Relevant bibliographies by topics / Cognitive and social

Academic literature on the topic 'Cognitive and social'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Cognitive and social"

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Krendl, Anne, and Brea Perry. "SOCIAL COGNITIVE DEFICITS RELATE TO KEY ASPECTS OF OLDER ADULTS' SOCIAL NETWORKS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 240. http://dx.doi.org/10.1093/geroni/igac059.953.

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Abstract Social connectedness confers benefits to older adults’ cognition, including slowing the progression of Alzheimer’s disease (AD). Social connectedness is facilitated by social cognitive function – how people understand, store, and apply information about others – which declines over the lifespan. We examined whether two core social cognitive skills – face memory and theory of mind (the ability to infer others’ mental states) – predicted older adults’ social network structure and composition. Cognitively normal older adults (OA; N=119) and OA with mild cognitive impairment (MCI) or AD (N=96) completed a social network interview, a face memory task, and a theory of mind measure. Social cognitive deficits were highest among OA with MCI and AD. Face memory predicted network size, whereas theory of mind predicted network composition. Neuroimaging results describing OA’s social cognitive deficits are also discussed. Social cognitive function may be an important intervention target for preserving older adults’ social connectedness.
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Addington, Jean, Huma Saeedi, and Donald Addington. "Influence of social perception and social knowledge on cognitive and social functioning in early psychosis." British Journal of Psychiatry 189, no. 4 (October 2006): 373–78. http://dx.doi.org/10.1192/bjp.bp.105.021022.

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BackgroundSocial cognition has been implicated in the relationship between cognition and social functioning.AimsTo test the hypothesis that social cognition mediates the relationship between cognitive and social functioning.MethodThis was a 1-year longitudinal cohort study comparing three groups: 50 people with first-episode psychosis, 53 people with multi-episode schizophrenia and 55 people without psychiatric disorder as controls. Participants were assessed on social perception, social knowledge, interpersonal problem-solving, cognition and social functioning.ResultsThere were significant associations between social cognition, cognition and social functioning in all three groups. Deficits in social cognition were stable over time. In the first two groups, controlling for social cognition reduced the relationship between cognitive and social functioning.ConclusionsThis study provides some evidence that social cognition mediates the relationship between cognitive and social functioning.
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Bainbridge, William Sims. "Social cognition of religion." Behavioral and Brain Sciences 29, no. 5 (October 2006): 463–64. http://dx.doi.org/10.1017/s0140525x06239104.

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Research on religion can advance understanding of social cognition by building connections to sociology, a field in which much cognitively oriented work has been done. Among the schools of sociological thought that address religious cognition are: structural functionalism, symbolic interactionism, conflict theory, phenomenology, and, most recently, exchange theory. The gulf between sociology and cognitive science is an unfortunate historical accident.
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Gallese, Vittorio, and Maria Alessandra Umiltà. "Cognitive Continuity in Primate Social Cognition." Biological Theory 1, no. 1 (March 2006): 25–30. http://dx.doi.org/10.1162/biot.2006.1.1.25.

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Ross, Don. "Economics, cognitive science and social cognition." Cognitive Systems Research 9, no. 1-2 (March 2008): 125–35. http://dx.doi.org/10.1016/j.cogsys.2007.06.010.

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Sun, Ron, and Isaac Naveh. "Social institution, cognition, and survival: a cognitive–social simulation." Mind & Society 6, no. 2 (February 22, 2007): 115–42. http://dx.doi.org/10.1007/s11299-007-0027-5.

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Conein, Bernard. "Cognition distribuée, groupe social et technologie cognitive." Réseaux 124, no. 2 (2004): 53. http://dx.doi.org/10.3917/res.124.0053.

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Sun, Ron. "Cognitive Social Simulation Incorporating Cognitive Architectures." IEEE Intelligent Systems 22, no. 5 (September 2007): 33–39. http://dx.doi.org/10.1109/mis.2007.4338492.

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Diekhoff, George M., Bruce A. Holder, and Ron Burks. "Social Cognitive Structures." Small Group Behavior 19, no. 2 (May 1988): 185–206. http://dx.doi.org/10.1177/104649648801900202.

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Billek-Sawhney, Barbara, and E. Anne Reicherter. "Social Cognitive Theory." Topics in Geriatric Rehabilitation 20, no. 4 (October 2004): 319–23. http://dx.doi.org/10.1097/00013614-200410000-00026.

