Relevant bibliographies by topics / Social Cognitive Domain Theory

Academic literature on the topic 'Social Cognitive Domain Theory'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social Cognitive Domain Theory"

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Heyes, C. M. "Theory of mind and other domain-specific hypotheses." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1143–45. http://dx.doi.org/10.1017/s0140525x01270149.

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The commentators do not contest the target article's claim that there is no compelling evidence of theory of mind in primates, and recent empirical studies further support this view. If primates lack theory of mind, they may still have other behavior control mechanisms that are adaptive in complex social environments. The Somatic Marker Mechanism (SMM) is a candidate, but the SMM hypothesis postulates a much weaker effect of natural selection on social cognition than the theory of mind hypothesis (on inputs to cognitive mechanisms, not on the mechanisms themselves), and there is currently no evidence that it is specific to social stimuli or to primates. “Two Guesser” training would make the goggles test too chauvinistic, and in its current form the goggles problem could not be solved by physical matching because, while wearing goggles, an individual cannot see itself seeing.
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Lee, Sara-Ann, Keane Lim, Max Lam, and Jimmy Lee. "M67. UNDERSTANDING SOCIAL COGNITION IN SCHIZOPHRENIA THROUGH THE LENS OF SCHIZOTYPY." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S160—S161. http://dx.doi.org/10.1093/schbul/sbaa030.379.

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Abstract Background Social cognitive deficits are common, detectable across a wide range of tasks and appear to play a key role in influencing poor functioning in schizophrenia. Despite its importance as a treatment target, the factors that underlie social cognitive deficits in schizophrenia remains elusive. Schizotypy appears to be one such factor that can explain the variability in social cognitive deficits seen in schizophrenia. The study’s primary aim was to provide a more comprehensive understanding of social cognitive functioning and its relationship to schizotypy. Methods 108 patients and 70 healthy controls completed nine tasks across 4 social cognitive domains based on the SCOPE study. In addition, all participants completed the Schizotypal Personality Questionnaire. Clinical symptoms were also rated using the Brief Psychiatric Rating Scale. Results Theory of Mind, social perception, emotion processing and attribution bias were measured in patients with schizophrenia (n = 108) and healthy controls (n = 70). A social cognition composite score was calculated using principal components analysis. Cluster analysis on the derived factor scores revealed 3 clusters. Multiple univariate ANOVAS with Bonferroni correction were used to examine differences between the 3 clusters on each of the 4 social cognition domain scores, which indicated that higher social cognitive performance was related to lower schizotypy. In addition, results indicated that despite differences in the social cognitive performance among patients in the 3 clusters, they did not differ in clinical outcome measures. Discussion The primary aim of the study was to address gaps in the current literature by examining the relationship between social cognition and schizotypy. This study built upon past studies which had the tendency to focus on single, discrete domains by comparing the social cognitive performance of patients and controls using an extensive battery of tests, indexing four social cognitive domains. The significant differences on total SPQ score and the SPQ domain scores between the various clusters, coupled with the significant correlations between schizotypy and social cognition, reinforces the utility of schizotypy in refining our understanding of the variation in the degree of social cognitive deficits in schizophrenia. In conclusion, this study substantiates the importance of understanding the relationship between social cognition and schizotypy. This could support and pave the way for the development and implementation of targeted social cognitive interventions catered to the patients’ level of deficit.
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Smith, Allison, and Amy Milson. "Social Cognitive Career Theory and Adults with Psychiatric Disabilities: Bringing Theory to Practice." Journal of Applied Rehabilitation Counseling 42, no. 3 (September 1, 2011): 20–25. http://dx.doi.org/10.1891/0047-2220.42.3.20.

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Social Cognitive Career Theory (SCCT) is an appropriate framework for conceptualizing career development among adults with psychiatric disabilities, but few practical ideas have been provided in professional literature for intervening within this framework. In order to translate client interests into realistic goals, vocational rehabilitation counselors should explore both the work-related self-efficacy beliefs and the perceived employment barriers experienced by these individuals. Research supports the use of interventions and assessments that target the population of interest and the specific task or domain of interest. Examples of interventions specific to individuals with psychiatric disabilities will illustrate the practical application of SCCT within appropriate context and population considerations by integrating aspects of the theory.
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Chalah, Moussa A., and Samar S. Ayache. "Deficits in Social Cognition: An Unveiled Signature of Multiple Sclerosis." Journal of the International Neuropsychological Society 23, no. 3 (January 10, 2017): 266–86. http://dx.doi.org/10.1017/s1355617716001156.

