Autism shapes social integration and reciprocity in elementary classrooms

Using experimental game theory to quantify social integration and reciprocity, we find autistic children occupy more peripheral positions in classroom networks and engage less in reciprocal relationships.

Reciprocity heightens academic performance in elementary school students

Using a behavioral game on networked tablets to map social networks in 45 Chilean classrooms, we find that students who engage in more mutually cooperative (reciprocal) peer relationships achieve higher grades — and the effect is largest for students with the most reciprocal ties.