Dissertations / Theses: '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
Ph. D.

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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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Mansell, Warren. "Cognitive processes in social anxiety and social phobia." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389302.

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Evans, I. "Social connections, cognitive reserve, and cognitive function in later life." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/35502.

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Background: Good social connections have been identified as a factor that may be associated with healthy cognitive function in later life. In line with cognitive reserve theory, good social connections may provide mental stimulation through complex interaction with others and hence build cognitive reserve and maintain healthy cognitive function. However, there is considerable inconsistency in findings reported by studies that examine this association. Inconsistency in findings may be attributed to the heterogeneity of concepts potentially associated with social connections and to the variation in approaches to measuring and defining these concepts. Aims: To assess the association between aspects of social connections and cognitive function in later life. This thesis introduces a novel element by considering the moderating role of cognitive reserve in this association. Method: A scoping review was conducted to establish which concepts are used within the literature to describe social connections and how these are measured and defined. Next, a systematic review and meta-analysis was conducted to identify evidence regarding the association between social isolation and cognitive function in published studies. Empirical work was conducted using cross-sectional and longitudinal data from the Cognitive Function and Ageing Study-Wales (CFAS-Wales) to determine the associations between social isolation, cognitive reserve, and cognitive function in healthy older people. Extending this approach further, these associations were examined in two groups potentially at risk of social isolation: older people with depression or anxiety and older people living alone. Finally, empirical work was completed using the Platform for Research Online to investigate Genetics and Cognition in Ageing (PROTECT) to assess how satisfaction with social contact may be associated with cognitive function compared to a structural measure of isolation. Results: A lack of social connections was associated with poor cognitive function in later life. For people with depression or anxiety, these associations may be better explained by mood-related symptoms than social connections. People who live alone in later life were at no greater risk of poor cognitive function compared to those living with others. Satisfaction with social contact was associated with poor cognitive function but a structural measure of social isolation was not. Conclusions: Social connections play an important role in building cognitive reserve and protecting people against poor cognitive function in later life. People who are vulnerable to social isolation have different needs to those who are less vulnerable. Satisfaction with social contact is often neglected in measures that assess structural aspects of social connections but may be a better predictor of cognitive function.

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Revell, Emily. "Combined cognitive remediation and social cognition training in first episode psychosis." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/combined-cognitive-remediation-and-social-cognition-training-in-first-episode-psychosis(a309c184-9478-4763-b2a2-2547463e08da).html.

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Introduction: Impaired neurocognition, especially social cognition, predicts disability in schizophrenia. Early intervention to target impairment is theoretically attractive as a means to minimise chronic disability. Many trials confirm that Cognitive Remediation (CR) produces meaningful, durable improvements in cognition and functioning but few interventions remediate social cognition or focus on the early stages of schizophrenia. Methods: A systematic review and meta-analysis of 11 randomised controlled trials (RCTs) of CR in first episode psychosis (FEP) was completed. A randomised controlled pilot trial was then conducted to investigate a combined CR and social cognition training (CR+SCT) intervention in FEP compared to CR alone, assessing cognition, functioning and symptoms at baseline and follow-up. Qualitative feedback was also obtained in a nested feasibility and acceptability study to assess engagement, intervention suitability and attrition. Results: In the systematic review and meta-analysis, random effects models revealed a non-significant effect of CR on global cognition in FEP. However, there was a significant effect on functioning and symptoms, which was larger in trials with adjunctive psychiatric rehabilitation and small group interventions. In the pilot trial, the CR+SCT group had significantly better social functioning scores post-treatment, especially on the interpersonal relationships scale, however there was no significant effect on social cognition. CR+SCT also improved visual learning and set-shifting. There was no specific effect on symptoms. The nested feasibility and acceptability study found CR and CR+SCT to be acceptable and feasible for early intervention in psychosis service users, with high engagement rates and high user-reported satisfaction. Users perceived improvements in neurocognition and reported using strategies learnt during CR in daily life. Conclusions: Meta-analysis suggests that CR is beneficial in FEP. Evidence from the pilot trial shows that a CR intervention enhanced with SCT can improve functioning more than CR alone and that such an intervention is feasible and acceptable. A larger RCT is required to explore the full benefits of a CR+SCT intervention compared to CR and treatment as usual.

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Edwards, D. J. A., Jennifer Henwood, and S. Kannan. "Cognitive therapy for social phobia : the human face of cognitive science." Alternation, 2003. http://hdl.handle.net/10962/d1008281.

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[abstract from Index to SA Periodicals]Points to the male/masculine ideology pervading science. Gives a history of cognitive science. Shows that current clinical models on which cognitive therapy treatments are based are complex and detailed, but also situated and human. Warns about the contemporary enthusiasm for cognitive science. Presents a case study which illustrates how the cognitive model of social phobia works inpractice when applied to one person's life situation.

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Hudgens-Haney, Matthew E. "Autism, Social Comprehension, and Cognitive Impenetrability." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/75.

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Autism is a neurodevelopmental disorder featuring severe social and communicative deficits. Cognitive impenetrability is the inability of systems to be affected by an individual’s beliefs and desires. Individuals with autism have delayed performance on "mindreading" tasks. Mindreading is the interpretation of others which enables successful social interactions. This task performance is not correlated with "everyday" social function in autism. These deficits are in contrast with general intelligence and reasoning abilities within the normal range, resistant to cognitive behavioral training, and partially attributable to atypical social predispositions. This suggests individuals with autism perform social tasks differently than typicals. I argue that this mindreading deficit is cognitively impenetrable, then position this deficit within a theoretical framework, enactivism, emphasizing cognitive embodiment and inseparability of social comprehension and action. This framework helps explain the cognitive impenetrability of these social deficits by "locating" failure to penetrate in individuals' failure to properly interact with the environment.

