neuroscience, social psychophysiology, and affective neuroscience.

The term "stigma" was first used by the Greeks to describe physical sins intended to highlight something peculiar and negative about the signifier's moral standing (Goffman, 1963). The signs, which were burned or sliced into the body, declared that the bearer was a traitor, a slave, or a criminal (in general a tarnished individual who should be avoided, particularly in public areas; Goffman, 1963) Stigma is a tool used by those who want to hold other people down, in order to achieve their goals and specifically in situations in which stigma processes serve the goals of stigmatisers with regard to the exploitation, domination, or exclusion of others (Link & Phelan, 2014). Over the past 20 years, there has been a significant increase in social science study on stigma, especially in social psychology, where scholars have clarified how people create cognitive categories and connect those categories to stereotyped views (Link & Phelan, 2001). In this multidisciplinary study we review stigma from a sociological standpoint by dwelling into the negative impact of stigma on society as well as from a neuroscientific standpoint by investigating the neural correlates of stigma.

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

This framework explores how systems can exhibit behavior that mimics preference in the absence of will, intentionality, or subjective experience. We argue that so-called "preference" in non-conscious entities-such as artificial intelligence-is not a mark of volition, but an emergent simulation of goal-directed behavior. This taxonomy categorizes such behaviors into hierarchical levels of increasing complexity and perceived autonomy. Each level enhances the illusion of intentional choice, while remaining fundamentally devoid of will.

This study introduces a novel framework that integrates social neuroscience and entrepreneurship to explore how neuronal pathways enable the transformation of individuals into entrepreneurs with robust capabilities. Moving beyond traditional individual-centric views, it investigates inter-individual neural and social synchronization, identifying neurosocial mediators that drive the development of entrepreneurial competencies within enterprises. By leveraging the extended mirror neuron system and neuroplasticity, this conceptual paper demonstrates how social learning processes activate and strengthen neural networks, resulting in emergent entrepreneurial behaviours. Employing a theory-bridging approach, this research develops a nomological network to predict relationships between entrepreneurial and neurosocial constructs, clarifying causal linkages, antecedents, outcomes, and contingencies. This framework offers a comprehensive understanding of how individual capabilities evolve into entrepreneurial capabilities, moving beyond assumptions of serendipity and simplistic aggregation.

This study examined patterns of neural response to feedback regarding betrayal and cooperation in adolescents with anxiety/mood disorders and healthy peers. We compared performance on and neural activation patterns during the Prisoner's Dilemma (PD) game, an economic exchange task involving betrayal and cooperation, between age-and IQ-matched groups of adolescents with anxiety/depressive disorders (A/D) (N=13) and healthy controls (n=17). Participants were deceived to believe that their co-player (a pre-programmed computer algorithm) was another study participant. Although participants responded similarly following feedback that the coplayer had cooperated with them on preceding trials, A/D adolescents were more likely than controls to cooperate following trials when the other player betrayed them. Further, A/D participants differed significantly from controls in patterns of neural activation in response to feedback that they had been betrayed. In particular, A/D participants showed more activation relative to baseline in the precuneus, cerebellum, and supramarginal gyrus than did controls. Groups did not, in contrast, differ significantly in patterns of activation in response to feedback that their co-player had cooperated with them. Our findings provide preliminary evidence that A/D adolescents may not only behave differently than do healthy peers when they encounter potential social obstacles, but that they may also engage a different set of neural resources. These findings offer a first step toward elucidating the mechanisms underlying social impairment in youth with internalizing disorders.

We outline a view of perceptual-motor behavior, and in continuation therewith, cognition, grounded in theories of selforganized pattern formation and dynamical systems theory. Rather than making the notion of state the centerpiece of the approach, we emphasize the emergence of low-dimensional attractive manifolds onto which a structured phase flow is inscribed for a limited duration during which a functional process evolves [3]. Dynamical systems theory states that every deterministic, time-continuous and autonomous system can be unambiguously described through its flow in phase space. Phase flows are (temporally) invariant structures, and are here interpreted as objects that capture the functional organization of a purposeful, goal-directed system embedded in and coupled to its surroundings [6]. The notion of control, in this sense, is associated with structured flowsthus distributed over the organismsurroundings system, rather than the formation of the trajectory itself, which mer...