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Dissertations / Theses on the topic "Cognitive and social"

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Atkinson, Lynette M. "A longitudinal investigation of the social, cognitive and social cognitive predictors of reading comprehension." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-longitudinal-investigation-of-the-social-cognitive-and-social-cognitive-predictors-of-reading-comprehension(266c7d0d-df06-4321-bf0c-4e95c5293ad5).html.

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This thesis reports a longitudinal investigation of social, cognitive and social cognitive predictors of early reading comprehension in a sample of 98 typically developing children. Children were aged three at the beginning of the study and, importantly, they were all non-­‐readers and had not experienced formal literacy instruction. Children’s progress in literacy-­‐related development was reassessed over the following 28 months. Reading comprehension was assessed at the final time point, when children were six years old. The first study investigated the influence of children’s home literacy environment (HLE) on their cognitive pre-­‐reading abilities at three years, and on their emergent literacy skills at five years. The second study considered the Simple View of Reading (SVR) to examine direct and indirect predictive pathways from children’s preschool cognitive abilities to reading comprehension skills at the age of six. Thirdly, the role of theory of mind was explored to determine whether it contributed to reading comprehension over and above the SVR framework. The final study examined the retrospective and concurrent profiles of children identified at six years as poor and good comprehenders. Results showed that children’s preschool HLE experiences, and early cognitive abilities at three years, both directly and indirectly related to later reading comprehension at six years old. The SVR was extended to a younger population; children’s reading comprehension was underpinned by two separate sets of preschool cognitive skills (code-­‐related and oral language) contributing to two predictive pathways to later reading comprehension, suggesting that both word reading and oral language skills are equally crucial for the acquisition of reading comprehension. Additionally, early theory of mind (potentially indexing metacognition) contributed to reading comprehension over and above the two components of the SVR, suggesting that the SVR may be too simple to fully account for emergent reading comprehension. The cognitive profiles of poor and good comprehenders added further evidence to suggest that preschool abilities may be important predictors of later reading comprehension skills. The findings of this research have important practical implications, not only for the early identification of children who are at risk for future reading comprehension difficulties, but also for informing early years literacy instruction and future targeted interventions.
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Robertson, Toby Andrew. "The social psychology of contradictions." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337682.

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Sanghvi, Hari Galen. "Cognitive interference in social interaction : development and validation of the social interference questionnaire /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9110.

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Stopa, Lusia Aldona. "Cognitive processes in social anxiety." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308811.

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Garner, Matthew James. "Cognitive biases in social anxiety." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416089.

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Vassilopoulos, Stephanos Ph. "Cognitive biases in social anxiety." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412331.

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Lam, Dominic Hung. "Social cognitive aspects of depression." Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295141.

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Brown, Michael Alexander. "Cognitive biases in social anxiety." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443063.

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Kaminski, Nicholas James. "Social Intelligence for Cognitive Radios." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/25786.

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This dissertation introduces the concept of an artificial society based on the use of an action based social language combined with the behavior-based approach to the construction of multi-agent systems to address the problem of developing decentralized, self-organizing networks that dynamically fit into their environment. In the course of accomplishing this, social language is defined as an efficient method for communicating coordination information among cognitive radios inspired by natural societies. This communication method connects the radios within a network in a way that allows the network to learn in a distributed holistic manner. The behavior-based approach to developing multi-agent systems from the field of robotics provides the framework for developing these learning networks. In this approach several behaviors are used to address the multiple objectives of a cognitive radio society and then combined to achieve emergent properties and behaviors. This work presents a prototype cognitive radio society. This society is implemented, using low complexity hardware, and evaluated. The work does not focus on the development of optimized techniques, but rather the complementary design of techniques and agents to create dynamic, decentralized self-organizing networks
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Rutherford, Donna Lynn. "Cognitive biases for social cues in social phobia." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421197.

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Books on the topic "Cognitive and social"

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Barone, David F., James E. Maddux, and C. R. Snyder. Social Cognitive Psychology. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5843-9.

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Pascal, Huguet, ed. Social context and cognitive performance: Towards a social psychology of cognition. Hove: Psychology, 1999.

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Cognitive consistency: A fundamental principle in social cognition. New York, NY: Guilford Press, 2012.

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Strack, Fritz, and Bertram Gawronski. Cognitive consistency: A fundamental principle in social cognition. New York, NY: Guilford Press, 2012.

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Conte, Rosaria. Cognitive and social action. London: UCL Press, 1995.

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Chen, Xu, and Jianwei Huang. Social Cognitive Radio Networks. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15215-8.

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Montiel, Jean-Marc. Social context and cognitive performance: Towards a social psycholgy of cognition. Hove: Psychology Press, 1999.

