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Journal articles on the topic 'Social cognition'

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

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1

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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2

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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6

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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7

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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8

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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9

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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10

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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11

Frith, Chris D. "Social cognition." Philosophical Transactions of the Royal Society B: Biological Sciences 363, no. 1499 (February 21, 2008): 2033–39. http://dx.doi.org/10.1098/rstb.2008.0005.

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Social cognition concerns the various psychological processes that enable individuals to take advantage of being part of a social group. Of major importance to social cognition are the various social signals that enable us to learn about the world. Such signals include facial expressions, such as fear and disgust, which warn us of danger, and eye gaze direction, which indicate where interesting things can be found. Such signals are particularly important in infant development. Social referencing, for example, refers to the phenomenon in which infants refer to their mothers' facial expressions to determine whether or not to approach a novel object. We can learn a great deal simply by observing others. Much of this signalling seems to happen automatically and unconsciously on the part of both the sender and the receiver. We can learn to fear a stimulus by observing the response of another, in the absence of awareness of that stimulus. By contrast, learning by instruction, rather than observation, does seem to depend upon awareness of the stimulus, since such learning does not generalize to situations where the stimulus is presented subliminally. Learning by instruction depends upon a meta-cognitive process through which both the sender and the receiver recognize that signals are intended to be signals. An example would be the ‘ostensive’ signals that indicate that what follows are intentional communications. Infants learn more from signals that they recognize to be instructive. I speculate that it is this ability to recognize and learn from instructions rather than mere observation which permitted that advanced ability to benefit from cultural learning that seems to be unique to the human race.
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Seyfarth, Robert M., and Dorothy L. Cheney. "Social cognition." Animal Behaviour 103 (May 2015): 191–202. http://dx.doi.org/10.1016/j.anbehav.2015.01.030.

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13

Zuberbühler, Klaus, and Richard W. Byrne. "Social cognition." Current Biology 16, no. 18 (September 2006): R786—R790. http://dx.doi.org/10.1016/j.cub.2006.08.046.

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14

Bodenhausen, Galen V., and Andrew R. Todd. "Social cognition." Wiley Interdisciplinary Reviews: Cognitive Science 1, no. 2 (February 5, 2010): 160–71. http://dx.doi.org/10.1002/wcs.28.

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15

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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16

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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17

Totic-Poznanovic, Sanja, Dragan Pavlovic, Jelena Djordjevic, Aleksandra Pavlovic, and Dragan Marinkovic. "Social cognition in schizophrenia." Srpski arhiv za celokupno lekarstvo 139, no. 11-12 (2011): 828–33. http://dx.doi.org/10.2298/sarh1112828t.

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Patients with schizophrenia display alterations in social cognition, as well as in the realm of neurocognition. It is still unclear to what extent these two cognitive domains represent two separate dimensions or different expressions of a unified deficit. Tasks used to assess social cognition subcomponents cover basic social cognition, such as mentalisation, data collection and making conclusions, source monitoring and characteristics of life-styles. The variety of findings of various studies is probably related to the fact that most studies considered social cognition as one-dimensional construct represented, for example, by unique measurements of emotional recognition. Research results dealing with social cognition suggest that the impairment of social cognition is the characteristic feature of schizophrenia and have important implications for the development, course and outcome of this disorder.
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18

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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19

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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20

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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21

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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22

Turner, Rose, and Frédéric Vallée-Tourangeau. "Fiction effects on social cognition." Scientific Study of Literature 10, no. 1 (December 9, 2020): 94–127. http://dx.doi.org/10.1075/ssol.19008.tur.

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Abstract Social cognition, the skillset involved in interpreting the cognitive and affective states of others, is essential for navigating the social world. Research has indicated that reading about fictional social content may support social cognitive abilities; however, the processes underpinning these effects remain unidentified. This study aimed to examine the effect of narrative engagement on social cognition. A text pretest (N = 11), a manipulation pilot (N = 29) and full experiment (N = 93) were conducted. In the full experiment, the manipulation failed to vary levels of narrative engagement (transportation, identification and affective empathy) with a passage from a popular fiction text. A correlation analysis revealed positive associations between narrative engagement dimensions and social cognition. An exploratory between-groups analysis comparing reading to no-reading found a significant gain in explicit mental state attribution in the reading group, when controlling for demographic and dispositional differences.
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23

Corlett, J. Angelo. "Social epistemology and social cognition." Social Epistemology 5, no. 2 (April 1991): 135–49. http://dx.doi.org/10.1080/02691729108578609.

