Relevant bibliographies by topics / Social cognition

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social cognition'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Social cognition"

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Ickes, William, and Richard Gonzalez. ""Social" Cognition and Social Cognition." Small Group Research 25, no. 2 (May 1994): 294–315. http://dx.doi.org/10.1177/1046496494252008.

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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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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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Charernboon, Thammanard, and Jayanton Patumanond. "Social cognition in schizophrenia." Mental Illness 9, no. 1 (March 22, 2017): 16–19. http://dx.doi.org/10.1108/mi.2017.7054.

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Impairments in social cognitions in schizophrenia are increasingly reported in the last decade but only a few studies have come from Asia. The objective of the study was to evaluated emotion perception, theory of mind and social knowledge in people with schizophrenia compared to healthy controls. Participants were 36 clinically stable outpatients with schizophrenia and 36 normal controls with comparable age and level of education. We administered general neurocognition test (the Addenbrooke's Cognitive Examination), emotion perception (the Faces Test), theory of mind (the Eyes Test) and social knowledge (the Situational Features Recognition Test; SFRT). Schizophrenia patients displayed obvious impairment in all three social cognition domains i.e. the Faces Test [13.7 (2.9) vs 15.7 (1.9), P=0.001], the Eyes Test [18.9 (4.4) vs 23.5 (4.4), P<0.001] and SFRT [0.85 (0.09) vs 0.9 (0.05), P=0.002]. The performances on three social cognition tests did not correlate with positive symptoms. Only the Faces Test seemed to be related to negative symptoms. The results demonstrated that there are deficits of social cognitions in schizophrenia even in a clinically stable population.
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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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Smith, Edward Bishop, Raina A. Brands, Matthew E. Brashears, and Adam M. Kleinbaum. "Social Networks and Cognition." Annual Review of Sociology 46, no. 1 (July 30, 2020): 159–74. http://dx.doi.org/10.1146/annurev-soc-121919-054736.

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Social network analysis, now often thought of simply as network science, has penetrated nearly every scientific and many scholarly fields and has become an indispensable resource. Yet, social networks are special by virtue of being specifically social, and our growing understanding of the brain is affecting our understanding of how social networks form, mature, and are exploited by their members. We discuss the expanding research on how the brain manages social information, how this information is heuristically processed, and how network cognitions are affected by situation and circumstance. In the process, we argue that the cognitive turn in social networks exemplifies the modern conception of the brain as fundamentally reprogrammable by experience and circumstance. Far from social networks being dependent upon the brain, we anticipate a modern view in which cognition and social networks coconstitute each other.
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Gallagher, Shaun. "Social cognition and social robots." Mechanicism and Autonomy: What Can Robotics Teach Us About Human Cognition and Action? 15, no. 3 (December 13, 2007): 435–53. http://dx.doi.org/10.1075/pc.15.3.05gal.

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Social robots are robots designed to interact with humans or with each other in ways that approximate human social interaction. It seems clear that one question relevant to the project of designing such robots concerns how humans themselves interact to achieve social understanding. If we turn to psychology, philosophy, or the cognitive sciences in general, we find two models of social cognition vying for dominance under the heading of theory of mind: theory theory (TT) and simulation theory (ST). It is therefore natural and interesting to ask how a TT design for a social robot would differ from the ST version. I think that a much more critical question is whether either TT or ST provide an adequate explanation of social cognition. There is a growing although still minority consensus that, despite their dominance in the debate about social cognition, neither TT nor ST, nor some hybrid version of these theories, offers an acceptable account of how we encounter and interact with one another. In this paper I will give a brief review of the theory of mind debate, outline an alternative theory of social cognition based on an embodied interactive approach, and then try to draw out a few implications about social robotics.
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Sherman, S. J., C. M. Judd, and B. Park. "Social Cognition." Annual Review of Psychology 40, no. 1 (January 1989): 281–326. http://dx.doi.org/10.1146/annurev.ps.40.020189.001433.

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Schneider, David J. "Social Cognition." Annual Review of Psychology 42, no. 1 (January 1991): 527–61. http://dx.doi.org/10.1146/annurev.ps.42.020191.002523.