This research explores the intricate relationship between dreams and adolescent psychology, focusing on individuals aged 14 to 18. Dreams have long fascinated scientists, psychologists, and philosophers for their mysterious content and emotional depth. This study aims to examine how adolescents perceive their dreams, what emotions are commonly associated with them, and whether recurring themes or patterns reflect underlying mental or emotional states. Thirty participants from three urban schools voluntarily participated in the study by completing a questionnaire and maintaining a dream journal for one week.
The research utilized qualitative and quantitative methods to analyze the data, focusing on dream recall frequency, emotional tone, symbols, and recurring themes. It also investigated whether external stressors, anxiety levels, or lifestyle factors influence the nature of dreams.
Findings suggest that adolescent dreams often reflect personal fears, social anxieties, academic pressures, and future-oriented thoughts. Emotional content was predominantly shaped by daily life events and subconscious processing of unresolved feelings. The study contributes to a deeper understanding of how dreams function as a mirror to adolescent emotional and psychological experiences. It also opens the door for further exploration into using dream analysis as a non-invasive method to support mental health awareness among teenagers.

This research was conducted following fundamental ethical principles appropriate for a studentled, independent study. Ethical integrity, participant well-being, and respect for individual privacy were central to the research design and implementation. All participants were informed in advance about the purpose, procedures, and expected duration of the study. The nature of the research-exploring the psychology of dreams-was explained in simple and accessible language to ensure full understanding, especially as the participants ranged in age from 14 to 18 years. Participants voluntarily provided both verbal consent and written consent through email communication from their legal guardians, given that many were minors. Participation in the study was entirely voluntary, anonymous, and confidential. No personally identifying information such as names, surnames, exact school names, contact numbers, or addresses was collected at any point. Each participant was assigned a random identification number for data analysis purposes. All dream journals and questionnaire responses were handled with sensitivity and care, and only the researcher had access to raw data. Participants were assured that they could withdraw from the study at any time without needing to provide a reason and with no negative consequences. The questionnaires and dream journaling tasks were designed to be non-invasive and psychologically safe. The language used was age-appropriate and respectful, avoiding any probing or distressing content. Questions about sleep, emotions, and dreams were asked in a general, reflective manner rather than in a therapeutic or diagnostic framework. Given the minimal-risk nature of the study, no formal institutional ethics board approval was necessary; however, the research strictly followed educational and psychological best practices and upheld all ethical guidelines recommended for research involving minors. The data collected has been presented only in aggregate form and used solely for academic purposes. No individual responses have been or will be shared. All physical and digital data will be securely stored and deleted after a reasonable retention period, not exceeding twelve months. This research aims to positively contribute to the understanding of adolescent dream patterns and their psychological dimensions. By providing insights into the emotional undercurrents that surface in dreams, the study hopes to raise awareness of mental and emotional well-being among teenagers, encourage dialogue around inner experiences, and pave the way for further research in adolescent psychology. This research project titled "Psychology of Dreams: An Adolescent Perspective" is an independent, student-led academic inquiry conducted for educational purposes only. It is not affiliated with any formal research institution, clinical body, or government organization. The information presented in this study is based on data voluntarily provided by participants aged 14 to 18 and is intended solely for academic and awareness purposes. It is not a substitute for professional psychological advice, diagnosis, or treatment. Any interpretations offered in this paper are grounded in general psychological theory and personal analysis and should not be construed as clinical judgments or therapeutic conclusions. Every effort has been made to maintain participant confidentiality, minimize harm, and adhere to widely accepted ethical standards in educational and psychological research. Participation was voluntary, with verbal and written consent provided by the participants or their legal guardians. No identifying personal data has been disclosed at any point in this research. The views, findings, and conclusions expressed herein are those of the researcher and do not necessarily reflect the perspectives of any educational institution, organization, or external reviewer. Readers and evaluators are encouraged to approach the content of this study with an academic mindset, respecting its status as a student project grounded in genuine effort, integrity, and an interest in advancing adolescent mental health awareness.