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24

Higgins, E. Tory, and John A. Bargh. "Social Cognition and Social Perception." Annual Review of Psychology 38, no. 1 (January 1987): 369–425. http://dx.doi.org/10.1146/annurev.ps.38.020187.002101.

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25

Fiske, Susan T. "Social Cognition and Social Perception." Annual Review of Psychology 44, no. 1 (January 1993): 155–94. http://dx.doi.org/10.1146/annurev.ps.44.020193.001103.

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Rakoczy, Hannes. "Social cognition and social practice." British Journal of Developmental Psychology 25, no. 1 (March 2007): 33–38. http://dx.doi.org/10.1348/026151006x152696.

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27

Keifer, Cara M., Amori Yee Mikami, James P. Morris, Erin J. Libsack, and Matthew D. Lerner. "Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition." Autism 24, no. 7 (June 2, 2020): 1758–72. http://dx.doi.org/10.1177/1362361320922058.

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Deficient social communication and interaction behaviors are a hallmark feature of individuals with autism spectrum disorder. These social communication and interaction deficits potentially stem from problems with explicit social cognition (i.e. processes that are controlled and largely conscious) as well as with implicit social cognition (i.e. processes that are fast, spontaneous, and primarily unconscious). This study aimed to investigate the relative contributions of implicit and explicit social cognition factors as predictors of multi-informant measures of social communication and interaction behaviors in a sample of 34 youth with clinical diagnoses of autism spectrum disorder. Behavioral, cognitive, and electrophysiological indices of implicit and explicit social cognition were entered into partial least squares regression models designed to identify latent factors that optimally predict parent-report, observer-coded, and clinician-rated social communication, and interaction outcomes. Results indicated that while both implicit and explicit social cognition factors optimally predicted outcomes, implicit social cognition factors were relatively more predictive. Findings have important implications for the conceptualization and measurement of social functioning as well as the development of targeted social interventions in autism spectrum disorder populations. Lay abstract Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict “real-world” social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits.
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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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Beer, Jennifer S. "Current Emotion Research in Social Neuroscience: How does emotion influence social cognition?" Emotion Review 9, no. 2 (January 31, 2017): 172–80. http://dx.doi.org/10.1177/1754073916650492.

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Neuroscience investigations of emotional influences on social cognition have been dominated by the somatic marker hypothesis and dual-process theories. Taken together, these lines of inquiry have not provided strong evidence that emotional influences on social cognition rely on neural systems which code for bodily signals of arousal nor distinguish emotional reasoning from other modes of reasoning. Recent findings raise the possibility that emotionally influenced social cognition relies on two stages of neural changes: once when emotion is elicited and a different set of changes at the time of social cognitive judgment. These findings suggest that affect infusion models may be a fruitful framework for bridging neuroscience and psychological understanding of the role of emotion in social cognition.
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Spaulding, Shannon. "Embodied Social Cognition." Philosophical Topics 39, no. 1 (2011): 141–62. http://dx.doi.org/10.5840/philtopics201139118.

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31

Greenwald, Anthony G., and Calvin K. Lai. "Implicit Social Cognition." Annual Review of Psychology 71, no. 1 (January 4, 2020): 419–45. http://dx.doi.org/10.1146/annurev-psych-010419-050837.

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In the last 20 years, research on implicit social cognition has established that social judgments and behavior are guided by attitudes and stereotypes of which the actor may lack awareness. Research using the methods of implicit social cognition has produced the concept of implicit bias, which has generated wide attention not only in social, clinical, and developmental psychology, but also in disciplines outside of psychology, including business, law, criminal justice, medicine, education, and political science. Although this rapidly growing body of research offers prospects of useful societal applications, the theory needed to confidently guide those applications remains insufficiently developed. This article describes the methods that have been developed, the findings that have been obtained, and the theoretical questions that remain to be answered.
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Smith, Eliot R., and Gün R. Semin. "Situated Social Cognition." Current Directions in Psychological Science 16, no. 3 (June 2007): 132–35. http://dx.doi.org/10.1111/j.1467-8721.2007.00490.x.

