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Journal articles on the topic 'Cognitive and social'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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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3

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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5

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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8

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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9

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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Krackhardt, David. "Cognitive social structures." Social Networks 9, no. 2 (June 1987): 109–34. http://dx.doi.org/10.1016/0378-8733(87)90009-8.

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Kang, Duck-Hee, Lisa Boss, and Licia Clowtis. "Social Support and Cognition." Western Journal of Nursing Research 38, no. 12 (July 10, 2016): 1639–59. http://dx.doi.org/10.1177/0193945916655796.

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Cognitive development in early childhood and cognitive preservation in older adulthood are critical for leading healthy life. Social engagement can significantly affect cognition, but their relationships are unclear. The purpose of this review was to synthesize current findings on the relationship between social engagement and cognition in early childhood and older adulthood. PubMed, Web of Science, Ovid Medline, and PsycINFO were searched for studies published in 1995-2015 for a comprehensive review. Included in this review were 42 articles written in English, published in peer-reviewed journals with participants’ age being 2 to 6 or ≥65 years, and measurement of social engagement and cognition. Overall, greater social engagement was associated with higher levels of cognition across the life span, association of which seemed more prominent in populations at risk of cognitive impairment. Additional research is needed to elucidate biobehavioral mechanisms underlying these relationships and to test the efficacy of new interventions.

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Mandia, Andreea-Mirela. "Successful eating self-regulation: a social cognitive perspective." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 6 (April 6, 2017): 19–23. http://dx.doi.org/10.18844/gjhss.v2i6.1426.

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DANZIGER, EVE. "Cognitive Dimensions of Social Science.:Cognitive Dimensions of Social Science." Journal of Linguistic Anthropology 14, no. 2 (December 2004): 290–92. http://dx.doi.org/10.1525/jlin.2004.14.2.290.

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15

Wascher, Claudia A. F., Ipek G. Kulahci, Ellis J. G. Langley, and Rachael C. Shaw. "How does cognition shape social relationships?" Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1756 (August 13, 2018): 20170293. http://dx.doi.org/10.1098/rstb.2017.0293.

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The requirements of living in social groups, and forming and maintaining social relationships are hypothesized to be one of the major drivers behind the evolution of cognitive abilities. Most empirical studies investigating the relationships between sociality and cognition compare cognitive performance between species living in systems that differ in social complexity. In this review, we ask whether and how individuals benefit from cognitive skills in their social interactions. Cognitive abilities, such as perception, attention, learning, memory, and inhibitory control, aid in forming and maintaining social relationships. We investigate whether there is evidence that individual variation in these abilities influences individual variation in social relationships. We then consider the evolutionary consequences of the interaction between sociality and cognitive ability to address whether bi-directional relationships exist between the two, such that cognition can both shape and be shaped by social interactions and the social environment. In doing so, we suggest that social network analysis is emerging as a powerful tool that can be used to test for directional causal relationships between sociality and cognition. Overall, our review highlights the importance of investigating individual variation in cognition to understand how it shapes the patterns of social relationships. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

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Roberts, David L., and Dawn I. Velligan. "Can Social Functioning in Schizophrenia Be Improved through Targeted Social Cognitive Intervention?" Rehabilitation Research and Practice 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/742106.

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Efforts to use cognitive remediation in psychosocial intervention for schizophrenia have increasingly incorporated social cognition as a treatment target. A distinction can be made in this work between “broad-based” interventions, which integrate social cognitive training within a multicomponent suite of intervention techniques and “targeted” interventions; which aim to enhance social cognition alone. Targeted interventions have the potential advantage of being more efficient than broad-based interventions; however, they also face difficult challenges. In particular, targeted interventions may be less likely to achieve maintenance and generalization of gains made in treatment. A novel potential solution to this problem is described which draws on the social psychological literature on social cognition.

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Schmitt, Frederick. "Social epistemology and social cognitive psychology." Social Epistemology 5, no. 2 (April 1991): 111–20. http://dx.doi.org/10.1080/02691729108578606.

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Chamard, Ludivine, Sabrina Ferreira, Alexa Pijoff, Manon Silvestre, Eric Berger, and Eloi Magnin. "Cognitive Impairment Involving Social Cognition in SPG4 Hereditary Spastic Paraplegia." Behavioural Neurology 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/6423461.