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Sollberger, Marc, Katherine P. Rankin, and Bruce L. Miller. "SOCIAL COGNITION." CONTINUUM: Lifelong Learning in Neurology 16 (August 2010): 69–85. http://dx.doi.org/10.1212/01.con.0000368261.15544.7c.

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Dissertations / Theses on the topic "Social cognition"

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Trilla, Gros Irene. "Situated social cognition." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://edoc.hu-berlin.de/18452/24079.

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In der vorliegenden Dissertation werden vier Studien vorgestellt, in denen untersucht wurde, wie altrozentrische (Mimikry) und egozentrische (Selbstprojektion) Prozesse der sozialen Kognition in Abhängigkeit vom sozialen Kontext und persönlichen Dispositionen reguliert werden. Studie 1 zeigte, dass die Tendenz, fröhliche Gesichtsausdrücke anderer nachzuahmen abhängig von dem mit der beobachteten Person assoziierten Belohnungswert ist. Die Auswirkung der Belohnung ging jedoch weder in die vorhergesagte Richtung, noch konnten wir einen Einfluss von Oxytocin, einem Hormon, das der Neurobiologie der sozialen Anpassung zugrunde liegt, finden. Studie 2 zeigte, im Vergleich zu vorherigen Studien, keine allgemeine Verbesserung der automatischen Nachahmung nach direktem Blickkontakt im Vergleich zum abgewandten Blick. Wir konnten jedoch potenzielle dispositionelle Faktoren (z.B. autistische Eigenschaften) identifizieren, denen unterschiedlichen Mimikry-Reaktionen auf den Blickkontakt zugrunde liegen könnten. Studie 3 kombinierte kurze Phasen der Emotionsinduktion mit psychophysischen Messungen der Emotionswahrnehmung. Es zeigte sich, dass emotionale Gesichtsausdrücke tendenziell als fröhlicher beurteilt werden, wenn Personen angeben, dass sie sich fröhlich im Vergleich zu traurig fühlen. Emotionale egozentrische Verzerrungen wurden in Studie 4 erneut untersucht. Im Gegensatz zu unseren Vorhersagen fanden wir jedoch keine stärkeren egozentrischen Verzerrungen, wenn die Teilnehmenden emotionale Gesichtsausdrücke von ähnlichen im Vergleich zu unähnlichen Personen beurteilten. In allen Studien fanden wir Hinweise für den kontextabhängigen Charakter der sozialen Kognition. Allerdings konnten wir einige der in der Literatur berichteten Phänomene nicht replizieren. Diese Ergebnisse unterstreichen die Notwendigkeit, die Robustheit und Generalisierbarkeit früherer Befunde systematisch neu zu bewerten.
This dissertation presents four studies that investigated how altercentric (mimicry) and egocentric (self-projection) processes of social cognition are regulated according to the social context and personal dispositions. Study 1 showed that the tendency to mimic others’ happy facial expressions depends on the reward value associated with the observed agent. However, the effects of reward were not in the hypothesised direction, nor could we detect an influence of oxytocin treatment, a hormone involved in the neurobiology of social adaptation. Study 2 could not detect a general enhancement of the tendency to automatically imitate others’ hand actions following direct gaze compared to averted gaze, in contrast to previous studies. However, we could identify dispositional factors (e.g., autistic traits) that might underlie different mimicry responses to gaze cues. Combining brief emotion induction blocks with psychophysical measures of emotion perception, Study 3 showed that facial emotional expressions tend to be judged as happier when individuals feel happy than when they feel sad. Emotional egocentric biases were replicated in Study 4. But contrary to our predictions, we did not find stronger egocentric biases when participants judged emotional facial expressions of similar compared to dissimilar others. Across all studies, we found evidence supporting the contextual nature of social cognition. However, we could not replicate some of the phenomena reported in the literature. These results highlight the need to systematically re-evaluate the robustness and generalizability of prior findings.
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Mccagh, Jane Teresa. "Social cognition in epilepsy." Thesis, Liverpool John Moores University, 2009. http://researchonline.ljmu.ac.uk/5954/.