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AbstractBackground and Objectives: Multiple sclerosis (MS) is a chronic progressive inflammatory disease of the central nervous system, representing the primary cause of non-traumatic disability in young adults. Cognitive dysfunction can affect patients at any time during the disease process and might alter the six core functional domains. Social cognition is a multi-component construct that includes the theory of mind, empathy and social perception of emotions from facial, bodily and vocal cues. Deficits in this cognitive faculty might have a drastic impact on interpersonal relationships and quality of life (QoL). Although exhaustive data exist for non-social cognitive functions in MS, only a little attention has been paid for social cognition. The objectives of the present work are to reappraise the definition and anatomy of social cognition and evaluate the integrity of this domain across MS studies. We will put special emphasis on neuropsychological and neuroimaging studies concerning social cognitive performance in MS. Methods:Studies were selected in conformity with PRISMA guidelines. We looked for computerized databases (PubMed, Medline, and Scopus) that index peer-reviewed journals to identify published reports in English and French languages that mention social cognition and multiple sclerosis, regardless of publication year. We combined keywords as follows: (facial emotion or facial expression or emotional facial expressions or theory of mind or social cognition or empathy or affective prosody) AND multiple sclerosis AND (MRI or functional MRI or positron emission tomography or functional imaging or structural imaging). We also scanned references from articles aiming to get additional relevant studies. Results: In total, 26 studies matched the abovementioned criteria (26 neuropsychological studies including five neuroimaging studies). Available data support the presence of social cognitive deficits even at early stages of MS. The increase in disease burden along with the “multiple disconnection syndrome” resulting from gray and white matters pathology might exceed the “threshold for cerebral tolerance” and can manifest as deficits in social cognition. Admitting the impact of the latter on patients’ social functioning, a thorough screening for such deficits is crucial to improving patients’ QoL. (JINS, 2017, 23, 266–286)
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BOYER, PASCAL, and MICHAEL BANG PETERSEN. "The naturalness of (many) social institutions: evolved cognition as their foundation." Journal of Institutional Economics 8, no. 1 (June 21, 2011): 1–25. http://dx.doi.org/10.1017/s1744137411000300.

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Abstract:Most standard social science accounts only offer limited explanations of institutional design, i.e. why institutions have common features observed in many different human groups. Here we suggest that these features are best explained as the outcome of evolved human cognition, in such domains as mating, moral judgment and social exchange. As empirical illustrations, we show how this evolved psychology makes marriage systems, legal norms and commons management systems intuitively obvious and compelling, thereby ensuring their occurrence and cultural stability. We extend this to propose under what conditions institutions can become ‘natural’, compelling and legitimate, and outline probable paths for institutional change given human cognitive dispositions. Explaining institutions in terms of these exogenous factors also suggests that a general theory of institutions as such is neither necessary nor in fact possible. What are required are domain-specific accounts of institutional design in different domains of evolved cognition.
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Tesser, Abraham. "On the Confluence of Self-Esteem Maintenance Mechanisms." Personality and Social Psychology Review 4, no. 4 (November 2000): 290–99. http://dx.doi.org/10.1207/s15327957pspr0404_1.

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A case is made for the substitutability of self-esteem regulation mechanisms such as cognitive dissonance reduction, self-affirmation, and social comparison. For example, a threat to self via cognitive dissonance might be reduced by a favorable social comparison outcome. To explain substitution, it is suggested that self-esteem regulation mechanisms inevitably produce affect and that affect mediates the completion of various self-esteem regulation processes. Substitution can be understood in terms of the transfer of affect from the initial mechanism to the substitute mechanism. To be effective, this transfer must take place without awareness. Also discussed is the substitution of self-esteem regulation mechanisms across different self-domains versus within a single self-domain. Current theory suggests that substitution might be more effective within domain; that is, it is better to bolster the aspect of self that has been threatened. It is suggested here, however, that substitution across self-domain might be relatively resilient and easier to accomplish.
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Thenmozhi, C. "Models of Metacognition." Shanlax International Journal of Education 7, no. 2 (March 17, 2019): 1–4. http://dx.doi.org/10.34293/education.v7i2.303.