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Objectives. To describe cognitive assessment including social cognition in SPG4 patients.Methods. We reported a series of nine patients with SPG4 mutation with an extensive neuropsychological examination including social cognition assessment.Results. None of our patients presented with mental retardation or dementia. All presented with mild cognitive impairment with a high frequency of attention deficit (100%), executive disorders (89%), and social cognition impairment (78%). An asymptomatic patient for motor skills presented with the same cognitive profile. No correlation was found in this small sample between cognitive impairment and motor impairment, age at disease onset, or disease duration.Conclusions. SPG4 phenotypes share some cognitive features of frontotemporal lobar degeneration and amyotrophic lateral sclerosis. Cognitive disorders including executive disorders and social cognition impairment are frequent in SPG4 patients and might sometimes occur before motor disorders. Therefore, cognitive functions including social cognition should be systematically assessed in order to improve the clinical management of this population.

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Parke, Elyse M., Megan L. Becker, Stacey J. Graves, Abigail R. Baily, Michelle G. Paul, Andrew J. Freeman, and Daniel N. Allen. "Social Cognition in Children With ADHD." Journal of Attention Disorders 25, no. 4 (December 13, 2018): 519–29. http://dx.doi.org/10.1177/1087054718816157.

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Objective: Despite evidence of social skill deficits in children with ADHD, there is no consensus regarding a social cognitive profile and whether these skills predict behavior. Therefore, a comprehensive battery was used to investigate the relationship between social cognition and behavioral functioning. Method: Children ages 7 to 13 with ADHD ( n = 25) and controls ( n = 25) completed tests assessing social cognitive domains (affect recognition and theory of mind [ToM]). Parents completed measures of social cognition (pragmatic language ability and empathy), behavioral symptoms, and adaptive functioning. Results: Children with ADHD performed significantly worse on measures of cognitive ToM and affect recognition and received lower ratings of pragmatic language and cognitive empathy than typically developing peers. These domains, particularly pragmatic language, predicted parent ratings of problematic and adaptive behaviors. Conclusion: Results establish a relationship between specific social cognitive abilities and daily functioning, which has implications for treatment.

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Wölwer, W. "Social cognition in schizophrenia: Impairments and treatment approaches." European Psychiatry 26, S2 (March 2011): 2157. http://dx.doi.org/10.1016/s0924-9338(11)73860-3.

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Impairments in cognitive processes underlying social interaction (i.e. “social cognition”) have increasingly attracted interest in schizophrenia research during the last years. These impairments concern various components of social cognition, exist relatively independent from impairments in basic cognition and from clinical psychopathology, are already present at the onset of the disorder, and can even be detected in persons at high risk of developing schizophrenia. As social cognitive impairments are closely related to poor functional outcome, and because longitudinal studies have proven the stability of social cognitive impairments across the course of the disorder despite clinically efficacious traditional treatment, various specialized treatment and rehabilitation programs targeting social cognitive impairments have been developed during the last years. These programs differ significantly with regard to the conceptualization of the impairments and the required treatment strategies, i.e. whether the impairments are suggested to be represent cognitive “deficits” or cognitive “biases” requiring remediation vs. debiasing approaches. Moreover the programs differ with regard to the scope of cognitive subcomponents addressed, i.e. whether the program focuses on only one social cognitive subcomponent like affect recognition or whether several subcomponents are addressed in parallel. As the evaluation of such programs is still in an infant stage there is still debate about the most efficacious approach.This presentation will give an overview on social cognitive impairments and on respective treatment strategies, before the subsequent presentations will exemplify three treatment programs, which may help schizophrenia patients to overcome their impairments in social cognition and social functioning.

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Khoroshilov, D. A. "Social Cognition in the Mirrors of «Cognitive Revolutions»." Social Psychology and Society 8, no. 4 (2017): 55–71. http://dx.doi.org/10.17759/sps.2017080405.

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The article discusses the problem of the social determination of cognition from the point of view of «cognitive revolutions» (R. Harré) in dialogue between psychology, social theory and history, neurobiology and aesthetics. The research inquiry is the cultural-historical analysis of the social representations of the everyday life. The «aesthetic paradigm» (T.D. Martsinkovskaya) uses the art-based methods to study the cultural forms of social cognition. Theoretical discussions are illustrated by the social psychological, clinical and contemporary art research of the mass consciousness of the Russian society at the beginning of the 21st century. The article presents the experience of the genre analysis of the tragedy of culture (G. Simmel), personal drama (L.S. Vygotsky) and comedy of social life (A.P. Chekhov). The final result is a new aesthetic concept of social cognition.