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Some of the psychological problems associated with epilepsy have their origins in the ability of people with epilepsy (PWE) to engage in meaningful and appropriate social interactions. PWE often report difficulties in social settings, yet there is a paucity of research investigating the socio-cognitive skills of this group. This thesis aimed to investigate these skills and relate them to the patient's perceived impact of epilepsy on their social competence. An additional objective was to see whether studying social cognition in focal epilepsy might provide some insight into the organic basis of social cognitive abilities in the normal population. The thesis consists of four separate studies which aimed to investigate social cognition and social functioning in patients with focal epilepsy. With this in mind, a test battery assessing a range of skills linked to social cognition was administered to a cross section of experimental groups (N=95). These included patients with seizure foci in the right frontal lobe (RF), left frontal lobe (LF), right temporal lobe (RT), left temporal lobe (LT) and a group with idiopathic generalised epilepsy (IGE). A normal control group (NC) and a frontal head injured (FHI) group with no epilepsy were also recruited for the study. In Studies 1 and 2 theory of mind (ToM) deficits were apparent in people with RF and LT epilepsy. These groups demonstrated impairment in the appreciation of false belief and deception at first and second order levels of intentionality. They also exhibited deficits in the appreciation of pragmatic language when attempting to infer the meaning underlying hints given by story characters. These impairments were in part attributable to deficits in narrative memory in the LT group. In Study 3 embedding problems within a social context significantly facilitated conditional reasoning in the NC, LT and RF groups but not in the other experimental groups. This finding was unexpected and suggests a double dissociation between ToM and social conditional reasoning. Study 4 investigated the extent to which socio-cognitive impairment was associated with the perceived impact of epilepsy on everyday social functioning. No statistically significant relationship between these variables was found, although a significant negative correlation between education level and impact of epilepsy was observed. Taken together the findings suggest that impairment in ToM may be a particular feature of right frontal lobe pathology and that social conditional reasoning and ToM may be functionally dissociated. PWE do not appear to have insight into their social functioning difficulties, which may well reflect underlying pathology. In light of this, future research should obtain objective measures of social competence from `significant others'. This is the only series of studies to date to assess social cognition in people with frontal lobe epilepsy (FLE) and temporal lobe epilepsy (TLE) within the same design. It is also the first time that social conditional reasoning in epilepsy has been systematically assessed and represents one of the largest lesion studies within the field of social cognition. It is hoped that some of the test material used in the thesis, may prove to be a useful and inexpensive clinical resource to help identify PWE who are at risk of reduced social competence, and in localising the site of seizure foci in patients during clinical audit, particularly where anterior foci are suspected.
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McCleery, Amanda. "Social Cognition and Social Functioning in Schizotypy." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239914727.

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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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Häberle, Anne. "Social cognition and ideomotor movements." Berlin Logos-Verl, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2827596&prov=M&dok_var=1&dok_ext=htm.

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Yapp, Maria L. J. "The self in social cognition." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256694.

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Jones, Katherine L. "Self-prioritisation in social cognition." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/111666/.

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Systematic self-biases have been demonstrated across cognitive domains of perception, attention, memory, and decision making. However, it remains unclear how self-relevance is recognised and processed by the brain. This thesis examines the influence of social context on processes of self-prioritisation in social cognition. Using a perceptual matching paradigm (Sui, He, & Humphreys, 2012), the first series of experiments demonstrated that novel shape stimuli associated with the self are prioritised for perceptual processing over novel shape stimuli associated with other individuals present within, and absent from, the task environment. No processing advantage was found for stimuli associated with present others over absent others. A second series of experiments demonstrated that self-associated stimuli were prioritised for processing over stimuli associated with both liked and disliked others. Moreover, the size of the self-association benefit was not influenced by the 'likability' of the other individuals. Therefore, neither the ability to 'tag' information to a physical body, nor the likability of social stimuli can fully account for self-prioritisation in perceptual matching. A final series of experiments introduced a novel paradigm to investigate the extent to which people prioritise own-task-relevant information over information relevant to a nearby actor's task. The findings indicated that participants co-represented a partner's stimulus-response rules even when interpersonal coordination was not required. Such co-representation occurred within a binary choice task in which direct stimulus response mappings were not possible. This suggests that co-representation is an unintended consequence of a shared social environment and that people are unable to fully prioritise their own task over that of a nearby actor. Overall, the work extends and clarifies when and how self-biases are influenced by task demands, the context in which a task is performed, and the presence or absence of others within the environment.
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Ellis, Katherine Rebecca. "Social cognition in genetic syndromes." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8401/.