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Pollock, Shawnoah. "Representative trust in cognitive social simulations." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5463.

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Approved for public release; distribution is unlimited.
Trust plays a critical role in communications, strength of relationships, and information processing at the individual and group levels. Cognitive social simulations show promise in providing an experimental platform for the examination of social phenomena such as trust formation. This work is a novel attempt at trust representation in a cognitive social simulation using reinforcement learning algorithms. Initial algorithm development was completed within a standalone social network simulation and tested using a public commodity game. Evaluation of the contributions and dividends within the public commodity game shows that many of the expected behaviors of human trust formation are present. Initial results show that reinforcement learning can accurately capture the core essentials of human trust formation. Following standalone testing, the trust algorithm was imported into the Cultural Geography model for large-scale test and evaluation.

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Contreras, Juan Manuel. "A Cognitive Neuroscience of Social Groups." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10882.

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We used functional magnetic resonance imaging to investigate how the human brain processes information about social groups in three domains. Study 1: Semantic knowledge. Participants were scanned while they answered questions about their knowledge of both social categories and non-social categories like object groups and species of nonhuman animals. Brain regions previously identified in processing semantic information are more robustly engaged by nonsocial semantics than stereotypes. In contrast, stereotypes elicit greater activity in brain regions implicated in social cognition. These results suggest that stereotypes should be considered distinct from other forms of semantic knowledge. Study 2: Theory of mind. Participants were scanned while they answered questions about the mental states and physical attributes of individual people and groups. Regions previously associated with mentalizing about individuals were also robustly responsive to judgments of groups. However, multivariate searchlight analysis revealed that several of these regions showed distinct multivoxel patterns of response to groups and individual people. These findings suggest that perceivers mentalize about groups in a manner qualitatively similar to mentalizing about individual people, but that the brain nevertheless maintains important distinctions between the representations of such entities. Study 3: Social categorization. Participants were scanned while they categorized the sex and race of unfamiliar Black men, Black women, White men, and White women. Multivariate pattern analysis revealed that multivoxel patterns in FFA--but not other face-selective brain regions, other category-selective brain regions, or early visual cortex--differentiated faces by sex and race. Specifically, patterns of voxel-based responses were more similar between individuals of the same sex than between men and women, and between individuals of the same race than between Black and White individuals. These results suggest that FFA represents the sex and race of faces. Together, these three studies contribute to a growing cognitive neuroscience of social groups.
Psychology

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Von, Bayern Auguste Marie Philippa. "Cognitive foundations of jeckdaw social intelligence." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612468.

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Corden, Benjamin. "The amygdala and social cognitive impairment." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445396/.

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This thesis investigated the role of the amygdala in social cognition by examining variability in social-perceptual abilities within the normal population and via experiments with individuals who have Asperger's syndrome (AS). I found that a significant proportion of men from the general population had a fear recognition deficit akin to that seen in patients with bilateral amygdala lesion and that poor fear recognition was associated with poor theory of mind ability and with reduced activation of the amygdala and associated areas of the 'social brain'. Further experiments suggested a mechanism for these impairments - reduced fixation of the eye region of the face - similar to that exhibited by patient SM, who has suffered bilateral amygdala damage. Overall, I found that AS subjects also had a fear recognition deficit when compared with matched controls. However, there was great variability in responses, with scores ranging from normal to severely impaired. Again, an eyetracking experiment showed that low fear recognition was related to a reduced amount of time spent fixating the eyes. Informed by recent neurodevelopmental models of amygdala involvement in autistic- spectrum disorders, I conducted psychological, neurophysiological and neuroanatomical experiments in order to examine the cause of this failure to attend to the eyes in some AS subjects. As a whole, the findings support a 'hyper-active amygdala model', in which social stimuli induce an aversive level of arousal and so are avoided. I suggest that inattention to social stimuli, which could have a number of possible aetiologies, might be at the heart of a general route to social cognitive impairment, which could be shared by several distinct populations.

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Teufel, Christoph Rupert. "Mental attribution : its role in socio-cognitive development and adult social cognition." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611347.

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Peceguina, Maria Inês Duarte. "A competência social da criança em meio pré-escolar: Um modelo hierárquico no contexto das relações entre pares." Doctoral thesis, ISPA - Instituto Universitário, 2010. http://hdl.handle.net/10400.12/1107.