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Rooney, Susan M., and Liora Pedhazur Schmelkin. "Social Episode Cognition." Basic and Applied Social Psychology 18, no. 1 (March 1996): 97–110. http://dx.doi.org/10.1207/s15324834basp1801_8.

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Emery, Nathan J., and Nicola S. Clayton. "Comparative Social Cognition." Annual Review of Psychology 60, no. 1 (January 2009): 87–113. http://dx.doi.org/10.1146/annurev.psych.60.110707.163526.

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35

Call, Josep. "Chimpanzee social cognition." Trends in Cognitive Sciences 5, no. 9 (September 2001): 388–93. http://dx.doi.org/10.1016/s1364-6613(00)01728-9.

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Matsuzawa, Tetsuro. "Social Animal Cognition." Interaction Studies 10, no. 2 (July 23, 2009): 107–13. http://dx.doi.org/10.1075/is.10.2.01mat.

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Tomasello, Michael. "CHIMPANZEE SOCIAL COGNITION." Monographs of the Society for Research in Child Development 61, no. 3 (July 1996): 161–73. http://dx.doi.org/10.1111/j.1540-5834.1996.tb00491.x.

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Dorfman, Alex, Omri Weiss, Zohar Hagbi, Anat Levi, and David Eilam. "Social spatial cognition." Neuroscience & Biobehavioral Reviews 121 (February 2021): 277–90. http://dx.doi.org/10.1016/j.neubiorev.2020.12.023.

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North, Geoffrey. "Social Cognition LabLinks." Current Biology 21, no. 2 (January 2011): R49—R50. http://dx.doi.org/10.1016/j.cub.2010.12.032.

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Waytz, Adam, Nicholas Epley, and John T. Cacioppo. "Social Cognition Unbound." Current Directions in Psychological Science 19, no. 1 (February 2010): 58–62. http://dx.doi.org/10.1177/0963721409359302.

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Maria Iulia, V., R. C. Delphine, H. Audrey, and K. Arthur. "Social functioning and social cognition in bipolar disorder: Is there a connection?" European Psychiatry 33, S1 (March 2016): S336. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1175.

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IntroductionThe research interest in social cognition in bipolar disorder has increased in a significant way in the last decade showing major impairments, especially in mental state reasoning, even during euthymia (Samamé et al., 2012; Samamé et al., 2015). Social cognitive processes in humans describe the ways individuals draw inferences about other people's beliefs and the ways they weigh social situational factors in making these inferences (Green et al., 2008). A causal relationship between social cognition deficits and global functioning has been already established in schizophrenic populations (Green et al., 2015). But there is still little information regarding the relation between social cognition and social functioning in bipolar disorder.AimsTo review the relationship between general/social functioning and social cognitive impairments in bipolar patients.MethodsA systematic review of literature was conducted. Relevant articles were identified through literature searches in PubMed/Medline, EBSCOHost and Google Scholar databases dating from 2000 to 2015 using the keywords “bipolar”, “social cognition”, “theory of mind”, “mentalizing”, “emotion recognition”, “emotion processing”, “functioning” and “quality of life”.ResultsThe findings of the review will be discussed, regarding the specificity of the thymic state of the patients and the social cognition instruments used.ConclusionsTo the best of our knowledge, the present review is the first to explore specifically the relation between the social cognition deficits and the general/social functioning of bipolar patients. This exploration is of interest for a better comprehension of this disorder to improve the outcome of the patients.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Lindenmayer, J. P., S. R. McGurk, A. Khan, S. Kaushik, A. Thanju, L. Hoffman, G. Valdez, D. Wance, and E. Herrmann. "Improving Social Cognition in Schizophrenia: A Pilot Intervention Combining Computerized Social Cognition Training With Cognitive Remediation." Schizophrenia Bulletin 39, no. 3 (November 3, 2012): 507–17. http://dx.doi.org/10.1093/schbul/sbs120.

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43

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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45

Gibbs, Raymond W. "Metaphoric cognition as social activity." Metaphor and the Social World 3, no. 1 (July 15, 2013): 54–76. http://dx.doi.org/10.1075/msw.3.1.03gib.