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Thinking is a common process. Cognitive ability includes knowledge, memory and metacognition. Knowledge requires memory. These two are inextricably linked. Parents and teachers need to encourage children to take an active role in their learning and show them how to use what they know to the best advantage. Cognition is primarily a mental process. A successful theory of cognition would answer both the epistemological and biological questions. The purpose is to put forward a theory of cognition, that should provide an epistemological insight into the phenomenon of cognition. The concept of metacognition involves knowledge and control of self and control of the process. A metacognitive process consists of planning, strategies, knowledge, monitoring, evaluating and terminating. The Automation of Cognitive and Metacognitive Processes, Social and Emotional aspects of Metacognition, Domain General Versus domain specific Metacognitive Skills. Mata cognition, Intelligence and adaptive behaviour, Ann Brown distinguished between knowledge about cognition and regulation of cognition, Private Speech and Development of Metacognition is the models of metacognition.
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Wakabayashi, Akio, Junko Sasaki, and Youji Ogawa. "Sex Differences in Two Fundamental Cognitive Domains." Journal of Individual Differences 33, no. 1 (January 2012): 24–34. http://dx.doi.org/10.1027/1614-0001/a000058.

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Prior research indicates that, on average, females are superior at tasks concerned with the social cognitive domain, whereas males are superior at tasks concerned with physical cognitive domains. The empathizing-systemizing (E-S) theory explains these differences by proposing two independent cognitive drives: empathizing and systemizing. The present study explores sex differences and the relationship between these cognitive domains. Participants were 267 elementary school children (mean age = 9.8) and 102 university students (mean age = 20.7) who performed two tasks: the Eyes test and the intuitive physics test. Results showed that females scored higher than males on the Eyes test in both participant groups, whereas no marked sex differences appeared in the intuitive physics test. Distributions of cognitive styles, derived from performance differences in the two tasks, showed marked sex differences, and correlations between performances in the two tasks were near zero in both groups, were consistent with E-S theory.
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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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Charlton, Bruce G. "Theory of mind and the “somatic marker mechanism” (SMM)." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1141–42. http://dx.doi.org/10.1017/s0140525x01250146.

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The “somatic marker mechanism” (SMM; Damasio 1994) is proposed as the cognitive and neural basis of the theory of mind mechanism. The SMM evolved for evaluating the intentions, dispositions, and relationships of conspecifics; hence, it is adaptive in the social domain. It is predicted that chimpanzees will indeed have theory of mind (ToM) ability, but that this will be socially domain-specific. Domain-general ToM will be found only in primates with abstract, symbolic language (adult humans). Putative ToM tests require revision in the light of these distinctions.
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Dissertations / Theses on the topic "Social Cognitive Domain Theory"

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Theurelle-Stein, Delphine. "Vers une extension du domaine de la compétence : la possibilité du soft. Contribution à une théorie agentique du développement professionnel." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/Theurelle-Stein_Delphine_2019_ED221.pdf.

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Dans un monde décrit comme VICA (volatile, incertain, complexe et ambigu), les grandes organisations internationales (Union Européenne, OCDE, World Economic Forum, etc.) multiplient les études pour identifier les compétences du 21ème siècle. Leurs résultats montrent que les soft skills - les compétences qui ne relèvent ni du savoir, ni du savoir-faire - sont des leviers de la performance individuelle et organisationnelle (Carnevale & Smith, 2013). Pour autant, le concept de soft skill reste flou et les travaux concernant leur développement rares (Boyatzis, 2006). L’objectif de notre thèse est de développer une meilleure connaissance des soft skills et de leurs modes de développement. Nous adoptons pour ce faire une démarche qualitative mobilisant différentes méthodologies et terrains de recherche : une étude exploratoire multi-site, une recherche-intervention et l’étude d’un cas extrême (Yin, 2014). Nos résultats, éclairés par la théorie sociocognitive de Bandura (2001), nous permettent de contribuer à une meilleure compréhension conceptuelle des soft skills, d’identifier les facteurs personnels et environnementaux de leur développement et in fine, de soumettre des préconisations pour la mise en œuvre d’une démarche soft skills dans les organisations
In a world described as VICA (volatile, uncertain, complex and ambiguous), major international organizations (European Union, OECD, World Economic Forum, etc.) are multiplying studies to identify the skills of the 21st Century. Their results show that soft skills - skills that are neither knowledge nor know-how - are levers of individual and organizational performance (Carnevale & Smith, 2013). However, the concept of soft skill remains unclear and research on its development is rare (Boyatzis, 2006). The objective of our thesis is to develop a better knowledge of soft skills and their development modalities. To do this, we adopt a qualitative approach using different methodologies and fields of research: a multi-site exploratory study, an intervention research and the study of an extreme case (Yin, 2014). Our results, informed by Bandura's (2001) social cognitive theory, allow us to contribute to a better conceptual understanding of soft skills, to identify the personal and environmental factors of their development and ultimately, to submit recommendations for the implementation of a soft skills approach in organizations
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Hambrick, David Z. "Effects of domain knowledge, working memory capacity and age on cognitive performance." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/29384.