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Tese de Doutoramento em Psicologia Aplicada (Psicologia Cognitiva) apresentada ao Instituto Superior Psicologia Aplicada
Integrados numa moldura desenvolvimental, os estudos apresentados nesta investigação avaliam um modelo de medidas para a competência social com os pares, durante o período pré-escolar. A competência social é definida como um traço latente de diferenças individuais que reflecte a capacidade das crianças para coordenar os afectos, cognição, e comportamento na realização de objectivos pessoais de natureza social (Waters & Sroufe, 1983). Adicionalmente, a concretização dos objectivos pessoais não deverá constituir um obstáculo à concretização dos objectivos pessoais dos pares, nem limitar a realização de objectivos futuros. O modelo de mensuração caracteriza-se por ter uma estrutura hierárquica de três níveis, onde a competência social se situa no nível de topo, enquanto factor latente de segunda ordem, com implicações nos três domínios da competência social, situados no nível latente inferior – motivação social e envolvimento, perfis de atributos comportamentais e psicológicos e aceitação de pares. Cada um destes domínios (as famílias de medidas) é medido através de dois ou três indicadores, constituindo a base do modelo (i.e., proporção de atenção visual recebida, proporção de interacções positivas e neutras iniciadas, dois Q-sorts da competência social, e duas medidas sociométricas). Foram testadas hipóteses sobre o ajustamento do modelo a dados Portugueses, bem como sobre a estabilidade do modelo durante o pré-escolar foram testadas. De um modo geral, os resultados foram consistentes com estudos anteriores (e.g., Bost, Vaughn, Washington, Cielinski, & Bradbard, 1998; Vaughn, 2001; Vaughn, et al., 2009), indicando que o modelo tem um bom ajustamento aos dados das crianças portuguesas. Adicionalmente, os resultados sustentam o pressuposto de que, embora pequenas diferenças de natureza cultural, desenvolvimental e de contexto social possam ocorrer ao nível das medidas (o nível base do modelo), a estrutura hierárquica é idêntica ao longo destas dimensões, uma vez que os domínios sociais considerados são considerados como universalmente relevantes para crianças desta faixa etária (i.e., entre os 3 e os 5 anos). A característica que melhor distingue o modelo hierárquico é que, contrariamente a outras abordagens, diversos conteúdos essenciais são considerados, e diversos tipos de instrumentos (e níveis de análise) são utilizados de modo a que seja possível obter uma descrição global da competência social (i.e., sem os constrangimentos situacionais, contextuais, ou dependentes de determinadas habilidades sociais). Como resultado, a avaliação da estabilidade é também possível. As relações entre a competência social, a amizade recíproca e o estatuto sociométrico (duas variáveis frequentemente utilizadas na avaliação da competência social das crianças) foram também exploradas no último estudo. Entre outros resultados, verificou-se que as medidas do modelo apresentavam maior estabilidade de um ano para outro, quer em comparação à amizade, quer ao estatuto sociométrico, sugerindo que a avaliação obtida através do protocolo de medidas é mais abrangente e consistente. As limitações de cada estudo, bem como orientações para futuras ---------- ABSTRACT ---------- Embedded in a developmental framework, the studies presented in this research investigate a measurement model for social competence with peers, during the preschool years. Social competence construct is described as an individual differences latent trait that reflects children’s ability in coordinating affect, cognition, and behavior in achieving personal social goals (Waters & Sroufe, 1983). Moreover, the attainment of personal goals should not excessively constrain peers’ opportunities in achieving their own social goals, or reduce the chances for the achievement personal social goals in the future. The measurement model characterizes by having a three-level hierarchical structure, where social competence is placed at the top level, as a second-order latent factor influencing three lower social competence domains – social motivation and engagement, profiles of behavioral and psychological attributes, and peer acceptance. Each of these domains (the measurement families) is measured using two or three indicators, which constitute the base level of the model (i.e., rates of visual attention received, rates of positive and neutral interactions initiated, two social competence Q-sorts, and two sociometric measures). Hypothesis regarding the fit of the model to Portuguese data, as well as the stability of the model across the preschool years were tested. Overall, results were consistent with prior studies (e.g., Bost, Vaughn, Washington, Cielinski, & Bradbard, 1998; Vaughn, 2001; Vaughn, et al., 2009), indicating that the model has a good fit to Portuguese preschool data. Results also support the assumption that, even though small differences associated with cultural, developmental, and social contexts variability may occur at the base level of the model (i.e., the observed measures/indicators), the hierarchical structure is identical across these dimensions, because the social domains considered are thought to be universally relevant to children at these ages (i.e., between the ages of 3-, and 5-years) The most distinguishable feature of the hierarchical model is that, contrary to other approaches, several main issues are taken into account, and several types of instruments (and levels of analyses) are used so that a broad characterization of social competence (i.e., non situational, or contextual, or skills’ based) is possible. As a result, the assessment of stability is also possible. The relations between social competence, friendship reciprocity, and sociometric status (two variables frequently assessed in the evaluation of children’s social competence) were also explored in the last study. Among other findings, the model’s measures was found to be more stable than both friendship and sociometric status, indicating that a broader and consistent assessment is given by the protocol of measures that are used in model operationalization. Limitations of each study and future directions of research are presented in the discussion section of each work, as well as in the general discussion.
Bolsa de Investigação SFRH/BD/23350/2005, financiada pelo Programa Operacional Ciência e Inovação (POCO 2010) da Fundação para a Ciência e Tecnologia

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Shaw, Rachael Caroline. "The social cognition of Eurasian Jays : gaining insight into cognitive evolution in Corvids." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607951.

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Clark, Kevin Michael. "An embodied cognitive analysis of social situativity." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3163017.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.
Adviser: Donald J. Cunningham. Title from dissertation home page (viewed Oct. 18, 2006). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0486.

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Berglund, Johannes. "Narratives of Desistance : A Social Cognitive Approach." Thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58196.