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22

Ziv, Ido, David Leiser, and Joseph Levine. "Social cognition in schizophrenia: Cognitive and affective factors." Cognitive Neuropsychiatry 16, no. 1 (January 2011): 71–91. http://dx.doi.org/10.1080/13546805.2010.492693.

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23

García, Ricardo R., Francisco Aliste, and Guillermo Soto. "Social cognition in schizophrenia: cognitive and neurobiological aspects." Revista Colombiana de Psiquiatría (English ed.) 47, no. 3 (July 2018): 170–76. http://dx.doi.org/10.1016/j.rcpeng.2018.06.004.

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24

Scurlock-Evans, Laura. "Cognitive Consistency: A Fundamental Principle in Social Cognition." Social Psychological Review 14, no. 2 (2012): 29–31. http://dx.doi.org/10.53841/bpsspr.2012.14.2.29.

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25

Troncoso, Leandro Dri Manfiolete, Sandra Soledad Troncoso Robles Dri Manfiolete, and Sergio Alejandro Toro-Arévalo. "Procesos educativos vivenciados en la práctica social mecánica de bicicleta (Educational processes experienced in the social mechanical bicycle practice)." Retos, no. 38 (December 11, 2019): 102–8. http://dx.doi.org/10.47197/retos.v38i38.74280.

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El objetivo de esa investigación es comprender los procesos educativos vivenciados en la práctica social mecánica de bicicleta. Fue empleado el abordaje fenomenológico epistémico 4E Cognition de los procesos cognitivos encarnados, situados, extendidos y enactivos. Para los procedimientos metodológicos, entrevistamos seis mecánicos de bicicleta latinoamericanos teniendo como criterios de inclusión el trabajo formal o informal con mecánica de bicicleta, la experiencia con ciclismo utilitario, deportivo o recreativo y acciones político-pedagógicas cicloactivistas. En el análisis discursivo, emergieran las unidades de significado: a) Enseñanza-aprendizaje laboral; b) Influencia tecnológica en el ciclismo; c) Salud y cuidado al pedalear que sustentan la categoría general “Mecánica de bicicleta como proceso cognitivo-educativo”. Consideramos la práctica social mecánica de bicicleta fundamental para el fenómeno bicicultura con efectos directos a la realidad ciudadana con la promoción de procesos educativos para la movilidad urbana. Abstract: The objective of this research is to understand educational processes experienced in the social mechanical practice of bicycle. The 4E Cognition phenomenological epistemic approach, which focuses on embodied, situated, extended, and enactive cognitive processes. As a methodological procedure, six Latin-Americans bicycle mechanics were interviewed. Inclusion/exclusion criteria were as follows: previous formal or informal work in bicycle mechanics, experience with utilitarian, sport, or recreational cycling, and cycloactivist political-pedagogical actions. In the analysis of the discourse, the following units of meaning emerged: a) Work teaching-learning; b) Technological influences on cycling; c) Health and care when pedaling; these units form the general category "Bicycle mechanics as a cognitive-educational process". We consider social mechanical bicycle practice as a fundamental bicycle culture phenomenon having direct effects on citizen's life as it promotes educational processes for urban mobility.

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Haryanto, Margareth, Eko Wahono, Riani Wisnujono, and Mudjiani Basuki. "CORRELATION BETWEEN SOCIAL ENGAGEMENT AND COGNITIVE FUNCTION IN ELDERLY." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 13, 2020): 4014–19. http://dx.doi.org/10.37200/ijpr/v24i2/pr200720.

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Sharma, Dr Ankita. "Activities, Social Engagement and Cognitive Decline among Elderly Male." International Journal of Scientific Research 3, no. 8 (June 1, 2012): 393–98. http://dx.doi.org/10.15373/22778179/august2014/121.

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Ashton, Benjamin J., Alex Thornton, and Amanda R. Ridley. "An intraspecific appraisal of the social intelligence hypothesis." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1756 (August 13, 2018): 20170288. http://dx.doi.org/10.1098/rstb.2017.0288.