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Chakroff, Aleksandr. "Discovering Structure in the Moral Domain." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467227.

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Early moral psychologists identified the moral domain with a class of actions that negatively impacted the wellbeing of others or violated their rights. However, anthropological work suggested that this view failed to capture the full extent of the moral domain, which can include victimless actions (e.g., food taboos), especially among socially conservative or non-Western individuals. Which kinds of acts are included in the moral domain? Along which dimensions do the acts differ from one another? Paper 1 utilizes a data-driven approach to mapping the moral domain, revealing a simple two-factor structure that captures variance in moral judgments across individuals, as well as reliable cross-voxel pattern information within individual brains. The remaining papers investigate judgments of agents who perform “harmful” acts (e.g., assault) versus “impure” acts (e.g., incest), which are each representative of the separate factors discovered in Paper 1. In Paper 2, we see an asymmetry in people’s causal attributions for the actions of harmful versus impure agents: impure acts are judged as more internally generated, and less due to the situation, compared to harmful acts. This asymmetry is due to differences in abnormality, a key dimension along which the moral domain may be organized. Paper 3 probes agent evaluations: how are harmful and impure agents expected to act in other contexts? People expect harmful agents to be harmful but not impure. In contrast, people expect impure agents to be both impure and harmful. This effect is connected to a model of the moral domain with a conceptual “core” of dyadic harm, surrounded by a periphery of victimless moral violations. Together, this work highlights a simple structure in the moral domain that can explain moral judgments, causal attributions, action predictions, as well as patterns of activity in the cortex.
Psychology
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Lane, Suzanne. "VALIDATING COGNITIVE SKILL SEQUENCES IN THE BEGINNING READING DOMAIN USING LATENT TRAIT MODELS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/187541.

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The present study was a systematic investigation of hierarchical skill sequences in the beginning reading domain. The hierarchies included skills from the traditional approach to reading which reflect bottom-up processing and skills from the conceptual area of print awareness which reflect top-down processing. Researchers supporting the bottom-up approach view reading as a process in which the child extracts information from the text to gain knowledge of the print. The bottom-up processes examined were in the areas of letter recognition and letter naming, and identification of letter sounds and phonemes. The top-down processing approach views reading as a task in which the child brings his/her past experiences and knowledge about the world to gain information about print. The top-down processes examined were in the areas of print identification, inferring a word in context, and print directionality rules. Hierarchical skill sequences were developed within each of the specific areas reflecting the top-down and bottom-up processing theories. Items were developed to reflect the skill sequences based on the cognitive processes that are necessary for correct performance. This involved varying the task demands imposing various requirements of cognitive processing. The data were from 13,189 Head Start children ranging from 3 to 6 years of age. Latent trait models were constructed to reflect the viii ix hypothesized skill sequences by allowing the aj (discrimination) and bj (difficulty) parameters to be free to vary or by constraining them to be equal to other parameters. To arrive at a preferred model, each latent trait model that represented a hypothesized skill sequence was statistically compared against alternative latent trait models. The results from the present investigation supported the hierarchical skill sequences reflecting skills within the traditional area of reading. However, some of the skill sequences from the conceptual area of print awareness were not clearly supported. While the results provide a deeper understanding of beginning reading skill sequences reflecting top-down and bottom-up processing theories, future research is needed to delineate the specific skills which promote later reading ability once the child is in formal reading instruction.
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Faughn, Carley E. "Social and Physical Cognition in Chimpanzees (Pan troglodytes )| Preliminary Investigation of Domain-General versus Domain-Specific Intelligence." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622935.