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The distinct profiles of sociability and the development of social cognitive abilities was investigated in Cornelia de Lange (CdLS), Fragile X (FXS) and Rubinstein-Taybi (RTS) syndromes. An observational study demonstrated differences in the quality of broad social interaction skills and behaviours during a semi-structured social interaction with an examiner between individuals with CdLS, FXS and RTS. Individuals with FXS and RTS showed lower quality of eye contact, and individuals with FXS showed less person-focused attention, than those with CdLS. Associations between specific behaviours with age and autism spectrum disorder (ASD) symptomatology differed across groups. A second study assessing participant's performance on two scaled batteries of tasks assessing early (intentionality abilities) and later developing (ToM abilities) social cognitive abilities indicated that these groups do not develop these abilities in the same order as typically developing children. Different strengths and weaknesses observed between groups highlighted factors that may lead to disrupted social cognitive development in these groups. A third study showed that intentionality abilities predicted social enjoyment and social motivation, whereas ToM abilities predicted social enjoyment and ASD symptomatology in all groups. These fmdings were synthesised with previous literature to develop a preliminary model of sociability in CdLS, FXS and RTS.
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Swartz, Tyler Joel. "Climatic Influences on Social Cognition." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/357.

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The effects of ambient room temperature on social cognition were examined in the current study. This study included 202 participants who completed a computer-based survey consisting of eight items measuring participants’ self-perception and desired social dynamics. I included these constructs because they serve to empirically examine the claims put forth by the Socio-Relational Framework of Expressive Behavior (Vigil, 2009). Participants completed the survey in experimental settings with the ambient room temperature ranging from 67.8 °F to 77.2 °F. I identified several important relationships that support the current theoretical framework, such as the differential desire for either affiliative or avoidant social responses, and the differential inflation of either empowerment or trustworthiness descriptors in colder and warmer conditions, respectively. Implications of the findings for future research are discussed.
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Bratton, Helen. "Social cognition in antisocial populations." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15834.

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Introduction: Impairments in facial affect recognition have been linked to the development of various disorders. The aim of the current work is to conduct a systematic review and meta-analysis of studies examining whether this ability is impaired in males with psychopathy or antisocial traits, when compared to healthy individuals. Method: Studies were eligible for inclusion if they compared facial affect recognition in either a) psychopathic vs. antisocial males, b) psychopathic vs. healthy controls and c) antisocial vs. healthy controls. Primary outcomes were group differences in overall emotion recognition, fear recognition, and sadness recognition. Secondary outcomes were differences in recognition of disgust, happiness, surprise and anger. Results: Fifteen papers comprising 214 psychopathic males, 491 antisocial males and 386 healthy community controls were identified. In psychopathy, limited evidence suggested impairments in fear (k=2), sadness (k=1) and surprise (k=1) recognition relative to healthy individuals, but overall affect recognition ability was not affected (k=2). Findings were inconclusive for antisocial (k=4-6), although impairments in surprise (k=4) and disgust (k=5) recognition were observed. Psychopathic and antisocial samples did not differ in their ability to detect sadness (k=4), but psychopaths were less able to recognise happiness (k=4) and surprise (k=3). Conclusion: Limited evidence suggests psychopathic and antisocial personality traits are associated with small to moderate deficits in specific aspects of emotion recognition. However considerable heterogeneity was identified, and study quality was often poor. Adequately powered studies using validated assessment measures, rater masking and a priori public registration of hypotheses and methods are required.
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Books on the topic "Social cognition"

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Greifeneder, Rainer, Herbert Bless, and Klaus Fiedler. Social Cognition. Second Edition. | New York : Routledge, [2018] | Revised edition of Social cognition, 2004.: Psychology Press, 2017. http://dx.doi.org/10.4324/9781315648156.