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In this thesis I have investigated the process of self-schematic transformation that has been argued that offenders undergo in order to desist from crime. In this thesis I have used narrative interviews with twelve desisting offenders consisting of five non-violent offenders and seven violent offenders. I have analysed these narratives using a social cognitive perspective in order to seek an understanding of the self-schemas of the offenders. The results show that the desistance is the result of a longer process and the turning point experienced by the participants were the high point of this process. Social influences were highly important for both groups. Both groups were low in agency, with the exception to their new selves and the desisting process; still, the violent offenders were somewhat higher than the non-violent offenders. In general both groups used outside sources to explain their past crimes and substance abuse, though the violent offenders did this in less extent. Further, the analysis showed that the self-schema of the desisting offenders could be divided into three parts; the former self, the true self, and the new self, or who they used to be, who they have always been, and who they are now. The degree to which the offenders expressed these different selves varied between the two groups.

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Roazzi, A. "Children's cognitive skills : A social class comparison." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235101.

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Sun, Nee-ngor, and 孫妮娜. "Social cognitive functions of people with schizophrenia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45588600.

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Ma, Man-kiu, and 馬文嬌. "Social cognitive impairment in people with epilepsy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48199254.

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Epilepsy is a highly prevalent neurological disorder affecting people from all walks of life. Psychosocial adjustment and psychological morbidity have been longstanding challenges for people with this clinical diagnosis. However, very little is known about the psychosocial correlates of psychological morbidity, such as anxiety and depression, among people with epilepsy in Hong Kong. Previous clinical studies suggest social cognitive impairment may contribute to the poor psychosocial integration of people with epilepsy. An important aspect of social cognition is the ability to attribute mental states to others so as to understand their behavior, desires, and intentions. This prerequisite for successful social interactions is termed mentalizing. This thesis reports two studies conducted to examine the psychosocial correlates of psychological morbidity among people with epilepsy, and their mentalizing ability with regard to the neuropsychological basis of mentalizing deficits that are specific to this neurological disorder. Study 1 examines the association of psychological morbidity with a broad array of personality traits and social skills in a sample of 54 local Chinese people with epilepsy. Participants completed the Temperament and Character Inventory (TCI), the Social Performance Survey Schedule (SPSS), and the Hospital Anxiety and Depression Scale (HADS) via semi-structured interviews. The findings showed that, independent of demographic and medical variables and perceived illness-related impact, three personality traits (harm avoidance temperament, self-directedness, and cooperation) and two subscales of interpersonal behaviors (both positive and negative social skills) are significant psychosocial predictors of adjustment among Chinese people with epilepsy. Study 2 examines the neuropsychological basis of mentalizing deficits in people with epilepsy. Thirty-nine right-handed local Chinese people with epilepsy and 38 matched healthy controls were recruited for this study. The eyes test and the faux pas test were employed to study the decoding and reasoning stages of mentalizing, respectively. The findings showed that, relative to the healthy controls, the participants with epilepsy were impaired in decoding and reasoning about the affective aspect of social materials; and at the same time, they were impaired in reasoning about the cognitive aspects of others’ mental states—that is, in inferring intentionality. Such a pattern of mentalizing deficits suggests a wider structural abnormality that may be implicated in the brains of people with epilepsy. In conclusion, epilepsy is associated with social cognitive impairment in emotion recognition and intentionality inference, involving both decoding and reasoning about the affective and cognitive aspects of others’ mental state, which may predispose people with epilepsy to maladaptive psychosocial adjustment and functioning. The significance and implications of the results are discussed.
published_or_final_version
Psychology
Doctoral
Doctor of Philosophy

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Holttum, Susan. "Depression : cognitive, social, environmental and emotional factors." Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/2654.

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This work examined four issues, in relation to both the experience of depression, and vulnerability to depression. There were four empirical studies, each with two parts. The first study examined the role of cognitions, such as overgeneralizations (Beck, 1963; Beck et al, 1979), and causal attributions (Abramson et al, 1978; Alloy et al, 1988). Their role as symptoms of depression, and as possible vulnerability factors, independent of current mood, was examined. In the first part of the study, clinically depressed patients, recovered subjects, and community control subjects were interviewed and given questionnaires. In the second part of the study a larger sample of students, some of whom became mildly depressed on beginning university filled in questionnaires at the start of term and again five weeks later. The same subject groups were the basis for the study on social factors, and the study on life events. The fourth study was also in two parts. A different sample of students were the subjects for the first part, and the same clinical and control groups participated in the second part. Factors found to be associated with the state of depression were: Internal, stable and global attributions for the causes of bad events, negative view of future outcomes, and negative view of self; social skill deficits and lack of social support; recent difficult life events. One factor failed to show any strong association with the depressed state – unrealistic goals. Factors associated with vulnerability to depression: Negative evaluations of future outcomes, and of self, unrealistic goals and, surprisingly, lower-than-normal goals; deficits in social skill (especially low self-confidence in social settings) and lack of social support; history-of difficult life events. Factors which failed to show association with vulnerability to depression: Causal-attributions for events; adverse reaction to depression itself. Deficits in social skill were associated with lack of social support. Depression proneness itself appeared to be a risk factor for negative life events.

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Moore, Richard Graham. "Cognitive processing of social support in depression." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329291.

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Lelonkiewicz, Jarosław Roman. "Cognitive mechanisms and social consequences of imitation." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23490.