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Comparative and evolutionary cognitive scientists disagree on whether human and nonhuman primate cognition is driven by a general intelligence or more specific, modular mechanisms. Comparative research with chimpanzees is extensive and provides the opportunity to better understand the evolution of human cognition. Little research has been dedicated to individual differences in chimpanzee social and physical cognition. The study of individual differences can be informative in better understanding the generality of primate intelligence. Results supporting a correlation between performances in the social and physical domains would suggest that a domain-general inference system may be responsible. If no relationship is revealed between performances then more compartmentalized, modular mechanisms may be responsible. As a preliminary investigation, I administered four studies focusing on social and physical cognition to a large number of captive chimpanzees. Performance on two tool-using tasks served as indicators of physical intelligence. I administered two social investigations regarding individual variation in social responsiveness and sociability. I did not find a correlation between the social and physical investigations; however strong individual differences in performances were observed. Demographic factors sometimes played a role in the results presented here (e.g. dominance rank and age). While this research does not demonstrate a relationship between sociability and physical intelligence, additional social measures should be utilized in order to measure social cognitive ability in chimpanzees. Focusing on individual differences with a battery of social and physical tasks will be informative regarding the structure of primate intelligence and the underlying cognitive mechanisms that are responsible.

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Mills, LeAnn R. "Applying social cognitive career theory to college science majors." [Ames, Iowa : Iowa State University], 2009.

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

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This study employed an experimental design intended to be an analog to the workplace to examine a person by situation interactive effect on OCBs, which were evaluated as prosocial behaviors. This study also sought to provide initial empirical support for the two-stage social cognitive model of OCBs proposed by Hauenstein and Kalanick (2008). Participants were 194 undergraduates. The study was a 2 (Helpfulness) by 2 (Fairness) design. After completing distracter tasks 1 and 2, participants received either a helpfulness prime or a control prime (task 3). Participants then either experienced either a fair manipulation or an unfair manipulation. Results indicated a distinction between the decision to help and helping effort, which has not been thoroughly examined in literature on OCBs. Results revealed main effects for the helpfulness prime and fairness manipulation on the decision to engage in helping. The nature of these effects was that participants helped more when they were primed with helpfulness and when they experienced fairness. However, once helping commenced, there was an interactive effect between helpfulness and fairness such that the helpfulness prime had a stronger effect on participants treated unfairly. Implications for future research on OCBs are discussed.
Ph. D.
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Lieberman, Joel David 1967. "Cognitive-experiential self-theory and juror decision-making." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282446.

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Cognitive-experiential self-theory maintains that there are two principal ways of processing information. The first is in a rational mode; the second is in an experiential (emotional) mode. Previous research has demonstrated that when participants are motivated to process information experientially, they tend to rely on heuristic cues in their decision making. However, when participants are motivated to think in a rational mode, they devote greater attention to the information presented to them, and make more accurate decisions. This may have an impact on legal decision making. Attorneys in personal injury trials often attempt to present their case in a manner directed at either rational or emotional processing, under the assumption that emotional jurors will be supportive of the plaintiff while rational jurors will be supportive of the defendant. However, in an attempt to motivate emotional processing attorneys may inadvertently activate heuristic cues that have an impact on juror decision making, such as the defendant attractiveness bias (previous research has demonstrated that attractive defendants receive more lenient sentences than unattractive defendants). The hypothesis that an attractiveness-leniency effect would occur when individuals were in an experiential mode, but not when they were in a rational mode was tested. Mock jurors were put into either an experiential or rational mode through the use of a number of materials and trial evidence. They were then presented with a photograph of a defendant who was either high or low in physical attractiveness. Following this, a transcript of a personal injury trial and relevant jury instructions were presented. Finally, participants rendered verdicts on a number of measures including monetary damages, liability verdicts, and assessments of negligence. The results indicated that an attractiveness-leniency effect was operative when individuals were in an experiential mode, but not when they were in a rational mode. However, this effect appears to be limited to variables that are emotionally oriented, rather than ones that require analytic reasoning. The paper concludes with a discussion of the potential implications of cognitive-experiential self-theory on juror decision making in a variety of related areas.
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Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.

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

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

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Heider, Fritz. Balance theory. München-Weinheim: Psychologie Verlags Union, 1988.

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Peverelli, Peter J. Cognitive space: A social cognitive approach to Sino-Western cooperation. Delft: Eburon, 2000.

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Diederick, Raven, Vucht Tijssen Lieteke van, and Wolf Jan de, eds. Cognitive relativism and social science. New Brunswick, N.J: Transaction Publishers, 1992.

