"Emotional Proximity" and "Spatial Proximity": Higher Relationship Quality and Nearer Distance Both Strengthen Scratch Contagion in Tibetan Macaques.

Behavioral contagion has been defined as a phenomenon in which an unlearned behavior automatically triggers a similar behavior in others. Previous studies showed that a behavioral contagion might have the function of strengthening social relationships, promoting group coordination and maintaining social cohesion. However, so far, there are few studies investigating the correlation between contagious scratching and social bonding. Tibetan macaques (Macaca thibetana) live in multi-male and multi-female cohesive matrilineal groups, and scratching is usually observed in their affiliated interactions. We investigated the process of scratch contagion in one group of free-ranging Tibetan macaques and explored whether behavioral contagion could consolidate social relationships and maintain social stability. Results showed that the scratching was contagious and correlated with relationship quality and spatial distance. In dyads with a higher Dyadic Composite Sociality Index (DSI), the contagion was strong. In addition, contagions occurred more frequently and faster among individuals nearer to each other. In terms of social groups, members with higher social centrality participated in more behavioral contagion, whether as expressers or observers. Our findings provide new perspectives for studying behavioral contagions in humans and animals.

Tibetan Macaques with Higher Social Centrality and More Relatives Emit More Frequent Visual Communication in Collective Decision-Making.

Animals on the move often communicate with each other through some specific postures. Previous studies have shown that social interaction plays a role in communication process. However, it is not clear whether the affinity of group members can affect visual communication. We studied a group of free-ranging Tibetan macaques (Macaca thibetana) at Huangshan Mountain, China, and answered whether and how social centrality or relatives matter in visual signals during group movement using Tobit regression modeling. All individuals emitted the signals of back-glances and pauses in collective movement. The emission of two signals decreased with the number of participants increased. The back-glance and pause signals emitted by the participating individuals were stronger as the position moved backward in the group. Sex, age, and rank had no significant influence on back-glance and pause signals. Individuals with higher social centrality would emit more pause signals, but social centrality had no effect on the back-glance signal. Individuals with more relatives in the group had more back-glance signals, but this had no effect on the pause signal. This study verifies that social centrality and the number of relatives have effects on visual signals in Tibetan macaques. We provide insights into the relationship between communication behaviors and group cooperation in social animals.

Dynamic Relationships between Information Transmission and Social Connections.

Understanding the drivers of sociality is a major goal in biology. Individual differences in social connections determine the overall group structure and have consequences for a variety of processes, including if and when individuals acquire information from conspecifics. Effects in the opposite direction, where information acquisition and transmission have consequences for social connections, are also likely to be widespread. However, these effects are typically overlooked. We propose that individuals who successfully learn about their environment become valuable social partners and become highly connected, leading to feedback-based dynamic relationships between social connections and information transmission. These dynamics have the potential to change our understanding of social evolution, including how selection acts on behavior and how sociality influences population-level processes.

Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors.

In this paper, we build on key findings in the sociological literature regarding different patterns of association between social centrality and overt aggressive behavior in the context of same-and-cross gender social interactions. We explore these associations in a population of urban elementary school students ( Age ^   = 8.62 , SD = 0.69, N = 848), while addressing claims that the role of psychological factors is overstated in this literature. Our results indicate that, on average, social centrality is positively associated with aggressive behavior for boys, but negatively for girls. We also find a moderating effect indicating that the proportion of male peers with whom participants are reported to hang around, as well as their own gender play a role in the association between social centrality and aggression. These findings are discussed in the context of an ecological perspective on human development in which interactions among individuals, their social groups, and key environments are viewed as central to shaping developmental pathways.

Knowledgeable Lemurs Become More Central in Social Networks.

Strong relationships exist between social connections and information transmission [1-9], where individuals' network position plays a key role in whether or not they acquire novel information [2, 3, 5, 6]. The relationships between social connections and information acquisition may be bidirectional if learning novel information, in addition to being influenced by it, influences network position. Individuals who acquire information quickly and use it frequently may receive more affiliative behaviors [10, 11] and may thus have a central network position. However, the potential influence of learning on network centrality has not been theoretically or empirically addressed. To bridge this epistemic gap, we investigated whether ring-tailed lemurs' (Lemur catta) centrality in affiliation networks changed after they learned how to solve a novel foraging task. Lemurs who had frequently initiated interactions and approached conspecifics before the learning experiment were more likely to observe and learn the task solution. Comparing social networks before and after the learning experiment revealed that the frequently observed lemurs received more affiliative behaviors than they did before-they became more central after the experiment. This change persisted even after the task was removed and was not caused by the observed lemurs initiating more affiliative behaviors. Consequently, quantifying received and initiated interactions separately provides unique insights into the relationships between learning and centrality. While the factors that influence network position are not fully understood, our results suggest that individual differences in learning and becoming successful can play a major role in social centrality, especially when learning from others is advantageous.