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Metaphoric thought is often viewed as a property of individual minds that is quite separate from people’s social, communicative actions with metaphoric language and gesture. My goal in this article is to argue that metaphoric cognition is fundamentally linked to human social activities. I defend this idea by focusing not only on metaphor use in overt communicative situations, but by suggesting ways that individual metaphoric cognition is implicitly social. Many of the experimental tasks used in psychology to demonstrate the psychological reality of conceptual metaphors reflect intricate couplings between cognitive and social processes. This argument demands a reorientation in how metaphor scholars interpret empirical findings related to conceptual metaphor theory, and more broadly aims to dissolve the long-standing theoretical divide between metaphoric cognition and metaphoric communication.
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46

Berggren, Mathias, Nazar Akrami, Robin Bergh, and Bo Ekehammar. "Motivated Social Cognition and Authoritarianism." Journal of Individual Differences 40, no. 4 (October 2019): 204–12. http://dx.doi.org/10.1027/1614-0001/a000293.

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Abstract. The domain of motivated social cognition includes a variety of concepts dealing with a need to seek structure and avoid ambiguity, and several of these concepts are also powerful predictors of social attitudes, such as authoritarianism. It is possible though that these relations are due to certain facets reoccurring in the different scales. In this paper, we tested the notion that authoritarianism is predicted specifically by rigidity in beliefs (closed-mindedness), rather than broader cognitive styles. Thus, we initially identified items in the motivated social cognition scales that are specifically measuring closed-mindedness. These items included the closed-mindedness facet of the need for closure scale and items from intolerance of ambiguity and need for cognition. We used these items to predict right-wing authoritarianism, social dominance orientation, and their common factor authoritarianism (generalized). In line with our prediction, two studies showed that the motivated social cognition scales did not provide a significant prediction of authoritarianism beyond the closed-mindedness items. We conclude that the relation between motivated social cognition and authoritarianism is captured entirely by the former’s closed-mindedness component.
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47

Oesch, Nathan. "Social Brain Perspectives on the Social and Evolutionary Neuroscience of Human Language." Brain Sciences 14, no. 2 (February 7, 2024): 166. http://dx.doi.org/10.3390/brainsci14020166.

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Human language and social cognition are two key disciplines that have traditionally been studied as separate domains. Nonetheless, an emerging view suggests an alternative perspective. Drawing on the theoretical underpinnings of the social brain hypothesis (thesis of the evolution of brain size and intelligence), the social complexity hypothesis (thesis of the evolution of communication), and empirical research from comparative animal behavior, human social behavior, language acquisition in children, social cognitive neuroscience, and the cognitive neuroscience of language, it is argued that social cognition and language are two significantly interconnected capacities of the human species. Here, evidence in support of this view reviews (1) recent developmental studies on language learning in infants and young children, pointing to the important crucial benefits associated with social stimulation for youngsters, including the quality and quantity of incoming linguistic information, dyadic infant/child-to-parent non-verbal and verbal interactions, and other important social cues integral for facilitating language learning and social bonding; (2) studies of the adult human brain, suggesting a high degree of specialization for sociolinguistic information processing, memory retrieval, and comprehension, suggesting that the function of these neural areas may connect social cognition with language and social bonding; (3) developmental deficits in language and social cognition, including autism spectrum disorder (ASD), illustrating a unique developmental profile, further linking language, social cognition, and social bonding; and (4) neural biomarkers that may help to identify early developmental disorders of language and social cognition. In effect, the social brain and social complexity hypotheses may jointly help to describe how neurotypical children and adults acquire language, why autistic children and adults exhibit simultaneous deficits in language and social cognition, and why nonhuman primates and other organisms with significant computational capacities cannot learn language. But perhaps most critically, the following article argues that this and related research will allow scientists to generate a holistic profile and deeper understanding of the healthy adult social brain while developing more innovative and effective diagnoses, prognoses, and treatments for maladies and deficits also associated with the social brain.
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48

Ramani, Sanghamithra, Jordan D. Pumphrey, Jason A. Berard, Jing Wang, and Lisa A. S. Walker. "88 Social Cognition and Information Processing Speed in Individuals with Multiple Sclerosis and Co-Morbid Diabetes: An Interim Analysis." Journal of the International Neuropsychological Society 29, s1 (November 2023): 79–80. http://dx.doi.org/10.1017/s1355617723001686.