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Jin, Zheng. Exploring implicit cognition: Learning, memory, and social cognitive processes. Hershey, PA: Information Science Reference, an impring of IGI Global, 2015.

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Klauer, Karl C., Christoph Stahl, and Andreas Voss. Cognitive methods in social psychology. New York: Guilford Press, 2011.

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Andrew, Jamison, ed. Social movements: A cognitive approach. University Park, Pa: Pennsylvania State University Press, 1991.

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Book chapters on the topic "Cognitive and social"

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Patin, Alexandra, and René Hurlemann. "Social Cognition." In Cognitive Enhancement, 271–303. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16522-6_10.

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Fishbein, Harold D. "Cognitive Development and Social Cognition." In The Psychology of Infancy and Childhood, 207–66. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003044574-5.

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Hwa-Froelich, Deborah A. "Social cognitive and cognitive development." In Social Communication Development and Disorders, 121–49. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003197096-6.

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Kinnaman, Joanna E. Strong, and Alan S. Bellack. "Social Skills." In Cognitive Behavior Therapy, 251–72. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch10.

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Cigno, Katy. "Cognitive-behavioural practice." In Social Work, 184–95. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14400-6_15.

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Tavares, Tamara Paulo. "Social-Cognitive Perspective." In Encyclopedia of Personality and Individual Differences, 5110–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1844.

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Burns, Anthony, and Latha Soorya. "Social Cognitive Interventions." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_102144-1.

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Krcmar, Marina. "Social Cognitive Theory." In Media Effects, 100–114. Fourth edition. | New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429491146-7.

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Klüver, Jürgen. "Social Cognitive Complexity." In Encyclopedia of Complexity and Systems Science, 8183–98. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-30440-3_485.

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Tavares, Tamara Paulo. "Social-Cognitive Perspective." In Encyclopedia of Personality and Individual Differences, 1–11. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-28099-8_1844-1.

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Conference papers on the topic "Cognitive and social"

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Oestreicher, Lars. "Cognitive, Social, Sociable or just Socially Acceptable Robots?" In RO-MAN 2007 - The 16th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2007. http://dx.doi.org/10.1109/roman.2007.4415148.

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Komlosi, Laszlo Imre, and Patrick Waldbuesser. "The cognitive entity generation: Emergent properties in social cognition." In 2015 6th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2015. http://dx.doi.org/10.1109/coginfocom.2015.7390633.

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SEYFARTH, ROBERT, and DOROTHY CHENEY. "PRIMATE SOCIAL COGNITION AND THE COGNITIVE PRECURSORS OF LANGUAGE." In Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0075.

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Kumar, Sanjay, Rohit Beniwal, Sudhanshu Shekhar Singh, and Vipul Gupta. "Predicting Link Sign in Online Social Networks based on Social Psychology Theory and Machine Learning Techniques." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146087.

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Kolonin, Anton. "Studying human social environment and state with social network data." In 2016 Cognitive Sciences, Genomics and Bioinformatics (CSGB). IEEE, 2016. http://dx.doi.org/10.1109/csgb.2016.7587680.

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Silva, Fernanda, Maria Jesus, Breno Barbosa, Sonia Brucki, Ricardo Nitrini, and Juliana Souza Talarico. "MENTAL HEALTH, SOCIAL CONNECTEDNESS AND COGNITIVE PERFORMANCE OF OLDER ADULTS DURING COVID-19 PANDEMIC." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda088.

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Background: Social distancing measures related to COVID-19 pandemic have challenged older adults’ social connectedness and mental health. Loneliness and social isolation have been reported, but their impact on cognition is unclear. Objective: To explore changes on daily activity, mental health and its relationship with cognitive performance in older adults during the pandemic. Methods: 100 individuals ≥60 years, without cognitive impairment, enrolled in the Brazilian Memory Study(BRAMS), were applied the UCLA Loneliness Scale, Perceived Stress Scale, Geriatric Depression Scale, Mini-Mental State Exam(MMSE), assessment of daily routine, memory complaints and social connectedness during the pandemic. Results: Almost half of the participants reported the pandemic significantly affected their life, 38.9% lost a relative due to COVID-19, 60% had daily routine changes, due to decreases in physical activity(78%), relationships(40.5%), emotion(22%) and autonomy. Voice message to keep social connectedness increased from 24.2% to 42.1% and memory complaints reached 40%. More than 30% felt more stress, loneliness or depression comparing to prepandemic. Controlling for age, sex, and education, higher UCLA scores were associated with low MMSE (p=0.018). Conclusion: COVID-19 pandemic impacted routine, social connectedness, and mental health in older adults. Loneliness was associated with lower cognitive performance, highlighting the importance of incorporating systematic evaluations into clinical practice to identify vulnerable individuals to mental and cognitive disorders during the pandemic.
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Bai, Jie, Qingchao Kong, Linjing Li, Lei Wang, and Daniel Zeng. "Exploring Cognitive Dissonance on Social Media." In 2019 IEEE International Conference on Intelligence and Security Informatics (ISI). IEEE, 2019. http://dx.doi.org/10.1109/isi.2019.8823262.