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When interacting, people imitate each other. This tendency is truly ubiquitous and occurs in many different situations and behaviours. But what causes it? Several mechanisms have been proposed to contribute to imitation. In this thesis, I focus on three candidate mechanisms: simulation, temporal adaptation, and the goal to affiliate with others. I start by discussing different imitative behaviours, and reviewing the evidence that imitation might at times emerge spontaneously. I also review the evidence suggesting that the three candidate mechanisms might be involved in such emergent imitation. Then, I present three sets of experiments. In the first set, I investigate the role of simulation in language processing. In three experiments, I test the hypothesis that comprehenders use their language production system to simulate their interlocutor, which in turn facilitates their ability to predict the next word they will see or hear. I manipulate whether participants read the sentences silently or aloud and measure their ability to predict the final word of a sentence. My results demonstrate that prediction is enhanced when people use their production system during reading aloud. This gives some credence to the idea that simulation is routinely engaged in language processing, which in turn opens up a possibility that it may contribute to linguistic imitation. In the second set of experiments, I investigate whether temporal adaptation leads agents to imitate features of their partner’s actions. In three experiments, I test this by manipulating the partner’s response speed and the information about the partner’s actions. I show that agents imitate response speed when they are able to observe the partner. Moreover, they adapt to the specific temporal pattern of their partner’s actions. These findings provide evidence for the engagement of the temporal adaptation mechanism during motor interactions, and for its involvement in imitation. In the third set of experiments, I turn to the hypothesis that people engage in linguistic imitation because they want to harness the social benefits it brings. I investigate a key assumption of this hypothesis: that imitation has positive consequences for the social interaction. In three experiments, I manipulate whether participants’ word choice is imitated or counter-imitated by their conversational partner and measure how it affects the participants’ evaluation of the interaction and the partner, and their willingness to cooperate with the partner. I find evidence that linguistic imitation has positive social consequences. These results are consonant with the claim that imitation is motivated by the goal to affiliate and foster social relations. Taken together, these findings suggest that imitation might occur both in motor actions and language, and that it might have diverse causes. My work on language suggests that the tendency to linguistically imitate others could both result from the simulation mechanism, and be motivated by the goal to affiliate. My work on motor actions shows that automatic temporal adaptation contributes to emergent imitation during interactions. This research is conducive to the greater aim of cross-examining the currently known mechanisms of imitation.

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Mitchell, Ryan A. "Bisexual Identity Development| A Social Cognitive Process." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600585.

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This study explored how bisexual individuals used media and other frames of reference to understand their own sexuality. It also sought to understand how bisexual individuals felt about the representation in the media and if they had a preferred image in mind. Semi-structured interviews were conducted with six individuals recruited from universities and LGBT-oriented groups and their answers were analyzed through social cognitive theory and sexual identity development models. The study found that, for the participants interviewed, media examples of bisexuality and bisexual individuals were not completely accepted and other representations were preferred. For this sample, an educational setting played an important role in acquiring the language used to describe their sexuality. Also, the participants mostly agreed that the media did not often portray bisexuality in ways that resonated with them.

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Weissberg-Benchell, Jill Ann. "Social cognitive functioning among antisocial adolescent males." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054838379.

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Mick, Michele Annette. "Cognitive biases in shyness and social phobia /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Higgins, Joe. "Being and thinking in the social world : phenomenological illuminations of social cognition and human selfhood." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10640.

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At least since the time of Aristotle, it has been widely accepted that “man is by nature a social animal”. We eat, sleep, talk, laugh, cry, love, fight and create in ways that integrally depend on others and the social norms that we collectively generate and maintain. Yet in spite of the widely accepted importance of human sociality in underlying our daily activities, its exact manifestation and function is consistently overlooked by many academic disciplines. Cognitive science, for example, regularly neglects the manner in which social interactions and interactively generated norms canalise and constitute our cognitive processes. Without the inescapable ubiquity of dynamic social norms, any given agent simply could not cognise as a human. In this thesis, I aim to use a range of insights – from phenomenology, social psychology, neuroscience, cultural anthropology and gender studies – to clarify the role of sociality for human life. More specifically, the thesis can be broadly separated into three parts. I begin (chapters 1 and 2) with a broad explanation of how human agents are fundamentally tied to worldly entities and other agents in a way that characterises their ontological existence. In chapters 3 and 4, I criticise two recent and much-discussed theories of social cognition – namely, we-mode cognition and participatory sense-making – for failing to make intelligible the social constitution of human existence. In the later chapters (5-7), I then propose foundations for a more satisfactory theory of social cognition, as well as explicating a view of human selfhood as ‘biosocial', such that even the autonomy of biological bodies is socially codified from a human perspective. Taken together, the aforementioned chapters should contribute to calls for a new direction in social cognitive science, whilst also yielding novel insights into the nature of human selfhood.

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Maxey, Charles David. "Social-Cognitive Information Processing of Social Conflict in Fifth Grade Children." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1231523036.

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36

Doyen, Stéphane. "Amorçage social :mythe ou réalité? de la réplication à un examen par électromyographie." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209353.

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L’objectif de cette thèse est de présenter, au travers de 4 chapitres, un regard nouveau sur l’amorçage social et son caractère automatique.

Le premier chapitre est consacré aux différentes conceptualisations de l’amorçage en vogue au sein de deux disciplines sœurs que sont la psychologie cognitive et la cognition sociale. Grâce à une série d’éléments historiques et théoriques, je montre en quoi les différentes conceptions de ce phénomène se recoupent, mais divergent aussi profondément. En outre, à l’aide de cet examen de la littérature, j’expose les questions que soulèvent toujours à ce jour les mécanismes rendant compte du phénomène d’amorçage social.