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Minati, Gianfranco. Emergence in Complex, Cognitive, Social, and Biological Systems. Boston, MA: Springer US, 2002.

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Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Potter, W. James. Theory of media literacy: A cognitive approach. Thousand Oaks, Calif: SAGE Publications, 2004.

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Robert, Joule, ed. A radical dissonance theory. London: Taylor & Francis, 1996.

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Liaisons: Philosophy meets the cognitive and social sciences. Cambridge, Mass: MIT Press, 1992.

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Harmon-Jones, Eddie, and Judson Mills, eds. Cognitive dissonance: Progress on a pivotal theory in social psychology. Washington: American Psychological Association, 1999. http://dx.doi.org/10.1037/10318-000.

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Information dynamics in cognitive, psychological, social, and anomalous phenomena. Dordrecht: Kluwer Academic Publishers, 2004.

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Book chapters on the topic "Social Cognitive Domain Theory"

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Krcmar, Marina. "Social Cognitive Theory." In Media Effects, 100–114. Fourth edition. | New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429491146-7.

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Schunk, Dale H. "Social cognitive theory." In APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues., 101–23. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13273-005.

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Payne, Malcolm. "Cognitive Models." In Modern Social Work Theory, 184–200. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21161-6_9.

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Payne, Malcolm. "Cognitive-behavioural Theories." In Modern Social Work Theory, 114–36. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14284-2_5.

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Payne, Malcolm. "Cognitive-behavioural practice." In Modern Social Work Theory, 150–83. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_6.

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Bozack, Amanda. "Social Cognitive Learning Theory." In Encyclopedia of Child Behavior and Development, 1392–94. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2715.

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Whitham, Siena, Lindsey Sterling, C. Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders, 2884–93. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_484.

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Newman, Barbara M., and Philip R. Newman. "Cognitive Social-historical Theory." In Theories of Human Development, 413–56. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003014980-13.

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Whitham, Siena, Lindsey Sterling, Christie Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders, 4418–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_484.

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Sheu, Hung-Bin, and Laura Phrasavath. "Social cognitive career theory." In Contemporary Theories of Career Development, 47–60. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276175-6.

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Conference papers on the topic "Social Cognitive Domain Theory"

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Pereira, Nayara Karina Ferreira, Fábio Ricardo de Oliveira Galvão, Vaneza Mirele Gomes dos Santos, Enio Walker Azevedo Cacho, Marcos Hortes Nisihara Chagas, and Roberta de Oliveira Cacho. "Evaluation of social cognition in post stroke patients: a hemispheric analysis." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.247.

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Introduction: Social cognition is an increasingly explored field of research in the study of post-acquired brain injury psychiatric disorders, encompasses a number of domains including theory of mind (ToM). The ToM refers to the ability to understand, infer emotions, and predict the behavior of others. ToM deficits can impair information processing, and the laterality of the brain injury can influence the level of impairment. Objectives: To investigate whether laterality of the post-stroke hemispheric lesion influences performance on ToM tasks. Methods: Cross-sectional observational study, with chronic post-stroke subjects, aged ≥18 years, without cognitive deficits suggestive by Mini Mental State Examination (MMSE). The volunteers were submitted to a single evaluation using the Theory of Mind Task Battery (ToM TB) in its version translated and adapted to Portuguese (Brazil). The participants were allocated into two groups: group with right hemisphere injury (RHI) and group with left hemisphere injury (LHI). Comparative statistics were performed based on the ToM TB scores between the two groups using Student’s t-test. Results: Thirty-eight participants (RHI=22 and LHI=16) were included. There was no difference between the RHI and LHI group regarding social cognition assessed by ToM TB (t=1.63; p=0.11). Conclusion: The laterality of brain injury appears to not influence the level of performance on ToM tasks in stroke survivors.
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Lacerda, Isabel, Raquel Santos, Tatiana Belfort, José Neto, and Marcia Dourado. "DOMAINS OF AWARENESS WITH COMPLEX JUDGEMENTS ARE ASSOCIATED TO EXECUTIVE FUNCTION IN ALZHEIMER’ DISEASE." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda049.