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The prevailing hypotheses for the evolution of cognition focus on either the demands associated with group living (the social intelligence hypothesis (SIH)) or ecological challenges such as finding food. Comparative studies testing these hypotheses have generated highly conflicting results; consequently, our understanding of the drivers of cognitive evolution remains limited. To understand how selection shapes cognition, research must incorporate an intraspecific approach, focusing on the causes and consequences of individual variation in cognition. Here, we review the findings of recent intraspecific cognitive research to investigate the predictions of the SIH. Extensive evidence from our own research on Australian magpies ( Cracticus tibicen dorsalis ), and a number of other taxa, suggests that individuals in larger social groups exhibit elevated cognitive performance and, in some cases, elevated reproductive fitness. Not only do these findings demonstrate how the social environment has the potential to shape cognitive evolution, but crucially, they demonstrate the importance of considering both genetic and developmental factors when attempting to explain the causes of cognitive variation. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

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Chen, Jenhao, Eileen Crimmins, Mengting Li, and XinQi Dong. "NEIGHBORHOOD SOCIAL INTEGRATION, SOCIAL NETWORK, AND COGNITION: DOES THE INTERACTION EFFECT MATTER?" Innovation in Aging 3, Supplement_1 (November 2019): S30—S31. http://dx.doi.org/10.1093/geroni/igz038.118.

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Abstract Social integration of neighborhoods and social network properties are associated with better cognitive function but the two factors are often investigated separately. This study examines the interaction between neighborhood social integration and quantity and composition of social network on cognitive domains by analyzing Population Study of Chinese Elderly, a population-based epidemiological study of over 3000 US Chinese older adults aged 60 and above in Chicago metropolitan. Regression results show that larger network size, volume of contact and smaller proportion kin and proportion co-resident were associated with higher level of global cognition. Higher sense of community was associated with higher level of global cognition. The interaction term of volume of contact and neighborhood cohesion was negative and statistically significant, suggesting the protective effect of volume of contact may decrease in high cohesion neighborhoods. Similar moderation effects were observed in specific cognitive domains, including episodic memory, working memory and executive function.

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Hutchins, Edwin. "Ecological Cognition and Cognitive Ecology." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 22 (July 2000): 566–69. http://dx.doi.org/10.1177/154193120004402218.

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The Ecological Cognition perspective emphasizes the fact that human cognition is adaptive to the constraints of the context of task performance. People are good at developing strategies for task performance that take advantage of the informational affordances of the task environment. Therefore, if we wish to understand human cognition, we must look beyond the skin and skull of the individual to the material and social structures with which the mind interacts. Of course, material artifacts and social arrangements are elements of adaptive processes as well. Material artifacts are often crystallizations of regularities in the task environment and they develop over time, changing adaptively to fit the constraints of the task, the properties of the task performers, and the other artifacts employed in the task performance. Such changes in the material artifacts change the informational affordances of the task environment, which creates new opportunities for the development of strategies. Thus, human cognition and the material supports of human cognition must be seen as a co-adaptive system. Similarly, in complex work settings where two or more persons jointly perform tasks, social arrangements are enacted anew each time a socially distributed task is performed. Strategies for the social division of cognitive labor are also part of this co-adaptive system, both constraining and being constrained by mental and material artifacts. These interlocked co-adaptive systems suggest a cognitive ecology. It's a compelling way of talking about such systems. Can it be more than a metaphor?

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Joly, Marine, Jérôme Micheletta, Arianna De Marco, Jan A. Langermans, Elisabeth H. M. Sterck, and Bridget M. Waller. "Comparing physical and social cognitive skills in macaque species with different degrees of social tolerance." Proceedings of the Royal Society B: Biological Sciences 284, no. 1862 (September 13, 2017): 20162738. http://dx.doi.org/10.1098/rspb.2016.2738.

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Contemporary evolutionary theories propose that living in groups drives the selection of enhanced cognitive skills to face competition and facilitate cooperation between individuals. Being able to coordinate both in space and time with others and make strategic decisions are essential skills for cooperating within groups. Social tolerance and an egalitarian social structure have been proposed as one specific driver of cooperation. Therefore, social tolerance is predicted to be associated with enhanced cognitive skills that underpin communication and coordination. Social tolerance should also be associated with enhanced inhibition, which is crucial for suppressing automatic responses and permitting delayed gratification in cooperative contexts. We tested the performance of four closely related non-human primate species (genus Macaca ) characterized by different degrees of social tolerance on a large battery of cognitive tasks covering physical and social cognition, and on an inhibitory control task. All species performed at a comparable level on the physical cognition tasks but the more tolerant species outperformed the less tolerant species at a social cognition task relevant to cooperation and in the inhibitory control task. These findings support the hypothesis that social tolerance is associated with the evolution of sophisticated cognitive skills relevant for cooperative social living.