Ainsi, en psychologie cognitive, il est largement reconnu que l’amorçage est sous-tendu par un processus de diffusion d’activation entre la représentation activée par l’amorce et celle de la réponse comportementale. Ce postulat implique entre autres qu’un amorçage trop faible, par exemple subliminal, ne porte pas suffisamment d’activation que pour engendrer des effets à un niveau sémantique. Par contre, en cognition sociale, l’induction d’effets de nature sémantique, par la présentation d’amorces subtiles ou peu perceptibles, semble bien démontrée et ne poserait aucun problème théorique particulier. Ces effets seraient expliqués par le recours à des voies directes entre représentation activée et comportement, court-circuitant la structuration sémantique des connaissances. Cette affirmation ne semble néanmoins soutenue par aucun argument empirique spécifique.

En vue de trancher dans ce débat, j’ai décidé de revenir à la base du concept d’amorçage en cognition sociale et de tenter d’en comprendre ses mécanismes. Pour ce faire, j’ai tenté de répliquer une des expériences les plus emblématiques de cette littérature : l’expérience 2 de Bargh, Chen et Burrows (1996). Cette démarche, présentée dans le chapitre 2, a tout d’abord permis d’établir que cette expérience ne peut être répliquée aisément. Ensuite, elle a montré que certains aspects environnementaux étaient déterminants dans cette situation expérimentale, indiquant que les amorces seules étaient insuffisantes pour activer le comportement. Enfin, ces travaux ont mis en évidence que la méthode des phrases mélangées ne garantissait pas que le processus soit non conscient.

Suite à cette série de tentatives de réplication échouées, ainsi qu’aux nombreuses discussions qu’elles ont engendrées, j’ai décidé de m’intéresser plus particulièrement à la problématique que représente la réplication en psychologie.

Dans une approche exposée dans le chapitre 3, je distingue les réplications directes des réplications conceptuelles et expose leurs bienfaits et dangers. Aussi, je montre que la littérature sur l’amorçage social, phénomène jugé comme incontestable en cognition sociale, émane d’une littérature principalement fondée sur un ensemble de réplications conceptuelles. Ceci soulève un nombre important de problèmes, dont le fait de considérer tant de résultats hétérogènes comme relevant d’un seul et même phénomène d’amorçage, alors que les processus qui le sous-tendent demeurent encore sous-spécifiés.

Pour faire face à ces problèmes, j’ai décidé de changer d’approche. Il s’agira donc d’opérationnaliser l’amorçage social dans une situation expérimentale offrant plus de contrôle et permettant d’observer plus directement certains de ses processus. Dans le chapitre 4, je rapporte les résultats des études que ce paradigme combinant à la fois mesures électromyographiques et Implicit Association Test a permis de réaliser. Ceux-ci permettent d’esquisser une dynamique des étapes de traitement impliquées dans la mise en place de comportements induits par l’activation de représentations de nature sociale, comme les stéréotypes. Plus particulièrement, ils montrent que l’accès à ces représentations nécessite la mobilisation de ressources attentionnelles, soulignant à nouveau l’importance de variables modératrices dans un phénomène pourtant considéré largement comme automatique.

À l’issue de cette dissertation, j’espère avoir offert au lecteur une base pour percevoir et comprendre les défis encore à relever pour le champ de la littérature relatif à l’amorçage social. Ce faisant, j’espère avoir également ébauché une piste de solution potentielle visant à mieux appréhender et décrypter les processus du phénomène d’amorçage social.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Majied, Hayfaa. "Social cognition assessment in relation to cognitive dysfunctions and brain lesions among stroke survivors." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7297/.

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Families of brain injured patients often report change in the patient’s everyday social behaviour. However, efficient instruments for the assessment of social cognitive (SC) abilities of these individuals have been lacking. To fill this gap, a novel instrument was designed and administered to healthy controls and stroke survivors in order to ascertain its psychometric properties. Further theoretical insights into SC have been carried out in three levels. First, it aimed to identify commonalities among the SC elements. The analysis revealed four factors that explained 71% of the total variance: Social Cognition Control; Motivation; Interest in Others; and Mindreading. At the second level, the thesis addressed the associations and dissociations between SC elements and ‘general cognitive domains’. This analysis revealed that SC elements are mostly processed independently. However, level of education and spatial attention predicted the patients’ ability to identify others’ emotions, and disinhibition predicted impaired belief attribution and misunderstanding figurative language. Third, ‘Hodological analysis’ was conducted to explore association of SC syndromes with integrity of white matter pathways. This analysis revealed ten white matter pathways that cluster into distinct networks, and which uniquely were associated with three of the SC factors. Finally, a single case study of a stroke survivor demonstrated degrees of convergence/divergence vis-à-vis the track-wise lesion-deficit analysis from the group study, and the result were in favour of the use of multi-faceted SC test battery in stroke patients, and underscore the importance of single-case studies in this population as a complement to group-based analyses.

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Thompson, Ruth. "Cognitive Autonomy in Adolescence." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/2550.