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Fiske, Susan. Social Cognition. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2013. http://dx.doi.org/10.4135/9781446286395.

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Higgins, E. Tory, C. Peter Herman, and Mark P. Zanna. Social Cognition. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003311386.

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Kunda, Ziva. Social cognition. Cambridge; London: The MIT press, 2000.

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1942-, Brewer Marilynn B., and Hewstone Miles, eds. Social cognition. Malden, MA: Blackwell Pub., 2004.

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E, Taylor Shelley, ed. Social cognition. 2nd ed. New York: McGraw-Hill, 1991.

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Lindblom, Jessica. Embodied Social Cognition. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20315-7.

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1958-, Abrams Dominic, and Hogg Michael A. 1954-, eds. Social identity and social cognition. Malden, Mass: Blackwell, 1999.

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

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

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Book chapters on the topic "Social cognition"

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Schneider, Dana, Olga Klimecki, Pascal Burgmer, and Thomas Kessler. "Social Cognition." In Encyclopedia of Personality and Individual Differences, 5000–5004. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_2317.

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Marler, Peter. "Social Cognition." In Current Ornithology, 1–32. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4615-5881-1_1.

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Levesque, Roger J. R. "Social Cognition." In Encyclopedia of Adolescence, 2750. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_608.

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

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Grusec, Joan E., and Hugh Lytton. "Social Cognition." In Social Development, 255–90. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3768-6_7.

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Shkurko, Alexander. "Social Cognition." In Encyclopedia of Evolutionary Psychological Science, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-16999-6_3146-1.

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Dwyer, Diana, and Jane Scampion. "Social Cognition." In Psychology A Level, 74–106. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13450-2_4.

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Lewis, Charlie, and Jeremy Carpendale. "Social Cognition." In The Wiley-Blackwell Handbook of Childhood Social Development, 531–48. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444390933.ch28.

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Yi Huang. "Social Cognition." In Encyclopedia of Gerontology and Population Aging, 1–3. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69892-2_834-1.

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Erdley, Cynthia A., Amy J. Kaye, and Lauren J. Holleb. "Social Cognition." In Encyclopedia of Child Behavior and Development, 1388–92. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2680.

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Conference papers on the topic "Social cognition"

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Chi, Ed H. "Augmented social cognition." In the 35th SIGMOD international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1559845.1559959.

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Wykowska, Agnieszka, Jairo Perez-Osorio, and Stefan Kopp. "Social Cognition for HRI." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3374851.

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Fisher, Alex, Anna Lavis, Hugh Rickards, and Sheila Greenfield. "F16 Ethnography and social cognition." In EHDN Abstracts 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/jnnp-2021-ehdn.59.

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

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

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Pichevin, M.-F., M.-C. Hurtig, and M. Piolat. "Studies on the Self and Social Cognition." In International Conference on "Cognition, Social Cognition and the Question of the Self". WORLD SCIENTIFIC, 1993. http://dx.doi.org/10.1142/9789814536325.

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Chan, Rosanna Yuen-Yan, Silu Li, and Diane Hui. "Social epistemic cognition in online interactions." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2556288.2556977.

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Ali, Safinah, Tyler Moroso, and Cynthia Breazeal. "Can Children Learn Creativity from a Social Robot?" In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325499.

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Kowalewski, Douglas, Taylor Kratzer, and Ronald Friedman. "Social music: Investigating the link between personal liking and perceived groove." In Future Directions of Music Cognition. The Ohio State University Libraries, 2021. http://dx.doi.org/10.18061/fdmc.2021.0042.

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AFANAS, Aliona. "Cultura învățării cadrelor didactice în contextul profesionalizării pedagogice." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p156-162.

