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.
Full textRobertson, Toby Andrew. "The social psychology of contradictions." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337682.
Full textSanghvi, 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.
Full textStopa, Lusia Aldona. "Cognitive processes in social anxiety." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308811.
Full textGarner, Matthew James. "Cognitive biases in social anxiety." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416089.
Full textVassilopoulos, 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.
Full textLam, 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.
Full textBrown, Michael Alexander. "Cognitive biases in social anxiety." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443063.
Full textKaminski, Nicholas James. "Social Intelligence for Cognitive Radios." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/25786.
Full textPh. D.
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.
Full textMansell, 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.
Full textEvans, I. "Social connections, cognitive reserve, and cognitive function in later life." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/35502.
Full textRevell, 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.
Full textEdwards, 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.
Full textHudgens-Haney, Matthew E. "Autism, Social Comprehension, and Cognitive Impenetrability." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/philosophy_theses/75.
Full textPollock, Shawnoah. "Representative trust in cognitive social simulations." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5463.
Full textTrust 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.
Contreras, Juan Manuel. "A Cognitive Neuroscience of Social Groups." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10882.
Full textPsychology
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.
Full textCorden, Benjamin. "The amygdala and social cognitive impairment." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445396/.
Full textTeufel, 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.
Full textPeceguina, 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.
Full textIntegrados 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
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.
Full textClark, Kevin Michael. "An embodied cognitive analysis of social situativity." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3163017.
Full textAdviser: Donald J. Cunningham. Title from dissertation home page (viewed Oct. 18, 2006). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0486.
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.
Full textRoazzi, 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.
Full textSun, 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.
Full textMa, 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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Psychology
Doctoral
Doctor of Philosophy
Holttum, Susan. "Depression : cognitive, social, environmental and emotional factors." Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/2654.
Full textMoore, 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.
Full textLelonkiewicz, Jarosław Roman. "Cognitive mechanisms and social consequences of imitation." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23490.
Full textMitchell, Ryan A. "Bisexual Identity Development| A Social Cognitive Process." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600585.
Full textThis 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.
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.
Full textMick, Michele Annette. "Cognitive biases in shyness and social phobia /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textHiggins, 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.
Full textMaxey, 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.
Full textDoyen, 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.
Full textLe 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
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/.
Full textThompson, Ruth. "Cognitive Autonomy in Adolescence." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/2550.
Full textAtaya, 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.
Full text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.
Full textHutter, 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.
Full textElliott, 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.
Full textPhilippon, Axelle Christine Irêne. "Social, cognitive and methodological aspects in earwitness identification." Thesis, University of Portsmouth, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439179.
Full textZahl, 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.
Full textHong, Namkyung. "Language-specificity and young preschoolers' social-cognitive development." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/85189/.
Full textKalanick, Julie Lynn. "Helping in the Workplace: A Social Cognitive Perspective." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26909.
Full textPh. D.
Fife, Cynthia Michelle. "A Social-Cognitive Assessment of Organizational Citizenship Behavior." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/36242.
Full textMaster of Science
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.
Full textThompson, Stephanie Sara. "The development of social cognitive processes during adolescence." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1446174/.
Full textAustin, Joy Lyn. "Individual Differences in Cognitive Representations of Social Environments." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625778.
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