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Background: Awareness is a multidimensional construct and there is a lack of research investigating the association between awareness domains and other deficits than cognition. Objective: Our aim is to investigate the influence of executive dysfunction in awareness domains. Methods: 75 people with mild-to-moderate AD completed assessments about global cognitive function, executive functioning, and their awareness of disease. Their primary caregivers’ dyad provided information about demographics, awareness of disease, dementia severity, neuropsychiatric symptoms, and functional status. Results: Executive dysfunction was predictor for more complex domains of awareness: awareness of disease, of emotional state and of social functioning and relationships. Awareness of cognitive functioning and health condition and of functional activity impairments exhibit only global cognitive function as a predictor. Conclusions: Findings confirm some degree of independence between awareness domains and identify the more complexity of some domains beside others. These results suggest that different interventions are necessary in domains of awareness.
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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
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Baptista, Maria Alice, Nathália Kimura, Isabel Lacerda, Felipe Silva, and Marcia Cristina Dourado. "YOUNG AND LATE ONSET DEMENTIA: HOW DO THEY DIFFER IN TERMS OF DOMAINS OF AWARENESS?" In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda042.

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Background: Young onset dementia (YOD) is a diagnosis given when the neurocognitive process sets in before 65 years age. The YOD dementia process poses specific challenges related to financial issues, work and social demands, marriage, and parenthood, including losses and shifting roles, care responsibilities, as well as prospects for the future. Those challenges might account for the difference in awareness between YOD and late onset dementia (LOD). Awareness can be defined as the recognition of changes caused by deficits related to the disease process, which may include the ability to recognize a specific deficit, the emotional response to the difficulties presented and the ability to understand the impact of the disease in activities of daily living Objectives: This study is designed to investigate differences in awareness of cognitive functioning and health condition, functional activity impairments, emotional state, and social functioning and relationships among people with young onset (YOD) and late onset dementia (LOD); and examine associations between awareness and its domains with cognition, functionality, neuropsychiatric symptoms, social and emotional functioning and quality of life (QoL) in both groups. Methods: This is a cross-sectional design study. A group of 136 people with dementia and their respective caregivers (YOD = 50 and LOD = 86) were consecutively selected from an Alzheimer’s disease outpatient unit in Rio de Janeiro, Brazil. We assessed awareness of disease, dementia severity, cognition, functionality, neuropsychiatric symptoms, social and emotional functioning, and quality of life. Results: People with YOD were more aware of disease (total score), more aware of their cognitive functioning and health condition and of their functional activity impairments than people with LOD, even if this group was more severely cognitive impaired and had a worse level of functionality than LOD group. Besides, people with YOD had more neuropsychiatric symptoms than people with LOD. Multivariate linear regressions showed that functionality has a wide relationship to awareness for people with YOD. While neuropsychiatric symptoms and quality of life has a greater relation to awareness for people with LOD. Conclusions Different clinical variables are associated to different domains in YOD and LOD groups, reinforcing the heterogeneity of awareness in dementia.
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Gawish, Mohamed, Safia Abbas, Mostafa G. M. Mostafa, and Abdel-Badeeh M. Salem. "Learning cross-domain social knowledge from cognitive scripts." In 2013 8th International Conference on Computer Engineering & Systems (ICCES). IEEE, 2013. http://dx.doi.org/10.1109/icces.2013.6707163.

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Bushuyev, Sergey, Natalia Bushuyeva, Denis Bushuiev, and Victoria Bushuieva. "PROJECT MANAGEMENT INTELLIGENCE ARCHITECTURE." In 10th IPMA Research conference: Value co-creation in the project society. International Project Management Association, Serbian Project Management Association, 2022. http://dx.doi.org/10.56889/uxoz1111.

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The existing intelligence models for managing innovative development projects and programs are fragmented and do not allow getting the maximum value from their application. The development of the architecture of an integrated intelligent control model will significantly increase the value of the products of projects and programs when using such models. To evaluate the effectiveness of the proposed architecture of an integrated intelligent system, competence-based models for managing innovative projects and programs are used. To evaluate the effectiveness of the implementation of the intelligence model, the competencies that make up the Pareto area are proposed for each domain of the integrated intelligence model. The integrated intelligence model within the proposed architecture has five groups of interrelated competencies: business, social, emotional, technical and cognitive. As a tool for assessing the organization’s competence in the field of innovative development projects, a model based on the mechanisms of the IPMA Delta system was used. The case study was carried out on the example of the application of an integrated intelligence model for the preparation of a master’s at the Project Management Department of the Kyiv National University of Construction and Architecture.
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Lima, Cláudia. "Design Practices within Contemporary Societies." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001369.