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Rato, Diogo, and Rui Prada. "Towards Social Identity in Socio-Cognitive Agents." Sustainability 13, no. 20 (October 15, 2021): 11390. http://dx.doi.org/10.3390/su132011390.

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Current architectures for social agents are designed around some specific units of social behavior that address particular challenges, such as modeling beliefs and motivations, establishing social relationships, or understanding group memberships. Although their performance might be adequate for controlled environments, deploying these agents in the wild is difficult. Moreover, the increasing demand for autonomous agents capable of living alongside humans calls for the design of more robust social agents that can cope with diverse social situations. We believe that to design such agents, their sociality and cognition should be conceived as one. This includes creating mechanisms for constructing social reality as an interpretation of the physical world with social meanings and selective deployment of cognitive resources adequate to the situation. We identify several design principles that should be considered while designing agent architectures for socio-cognitive systems. Taking these remarks into account, we propose a socio-cognitive agent model based on the concept of cognitive social frames that allow the adaptation of an agent’s cognition based on its interpretation of its surroundings, its social context. Our approach supports an agent’s reasoning about other social actors and its relationship with them. Cognitive social frames can be built around social groups, and form the basis for social group dynamics mechanisms and construct of social identity.

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Anderson, Rachel J., Anna C. Simpson, Shelley Channon, Michael Samuel, and Richard G. Brown. "Social problem solving, social cognition, and mild cognitive impairment in Parkinson's disease." Behavioral Neuroscience 127, no. 2 (April 2013): 184–92. http://dx.doi.org/10.1037/a0030250.

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Dunn, Dana S., and Brittany Beard. "Cognitive Tools for Exploring Social Phenomena: New Methodological Frontiers in Social Cognition." Journal of Social and Clinical Psychology 30, no. 10 (December 2011): 1097–100. http://dx.doi.org/10.1521/jscp.2011.30.10.1097.

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Rumiati, Raffaella I., and Glyn W. Humphreys. "Cognitive neuroscience goes social." Cortex 70 (September 2015): 1–4. http://dx.doi.org/10.1016/j.cortex.2015.07.008.

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Vlasceanu, Madalina, Karalyn Enz, and Alin Coman. "Cognition in a Social Context: A Social-Interactionist Approach to Emergent Phenomena." Current Directions in Psychological Science 27, no. 5 (September 18, 2018): 369–77. http://dx.doi.org/10.1177/0963721418769898.

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The formation of collective memories, emotions, and beliefs is a fundamental characteristic of human communities. These emergent outcomes are thought to be the result of a dynamical system of communicative interactions among individuals. But despite recent psychological research on collective phenomena, no programmatic framework to explore the processes involved in their formation exists. Here, we propose a social-interactionist approach that bridges cognitive and social psychology to illuminate how microlevel cognitive phenomena give rise to large-scale social outcomes. It involves first establishing the boundary conditions of cognitive phenomena, then investigating how cognition is influenced by the social context in which it is manifested, and finally studying how dyadic-level influences propagate in social networks. This approach has the potential to (a) illuminate the large-scale consequences of well-established cognitive phenomena, (b) lead to interdisciplinary dialogues between psychology and the other social sciences, and (c) be more relevant for public policy than existing approaches.

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Jun, Eun-Hye, Young-Nam Cho, Jae-Hoon Jung, and Tae-Hyung Oh. "Analysis of Cognitive and Social Cognitive Factors Affecting Social Participation in Patients With Mild Cognitive Impairment." Journal of Korean Society of Occupational Therapy 25, no. 4 (December 31, 2017): 61–74. http://dx.doi.org/10.14519/jksot.2017.25.4.05.

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Yu, Kexin, Ted Ng, and Patricia Heyn. "Social Determinants of Cognitive Health: Studies on Physical and Social Environments and Cognition." Innovation in Aging 5, Supplement_1 (December 1, 2021): 377–78. http://dx.doi.org/10.1093/geroni/igab046.1464.