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This study examined the relationship between areas of cognitive autonomy and adolescent development. Differences in cognitive autonomy between age groups were analyzed. Students attending Grades 7, 9, and 11, and college students in Northern Utah participated in this study. Three hundred and ninety-six participants responded to the Cognitive Autonomy and Self-Evaluation(CASE) inventory, which examined the subcategories of evaluative thinking, voicing opinions, comparative validation, decision making, and self-assessment. Scores were compared by grade and by gender. Results showed that college students scored significantly higher in three of the five areas of cognitive autonomy. Additionally, females in both ninth grade and college scored themselves significantly higher in two areas of cognitive autonomy. Areas of academic grades, time watching television, time spent reading, and weekly computer use were also analyzed. Implications of these findings for future programs and future research are also discussed.

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Ataya, Alia. "Assessment of cognitive bias in social alcohol users." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555655.

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Aims: The presence of cognitive bias towards drug-related cues is thought to play a pivotal role in the maintenance of substance use related psychopathologies. The aims of this thesis were to investigate 1) the presence of cognitive bias; 2) the effects of acute alcohol consumption (0.0 g/kg, 0.13 g/kg, 0.40 glkg) on the presence of cognitive bias; 3) whether lexical or pictorial cues are more effective in eliciting cognitive bias 4) whether the pictorial cue (active, passive) employed influences the presence of cognitive bias; 5) the psychometric properties of cognitive bias measurements (modified Stroop task, visual probe task). Methods: Healthy, heavier and lighter social alcohol users (n = 412) were examined in a series of between-and-within subjects designs examining the presence of cognitive bias among social alcohol users. Results: A priming dose of alcohol influences the presence of cognitive bias on the modified Stroop task but not on the visual probe task contradictory to prior research. Cognitive bias was observed among passive stimuli in the pictorial version of the modified Stroop task only; tentatively suggesting that the presence of cognitive bias varies according to task (modified Stroop task, visual probe task), stimuli (lexical, pictorial) and pictorial cue (active, passive). Our data are also the first to indicate that the modified Stroop task is preferable to the visual probe task as a measure of alcohol-related cognitive bias, on the basis of its psychometric properties. Conclusions: Our data suggest the presence of cognitive bias varies according to the task employed (modified Stroop task, visual probe task), task design (presentation time, blocked or unblocked designs, and stimuli) and the psychometric properties of cognitive bias tasks (internal, test-retest reliability). Future research needs to focus on ensuring the construct validity of cognitive bias measurements. Studies using cognitive bias tasks should not assume they are reliable, and should routinely report reliability estimates where possible.

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鄭思雅 and Cecilia Cheng. "Toward a social-cognitive interactionist approach to depression." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3123561X.

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Hutter, Russell Robert Charles. "Social category conjunctions : cognitive processes and representational consequences." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422726.

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Elliott, Mark Andrew. "The social cognitive determinants of drivers' speeding behaviour." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427235.

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Philippon, Axelle Christine IreÌ‚ne. "Social, cognitive and methodological aspects in earwitness identification." Thesis, University of Portsmouth, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439179.

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Zahl, Bonnie Ming-Yim Poon. "A social-cognitive investigation of anger toward God." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648655.

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45

Hong, Namkyung. "Language-specificity and young preschoolers' social-cognitive development." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/85189/.

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This thesis investigated the role of linguistic access in reference to mental states in children’s social understanding. The importance of access to, or an understanding of, mentalistic language has been stressed regarding the development of children’s social understanding (e.g., Astington & Baird, 2005). It was predicted that the exposure to the mental-state terms using specific grammatically embedded forms specifying certainty and/or the origins of information would enhance Korean children’s social understanding. There has been a vast body of research, showing the predictive role of executive function on the development of social understanding, in particular false-belief understanding (e.g., Carlson & Moses, 2001; Sabbagh, Xu, Carlson, Moses, & Lee, 2006). However, research on Korean children did not support the view on the general development between the two cognitive skills (e.g., Oh & Lewis; 2008). Thus, the current study explored the relationships between executive function and false belief understanding in response to the debate. Executive function, or higher-level self control, is necessary to fulfil goal-directed action inhibiting irrelevant alternatives (Welsh & Pennington, 1988). Children learning from adults, however, trust information selectively (Koenig & Sabbagh, 2013). As children are required to suppress distracting information for selective trust, it was expected that higher skills in executive function may predict performance on selective trust. Thus, the role of executive function on this social understanding was also examined (in Experiment 1 and 2 for false belief and 5 for selective trust). In Experiments 1 and 2 (N = 175) when a protagonist in a false-belief task expressed either his uncertainty (i.e., -keyss (-ul keya) = may) or certainty (i.e., -ci = really), the linguistic markers influenced 3- and 4-year-olds’ apparent grasp of false beliefs. The different levels of certainty (i.e., -hata = do or –ya hata = must do) were applied to the executive function measures. However, the effects of different linguistic markers on executive skills were not observed. Experiment 3 (N = 144) moved the focus from false-belief understanding to selective trust with the application of differential evidentiality in correct and incorrect speakers. Four types of tasks, presented within a 2 (certainty vs. uncertainty) x 2 (accuracy vs. inaccuracy) design, were administered (N = 36 for each task) to three age groups (3.6-4.5 years, 4.6-5.5 years and 5.6-6.5 years). In order to indicate direct access to information, -te (I saw) was used while –napo (It seems) was used for indirect information. The findings from the four tasks showed a crucial effect of accuracy over certainty in selective trust. Following on from the results of Experiment 3, Experiments 4 and 5 compared the children’s performance in epistemic trust experiments in which linguistic access to the protagonists’ mental states was specified using either two evidential markers (i.e., -te vs. – napo) identifying both certainty and the origins of the protagonist’s knowledge, or specific verb terms (i.e., know vs. think) that expressed certainty. In Experiment 4 (N = 59), the findings revealed different developmental patterns according to the use of the two types of linguistic references (evidential markers vs. explicit verb terms): sensitivity to speakers’ epistemic states using mental-verb terms was in evidence at the age four and by evidentiality around the age six. The final experiment of this work employed a battery of executive function measures along with two selective trust tests, using the same contrasting means of identifying the protagonists’ certainty and knowledge (evidential markers vs. different linguistic terms: N = 84). The findings replicated the different developmental patterns of selective trust found in Experiment 4. There were different associations between executive function and questions of two of the three levels of the standard selective trust measure. Verbal working memory predicted the children’s performance in judging who is correct when the test question used included evidential markers. Visual working memory did the same job when verbal mental-state terms were used. Finally inhibitory control predicted selective learning when verbal terms were used. Taken together, the findings suggest that (a) a grasp of certainty appears earlier than an understanding of evidentiality; (b) the grammaticalized forms of certainty and evidentiality are more likely to influence children’s linguistic access to mental states than more explicit mental-verb terms (positively in false belief and negatively in epistemic trust). These lead to the conclusions that: (c) a mastery of semantics and syntactic forms is needed in developing social-cognitive skills; (d) specific language markers identifying the sources of a protagonist’s knowledge may reduce demands of executive function in processing another’s epistemic states.