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This paper addresses pedagogical practices developed in the context of the Communication Design BA at Lusófona University in Porto, Portugal, aimed at highlighting the importance of social design innovation as a fundamental field of application for the area of design hence promoting a socially aware design practice towards human needs and global sustainability. These practices are based on collaborations made with local social institutions, such as Portuguese Red Cross, Alzheimer Portugal Association, and Eu Sou Eu - Association for the Social Inclusion of Children and Young People, and are anchored on three axes: (i) the need to integrate students in the professional activity, through the development of specific projects for real contexts; (ii) the inexistence of curricular units structured in the scope of Social Design in the curricular programs of Design BAs in Portugal; (iii) the difficulty of social institutions to harness the potential of Design tools and methodologies to respond to the needs of both the institution and the community it serves, due to the lack of human and financial resources. Since 2018, several projects have been developed with students including fundraising campaigns, cognitive stimulation materials for individuals with dementia, signage for day care centres and visual identities. These projects provided students with a professional context, requiring direct contact with the client, in-depth knowledge of the institution and awareness of the community it serves to achieve suitable solutions. For their development, Design Thinking methods were used as the basis of a work process divided into three essential phases: (i) problem definition which included meetings with the client, visits to the institution, interviews with its collaborators, research on issues related to the institution and the community it serves; (ii) project ideation where ideas were discussed and tested, the financial and material feasibility was assessed, as well as the suitability of the project under development regarding the defined problem; (iii) project implementation which included the production and dissemination of the project and possible future developments, envisaging the materialization of a professional relationship between student and institution beyond the academic context. These projects highlighted the importance of the designer's role as a social agent: students were confronted with real social problems found in the community (situations of poverty, domestic violence, special educational needs, dementia), and the needs of the institutions themselves. At the end of each project, the knowledge acquired was not limited to the domain of academic design exercises, but extended to social learning, humanitarian values and ways of acting through design projects aimed at citizenship. It is argued that in times of change, marked by the growing identification of social needs, the Designer can assume an essential role as a social agent. Hence the need to integrate social issues in Design curricular programs, envisaging an approach to Design that is more oriented towards human needs and in line with the global sustainability and social equality. In this paper, design methodologies adopted for these projects are described with a view to the replication of this pedagogical model in other contexts.
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Martin, Cesar A., Daniel E. Rivera, William T. Riley, Eric B. Hekler, Matthew P. Buman, Marc A. Adams, and Abby C. King. "A dynamical systems model of Social Cognitive Theory." In 2014 American Control Conference - ACC 2014. IEEE, 2014. http://dx.doi.org/10.1109/acc.2014.6859463.

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Kumar, Sanjay, Rohit Beniwal, Sudhanshu Shekhar Singh, and Vipul Gupta. "Predicting Link Sign in Online Social Networks based on Social Psychology Theory and Machine Learning Techniques." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146087.

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Musku, Madhusudhan R., and Paul Cotae. "Cognitive Radio: Time Domain Spectrum Allocation using Game Theory." In 2007 IEEE International Conference on System of Systems Engineering. IEEE, 2007. http://dx.doi.org/10.1109/sysose.2007.4304260.

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Reports on the topic "Social Cognitive Domain Theory"

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Soloviev, Vladimir, Natalia Moiseienko, and Olena Tarasova. Modeling of cognitive process using complexity theory methods. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3609.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using multiscale, multifractal and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies.
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Соловйов, Володимир Миколайович, Наталя Володимирівна Моісеєнко, and Олена Юріївна Тарасова. Complexity theory and dynamic characteristics of cognitive processes. Springer, January 2020. http://dx.doi.org/10.31812/123456789/4143.

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The features of modeling of the cognitive component of social and humanitarian systems have been considered. An example of using entropy multiscale, multifractal, recurrence and network complexity measures has shown that these and other synergetic models and methods allow us to correctly describe the quantitative differences of cognitive systems. The cognitive process is proposed to be regarded as a separate implementation of an individual cognitive trajectory, which can be represented as a time series and to investigate its static and dynamic features by the methods of complexity theory. Prognostic possibilities of the complex systems theory will allow to correct the corresponding pedagogical technologies. It has been proposed to track and quantitatively describe the cognitive trajectory using specially transformed computer games which can be used to test the processual characteristics of thinking.
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