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Abstract Living environments profoundly influence the aging process. This symposium presents research on two main aspects of the living environment and their relationships with cognitive health. The living environment is broadly defined, including both physical and social aspects. The physical environment is the characteristics of the built environment, such as tripping hazard in the home, cleanness of the community streets, and presence of deserted buildings, etc. The social environment is the cohesiveness with other people living in the neighborhood. Living environments have multiple layers; the physical environments encompass both in-home and in-community domains, whereas the social environment can be categorized as domestic versus community cohesiveness. This symposium includes studies with investigation scopes spanning from the micro to mezzo levels. The first presentation scrutinizes the buffering effect of marital relationships, as a form of domestic social environments, on cognition among older adults with vision and hearing impairments. Using the NHATS dataset, the second presentation examines social isolation as a potential mediator for the association between physical, social environments and global cognitive functioning. The third presentation evaluates the impact of living environments on cognition among Canadian older adults with multimorbidity. The last presentation examines how the physical environment affects sleep quality and thus influences older adults’ cognition. All four presentations are closely linked to the overarching theme of evaluating the environmental impact on cognition and provide possible explanations mediating the association observed. This symposium contributes to advancing gerontological knowledge by offering new perspectives on the social determinants of cognitive health.

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Yan, Bohan, Yongjun Feng, and Ning Cai. "On Time Effect of Preschool Education: Social Analysis Based on CUCDS." Complexity 2021 (October 14, 2021): 1–10. http://dx.doi.org/10.1155/2021/2855542.

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Cognitive ability is an important aspect of children’s development, but there is still room for discussion about the impact of preschool education on children’s cognitive ability. Based on the data of China Urbanization and Children Development Survey (CUCDS) of Tsinghua University, this paper categorizes cognitive ability into Chinese language cognition and mathematical cognition. It is discovered that the impact of preschool education on children’s cognitive development differs depending on the cognitive ability and the length of time. In particular, preschool education has both short-term and long-term effects on children’s Chinese cognitive ability, while there is only a short-term effect on the development of children’s mathematical cognitive ability without long-term effect.

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Rowa, Karen, Martin M. Antony, and Richard P. Swinson. "Cognitive Features of Social Phobia." CNS Spectrums 4, no. 11 (November 1999): 30–41. http://dx.doi.org/10.1017/s1092852900012487.

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AbstractNew cognitive models of social phobia have been developed based, in part, on a growing number of studies suggesting that people with social phobia process information related to social threat differently than people who are not socially anxious and, in some cases, differently than individuals with other anxiety disorders. In addition to providing an overview of recent models of social phobia, this paper reviews the research literature to date on the following aspects of cognition in social phobia: attention, memory, attributions and appraisals, imagery and perspective, and perfectionism.

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Howard, Judith A. "A Social Cognitive Conception of Social Structure." Social Psychology Quarterly 57, no. 3 (September 1994): 210. http://dx.doi.org/10.2307/2786877.

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Osborne-Crowley, Katherine. "Social Cognition in the Real World: Reconnecting the Study of Social Cognition With Social Reality." Review of General Psychology 24, no. 2 (February 23, 2020): 144–58. http://dx.doi.org/10.1177/1089268020906483.

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The scientific study of social cognition is a growing field which promises to deliver valuable insights into how the brain underpins human’s social success. However, the poor ecological validity of many popular paradigms constrains the progress of social cognitive scientists. Highly simplistic and contrived stimuli are commonplace, despite the complexity and unpredictability of real-world social experiences. A shift toward a cognitive ethology approach would allow us to determine if, when, and how specific cognitive processes contribute to real-world functioning. This shift would enable us to break new ground in our understanding of the cognitions which underpin so much of the human experience. To address these questions, we must innovate and test social cognitions in dynamic, multimodal, context-embedded, and interactive environments. Furthermore, measuring responses dynamically and in terms of accuracy (rather than based on arbitrary criteria defined by the experimenter), would improve ecological validity. Finally, researchers should take into account sample diversity and participants’ motivation to ensure the generalizability of findings to everyday interactions. This article considers these issues in turn and outlines recent research which demonstrates how they might be overcome.

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Pajouhinia, Shima, Yalda Abavisani, and Zahra Rezazadeh. "Explaining the Obsessive-compulsive Symptoms Based on Cognitive Flexibility and Social Cognition." Practice in Clinical Psychology 8, no. 3 (July 1, 2020): 233–42. http://dx.doi.org/10.32598/jpcp.8.3.10.717.1.