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The article presents the culture of lifelong learning of teachers through educational policies and the views of various authors in the literature. The epistemological foundation of the teaching staff professionalization theory is based on the cognitive development of teachers, representing a synthesis of interactions between cognition, metacognition and social cognition, between thinking, intelligence and other complex cognitive initial processes. The methodological framework of pedagogical professionalization of teachers contains the methodological tools, mechanisms and ways of professionalization of teachers in the context of new social realities.
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Reports on the topic "Social cognition"

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Vasilenko, L. A., and L. A. Kolesnikova. Scientific rationality in social cognition. Economic and social-humanitarian research, 2015. http://dx.doi.org/10.18411/vasilenko-1-5.

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Meghir, Costas, Mårten Palme, and Emilia Simeonova. Education, Cognition and Health: Evidence from a Social Experiment. Cambridge, MA: National Bureau of Economic Research, April 2013. http://dx.doi.org/10.3386/w19002.

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Sun, Yang, Jing Zhao, PanWen Zhao, Hui Zhang, JianGuo Zhong, PingLei Pan, GenDi Wang, ZhongQuan Yi, and LILI Xie. Social cognition in children and adolescents with epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0011.

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Review question / Objective: To our knowledge, no meta-analysis has summarized social cognitive performance in children and adolescents with epilepsy as independent groups. Therefore, we conducted this meta-analysis to examine differences between children and adolescents with epilepsy and HCs in terms of ToM and FER performance. Condition being studied: Epilepsy is characterized by chronic, unprovoked and recurrent seizures, is the most frequent neurological disease in childhood and usually occurs in early development. Worldwide, it is estimated that approximately 50 million people suffer from the pain of epileptic seizures, with more than half of the cases beginning in childhood and adolescence. So a comprehensive understanding of children and adolescence with epilepsy has become the focus of widespread attention. Recently, a number of studies have assessed ToM or facial emotion recognition deficits in children and adolescents with epilepsy, but the conclusions are inconsistent. These inconsistent findings might be related to the small sample sizes in most studies. Additionally, the methods used to evaluate ToM or facial emotion recognition performance were varied across studies. A meta-analysis can increase statistical power, estimate the severity of these deficits, and help resolve conflicting findings.
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Lin, Mei-Hua, and Alvin W. Yeo. Influence of Cultural Cognition, Social Aspect of Culture, and Personality on Trust. Annotation. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada553843.

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Wang, Hong, Na Hu, Jiabao Chai, Wenqian Huang, Xuanzi Zhou, and Ying Li. The efficacy of social skills training (SST) and social cognition and interaction training (SCIT) for negative symptoms: A meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0030.

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Lin, XiaoGuang, XueLing Zhang, QinQin Liu, PanWen Zhao, JianGuo Zhong, PingLei Pan, GenDi Wang, and ZhongQuan Yi. Social cognition in multiple sclerosis and its subtypes: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2020. http://dx.doi.org/10.37766/inplasy2020.7.0028.

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Huang, Ran, and Sejin Ha. The Role of Need for Cognition in Consumers' Mental Imagery: A Study of Visual Social Media of Fashion Brands. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1307.

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Lora, Eduardo. La Realidad Social: Una introducción a los Problemas y Políticas del Desarrollo Social en América Latina: Módulo II: Los Ninos Primero: Políticas para el Desarrollo de la Primera Infancia. Inter-American Development Bank, January 2013. http://dx.doi.org/10.18235/0008003.

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El cuidado y el estímulo que los niños reciben durante sus primeros años de vida son esenciales para su desarrollo cognitivo y su vida futura, y por consiguiente para el bienestar de la sociedad.La primera infancia es un periodo corto pero único en cuanto a la oportunidad para estimular el potencial cognitivo y no cognitivo de los individuos, con consecuencias para el resto de la vida.
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Dories, Amy, Nancy Rabolt, Ivana Markova, and Karen Johnson-Carroll. Social media in the store environment: The impact of social network applications on consumer emotions, cognitions, and purchase intentions. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-490.

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

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