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Kalanick, Julie Lynn. "Helping in the Workplace: A Social Cognitive Perspective." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26909.

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This study employed an experimental design intended to be an analog to the workplace to examine a person by situation interactive effect on OCBs, which were evaluated as prosocial behaviors. This study also sought to provide initial empirical support for the two-stage social cognitive model of OCBs proposed by Hauenstein and Kalanick (2008). Participants were 194 undergraduates. The study was a 2 (Helpfulness) by 2 (Fairness) design. After completing distracter tasks 1 and 2, participants received either a helpfulness prime or a control prime (task 3). Participants then either experienced either a fair manipulation or an unfair manipulation. Results indicated a distinction between the decision to help and helping effort, which has not been thoroughly examined in literature on OCBs. Results revealed main effects for the helpfulness prime and fairness manipulation on the decision to engage in helping. The nature of these effects was that participants helped more when they were primed with helpfulness and when they experienced fairness. However, once helping commenced, there was an interactive effect between helpfulness and fairness such that the helpfulness prime had a stronger effect on participants treated unfairly. Implications for future research on OCBs are discussed.
Ph. D.

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Fife, Cynthia Michelle. "A Social-Cognitive Assessment of Organizational Citizenship Behavior." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/36242.

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Organizational citizenship behavior (OCB) is essential to the smooth functioning of organizations. A vast amount of research examining OCB has established the benefits of such behavior to businesses. In addition, individual- and organizational-level antecedents of citizenship behavior have been widely studied and well established. However, a sound assessment of OCB, which acknowledges the true social cognitive nature of the phenomenon, is yet to be developed. The purpose of this study is two-fold: First, this study seeks to develop a reliable, accurate measure of OCB. Second, this study utilizes the newly developed measure to determine how personal characteristics and situational influences interact to produce helping behavior. More specifically, this study explores how equity sensitivity, locus of control, self-esteem, and affectivity determine whether an employee engages in helping behavior. Further, the current study examines whether situation cue strength moderates the relationship between the aforementioned personality characteristics and an employeeâ s decision to engage in helping behavior.
Master of Science

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Cheng, Cecilia. "Toward a social-cognitive interactionist approach to depression /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17390163.

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Thompson, Stephanie Sara. "The development of social cognitive processes during adolescence." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1446174/.

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This thesis presents studies investigating three aspects of social cognition: mentalising (the ability to infer the mental states of other people), empathy and emotion processing. First, the development of these social cognitive processes over the course of adolescence was investigated due to post-mortem and structural imaging research showing protracted development of several brain regions associated with social cognition during this time. Second, mentalising and emotion processing were investigated in autism spectrum disorder (ASD), a developmental disorder characterised by impaired social cognition. The first set of studies investigated mentalising using a novel computerised task. Adults with ASD showed a significant difference in response time to mentalising compared to non-mentalising scenarios relative to control subjects matched for age and IQ. The same novel mentalising task was administered to typically-developing children, adolescents and adults. While there was evidence of general cognitive development, this was not specific to mentalising. A second mentalising study also found no change in the ability to recognise intention from eye gaze during adolescence. In the fourth study, data from a self-report questionnaire found increased empathy over the course of adolescence. The last set of studies investigated emotion processing. Using animations and facial expression tasks, no change in basic emotion processing during adolescence was found. In contrast, increased 'mixed' (simultaneous) emotion processing for social but not basic emotions during this time was found using a novel self-report questionnaire. Using the same questionnaire, adults with ASD and IQ matched controls showed comparable performance for both basic and social emotion processing. While no change in the ability to mentalise was found during adolescence, the results of the empathy and social emotion studies suggest further social cognitive development occurs in certain domains. These findings are discussed in the context of adolescent brain development and social development during this period of life. In addition, this thesis presents consideration of findings relating the nature of mentalising and emotion processing in ASD.

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50

Austin, Joy Lyn. "Individual Differences in Cognitive Representations of Social Environments." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625778.

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Dissertations / Theses on the topic 'Cognitive and social'

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