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Objective: Cognitive flexibility and social cognition are the appropriate models for understanding psychological problems, through which people can meet various challenges. The aim of this study was to investigate the relationship between cognitive flexibility and social cognition with obsessive-compulsive symptoms among female students at Allameh Tabataba’i University. Methods: This cross-sectional study was done on 200 students female students at Allameh Tabataba’i University in Tehran studying in the academic year 2018-2019 selected by random multiple cluster sampling method. The used tools were cognitive flexibility inventory, student social cognition questionnaire, and obsessive-compulsive symptoms inventory. Results: There was a negative significant correlation between the total score of obsessive-compulsive symptoms with cognitive flexibility and social cognition. In addition, the results of multiple regression analysis showed that cognitive flexibility and social cognition can explain obsessive-compulsive symptoms in students. Conclusion: Studying cognitive flexibility and social cognition is an efficient method to understand the underlying factors associated with obsessive-compulsive symptoms. Evaluation of these factors can be useful in the prevention and treatment of these symptoms.

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Garrard, P., N. H. Martin, P. Giunti, and L. Cipolotti. "Cognitive and social cognitive functioning in spinocerebellar ataxia." Journal of Neurology 255, no. 3 (March 2008): 398–405. http://dx.doi.org/10.1007/s00415-008-0680-6.

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Girotto, Vittorio. "Social marking, socio-cognitive conflict and cognitive development." European Journal of Social Psychology 17, no. 2 (April 1987): 171–86. http://dx.doi.org/10.1002/ejsp.2420170205.

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KNIJNIK, DANIELA ZIPPIN, and EDUARDO TRACHTENBERG. "COGNITIVE BEHAVIORAL THERAPY IN SOCIAL ANXIETY DISORDER – A SYSTEMATIC EXERCISE PROPOSAL: SOCIAL ANXIETY CYCLE AND ALTERNATIVE SOCIAL ANXIETY CYCLE." Revista Debates em Psiquiatria Ano 5 (October 1, 2015): 16–21. http://dx.doi.org/10.25118/2236-918x-5-5-3.

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O presente artigo inicia pela revisão dos modelos cognitivos e dos princípios gerais da terapia cognitivocomportamental (TCC) no transtorno de ansiedade social. Em seguida, os autores propõem um exercício sistemático a ser utilizado especialmente durante as sessões da TCC de psicoeducação e reestruturação cognitiva. Tendo por base o ciclo da ansiedade social disfuncional, o qual colabora para a manutenção dos sintomas de ansiedade social, paciente e terapeuta trabalham ativamente buscando um ciclo mais funcional, o ciclo alternativo da ansiedade social.

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Bora, Emre, and Görsev G. Yener. "Meta-Analysis of Social Cognition in Mild Cognitive Impairment." Journal of Geriatric Psychiatry and Neurology 30, no. 4 (June 22, 2017): 206–13. http://dx.doi.org/10.1177/0891988717710337.

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Corbera, Silvia, Bruce E. Wexler, Satoru Ikezawa, and Morris D. Bell. "Factor Structure of Social Cognition in Schizophrenia: Is Empathy Preserved?" Schizophrenia Research and Treatment 2013 (2013): 1–13. http://dx.doi.org/10.1155/2013/409205.

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Social cognitive impairments are core features of schizophrenia and are closely associated with poor functional outcome. This study sought to identify specific aspects of social cognition and their relationships to measures of social function, quality of life, and neurocognition. Principal component analysis was performed using social cognitive measures in patients with schizophrenia and healthy matched controls and revealed three factors: Interpersonal Discomfort, Basic Social Cognition, and Empathy. Patients had higher scores on Interpersonal Discomfort and lower scores on Basic Social Cognition than controls, but the two groups were the same on Empathy. Lower social performance was significantly correlated with poor Basic Social Cognition in patients and with high Interpersonal Discomfort in controls. While neurocognition was significantly associated with Basic Social Cognition in both groups, it was not associated with Empathy. Social cognitive interventions should emphasize improving basic social cognitive processing deficits, managing Interpersonal Discomfort, and utilizing preserved capacity for empathy as a potential strength in social interactions.

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Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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Wood, Jacqueline N. "Social cognitive neuroscience: The perspective shift in progress." Behavioral and Brain Sciences 27, no. 3 (June 2004): 360–61. http://dx.doi.org/10.1017/s0140525x04560089.

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Krueger & Funder (K&F) describe social cognitive research as being flawed by its emphasis on performance errors and biases. They argue that a perspective shift is necessary to give balance to the field. However, such a shift may already be occurring with the emergence of social cognitive neuroscience leading to new theories and research that focus on normal social cognition.

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