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Kassoul, Khelil, Samir Brahim Belhaouari, and Naoufel Cheikhrouhou. "Dynamic Cognitive-Social Particle Swarm Optimization." In 2021 7th International Conference on Automation, Robotics and Applications (ICARA). IEEE, 2021. http://dx.doi.org/10.1109/icara51699.2021.9376550.

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Poggi, Isabella, and D'Errico Francesca. "Cognitive modelling of human social signals." In the 2nd international workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878116.1878124.

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Infantino, Ignazio, Agnese Augello, Umberto Maniscalto, Giovanni Pilato, and Filippo Vella. "A Cognitive Architecture for Social Robots." In 2018 IEEE 4th International Forum on Research and Technology for Society and Industry (RTSI). IEEE, 2018. http://dx.doi.org/10.1109/rtsi.2018.8548520.

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Reports on the topic "Cognitive and social"

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Ayyagari, Padmaja, and David Frisvold. The Impact of Social Security Income on Cognitive Function at Older Ages. Cambridge, MA: National Bureau of Economic Research, August 2015. http://dx.doi.org/10.3386/w21484.

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Heckman, James, Jora Stixrud, and Sergio Urzua. The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior. Cambridge, MA: National Bureau of Economic Research, February 2006. http://dx.doi.org/10.3386/w12006.

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Haynes, Patricia. Cognitive Behavioral Social Rhythm Therapy (CBSRT) for Sleep and Mood Disturbances in Veterans with PTSD. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada574704.

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Loeb, Susanna, Margaret Bridges, Bruce Fuller, Russ Rumberger, and Daphna Bassok. How Much is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, December 2005. http://dx.doi.org/10.3386/w11812.

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Soloviev, Vladimir, Natalia Moiseienko, and Olena Tarasova. Modeling of cognitive process using complexity theory methods. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3609.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies.
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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко, and Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, January 2020. http://dx.doi.org/10.31812/123456789/4143.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.
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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.

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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2364.

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Fernandez, Katya, and Cathleen Clerkin. The Stories We Tell: Why Cognitive Distortions Matter for Leaders. Center for Creative Leadership, June 2021. http://dx.doi.org/10.35613/ccl.2021.2045.

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"This study explored whether leaders’ thought patterns (specifically cognitive distortions) and emotion regulation strategies (specifically cognitive reappraisal, cognitive defusion, and expressive suppression) relate to their work experiences. Findings suggest that leaders’ cognitive distortions are related to their work experiences and that emotion regulation strategies can help leaders mitigate the effects of cognitive distortions. More specifically, the results of this study offer the following insights: • Leaders’ cognitive distortions related to all examined workplace topics (role ambiguity, role conflict, social support, perceived organizational support, job satisfaction, and burnout). • Leaders’ use of emotion regulation strategies (cognitive reappraisal and cognitive defusion) mitigated the impact their cognitive distortions had on burnout, specifically. • Attempting to suppress emotional responses was relatively ineffective compared to the other two emotion regulation strategies (cognitive reappraisal and cognitive defusion). These insights suggest that certain emotion regulation strategies may be helpful in ameliorating the deleterious effects of cognitive distortions on leaders’ burnout. The current paper provides an overview of the different cognitive distortions and emotion regulation strategies explored and includes advice on what leaders can do to more effectively notice and manage cognitive distortions that emerge during distressing situations. "
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Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi, and LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

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Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from the pain of epileptic seizures, with more than half of the cases beginning in childhood and adolescence. So a comprehensive understanding of children and adolescence with epilepsy has become the focus of widespread attention. Recently, a number of studies have assessed ToM or facial emotion recognition deficits in children and adolescents with epilepsy, but the conclusions are inconsistent. These inconsistent findings might be related to the small sample sizes in most studies. Additionally, the methods used to evaluate ToM or facial emotion recognition performance were varied across studies. A meta-analysis can increase statistical power, estimate the severity of these deficits, and help resolve conflicting findings.
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