The Geeks Shall Inherit the Earth - Alexandra Robbins [210]
rhesus monkeys with high levels of serotonin: See Mehlman, P. T.; Higley, J. D.; Faucher, I.; Lilly, A. A.; et al. “Correlation of CSF 5-HIAA concentration with sociality and the timing of emigration in free-ranging primates,” American Journal of Psychiatry, Vol. 152, 1995, and Higley, J. D.; King, S. T., Jr.; Hassert, M. F.; et al. “Stability of interindividual differences in serotonin function and its relationship to severe aggression and competent social behavior in rhesus macque females,” Neuropharmacology, Vol. 14, 1996. Cited in Knutson, Brian; Wolkowitz, Owen M.; Cole, Steve W.; et al. “Selective Alteration of Personality and Social Behavior by Serotonergic Intervention,” American Journal of Psychiatry, Vol. 155, 1998: 3.
administered to volunteers a drug: See, for example, Knutson.
“socially affiliative” behaviors: See Tse, Wai S. and Bond, Alyson J. “Serotonergic intervention affects both social dominance and affiliative behavior,” Psychopharmacology, Vol. 161, 2002.
“can modify social status”: Ibid.
a region of a particular gene: See Burt, S. Alexandra. “A Mechanistic Explanation of Popularity: Genes, Rule Breaking, and Evocative Gene-Environment Correlations,” Journal of Personality and Social Psychology, Vol. 96, No. 4, 2009. Two caveats: First, Burt wrote, “This study is the first to explicitly identify a pathway through which a specific gene influences individuals’ social status.” When I asked her whether her study referred to likeability or social status, she said, “The operationalization of the ratings was primarily based on likeability (although we’d expect likeability to be correlated with social status).” Second, it’s helpful to keep in mind, as Burt noted, that “Because one’s genes cannot directly code for other individuals’ reactions, it is biologically impossible for this association to be direct. Instead, any legitimate association must be mediated via the individual’s attributes or behavior.”
“notable risks for development”: See Schwartz, David; Nakamoto, Jonathan; Gorman, Andrea Hopmeyer; and McKay, Tara. “Popularity, Social Acceptance, and Aggression in Adolescent Peer Groups: Links with Academic Performance and School Attendance,” Developmental Psychology, Vol. 42, No. 6, 2006.
Note: This can apply to the aggressors or victims: Rachel Simmons, author of Curse of the Good Girl explained to me, “Once you’re on the inside, you’re usually struggling to stay there. To get and stay popular, your status has to be paramount, and that means you’ll do pretty much anything, including be a target or an aggressor, to keep your place. At the end of the day, trying to be accepted at the highest level usually causes kids to lose their selves to the race.”
less likely to do well: See, for example, Schwartz. See also Kiefer.
If a student’s social aim: See Kiefer.
“likely to lead to disruptive”: Ibid.
This connection is especially strong: Ibid.
“I wanted to date a ‘normal’ ”: Interview.
“My weight is never good enough”: Interview.
“Deep down, I know it’s wrong”: Interview.
characterized with negative traits: See, for example, Gavin. High-status groups are more biased toward their own cliques than are low-status groups. See Bettencourt.
“involvement in risky behaviors”: See Schwartz.
CHAPTER 13
divisions that didn’t seem all that different: Interviews.
learned the term “narnian”: Interview.
“I’m always single”: Interview.
“bottom of the food chain”: Interview.
Gamers: Also, scientists have discovered that playing casual video games can vastly improve adults’ moods and stress levels. See Russoniello, Carmen V. and Parks, Jennifer M. “A Randomized Controlled Study of the Effects of PopCap Games on Mood and Stress,” Psychophysiology Lab and Biofeedback Clinic, East Carolina University. Note: PopCap underwrote the study.
adept at problem solving: See McGonigal, Jane. “Gamers have skills. Let’s tap ’em. Video games are training people to solve tough, real-world problems,” Christian Science Monitor,