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Objective:Multiple sclerosis (MS) is associated with cognitive and social cognitive deficits. Social cognition impairments may include difficulty with facial expression and emotion recognition. People with MS (PwMS) may also not be aware of their cognitive challenges as demonstrated through discrepant objective and subjective assessments. Research recently conducted in demyelinated mouse models demonstrated that metformin, a drug typically used to treat type II diabetes mellitus (DMII), promotes remyelination and reverses existent social cognition impairment by repressing the monoacylglycerol lipase (MgII) enzyme in the brain. We aim to translate this basic science research and are conducting a pilot study to determine if metformin improves social cognition in PwMS. This project will compare social cognition in those with MS and comorbid DMII who are treated with metformin and those who are not. For the purposes of this interim data analysis, we collapse across both MS groups who are, and who are not, treated with metformin. The current objective is to evaluate the relationship between subjective (i.e., perceived empathy), objective social cognition and information processing speed (IPS) in PwMS and co-morbid diabetes.Participants and Methods:Preliminary data on 15 PwMS are included. Participants completed a demographic questionnaire, a cognitive assessment battery, an objective social cognition assessment and self-report questionnaires. These questionnaires assessed subjective social cognition, fatigue, mood, and disability level.Results:Preliminary results showed that IPS was positively correlated with the affective empathy domain of social cognition, r = .53, p = .04. Additionally, IPS was positively correlated with objective social cognition, r = .71, p = 003. Follow-up regression analyses demonstrated that IPS predicted objective social cognition, R2 = .71, SE = 3.04, F(1,13) = 13.36, p = .003 and subjective social cognition, R2 = .53, SE = 5.39, F(1,13) = 4.97, p = .04. However, subjective and objective measures of social cognition were not correlated, p > .05 and remained uncorrelated when IPS was controlled for, p > .05.Conclusions:A majority of the variance in social perception is explained by IPS, suggesting that how quickly one can think may be a fundamental cognitive process to allow optimal functioning in social situations. While the reason for the relationship between IPS and subjective social cognition is perhaps less apparent, it may reflect a more global cognitive compromise that impacts both cognitive and social processes. This lends support to the Relative Consequence Model that suggests IPS deficits are a fundamental cognitive deficit underlying other more complex cognitive processes. The lack of correlation between subjective perception of empathy and objective social cognition requires further exploration and could potentially be related to some individuals with MS having a diminished ability to judge their own social proficiency. Further analyses with a larger sample will be conducted to assess group differences in social cognitive outcomes and MgII levels between metformin and non-metformin groups. If PwMS who take metformin have better social cognition compared to PwMS who do not take metformin, Mgll levels can be used as a biomarker to guide metformin treatment with the goal of improving social cognition.
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Čaić, Martina, Dominik Mahr, and Gaby Oderkerken-Schröder. "Value of social robots in services: social cognition perspective." Journal of Services Marketing 33, no. 4 (August 12, 2019): 463–78. http://dx.doi.org/10.1108/jsm-02-2018-0080.

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Purpose The technological revolution in the service sector is radically changing the ways in which and with whom consumers co-create value. This conceptual paper considers social robots in elderly care services and outlines ways in which their human-like affect and cognition influence users’ social perceptions and anticipations of robots’ value co-creation or co-destruction potential. A future research agenda offers relevant, conceptually robust directions for stimulating the advancement of knowledge and understanding in this nascent field. Design/methodology/approach Drawing from service, robotics and social cognition research, this paper develops a conceptual understanding of the value co-creation/destruction potential of social robots in services. Findings Three theoretical propositions construct an iterative framework of users’ evaluations of social robots in services. First, social robots offer users value propositions leveraging affective and cognitive resources. Second, users’ personal values become salient through interactions with social robots’ affective and cognitive resources. Third, users evaluate social robots’ value co-creation/destruction potential according to social cognition dimensions. Originality/value Social robots in services are an emerging topic in service research and hold promising implications for organizations and users. This relevant, conceptually robust framework advances scholarly understanding of their opportunities and pitfalls for realizing value. This study also identifies guidelines for service managers for designing and introducing social robots into complex service environments.
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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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